Riverside School, Tadcaster

What Ofsted said

From the inspection on 6 May 2026

Pupils are happy at Riverside School. They appreciate the support and care that they receive. They feel safe and know who to talk to if they have a worry. Pupils know what is expected of them. They follow the school's rules well. Pupils act with integrity and demonstrate positive manners towards adults and their peers. They develop independence and learn to share, which includes children in the early years. Most pupils attend well. They understand the importance of coming to school regularly so that they do not miss important learning. However, leaders' systems and processes for checking on the wellbeing of pupils who have been absent for long periods of time are not as effective as they might be. Pupils who are disadvantaged and those who may face barriers to their learning and/or wellbeing benefit from appropriate support. The 'Acorn room' provides pupils with an opportunity for a daily 'soft start'. This helps them to be ready to engage in learning. Pupils, including those who attend the Beacon provision, enjoy their lessons. They talk about their learning with confidence. Children in the early years are well prepared for the next stage of their learning. Most pupils achieve well. Outcomes in national assessments at the end of key stage 2 reflect this. However, some pupils, including those who are disadvantaged, do not learn the skills that they need in writing as quickly as they should. Leaders have taken steps to strengthen the teaching of writing, but this remains a priority for improvement. Pupils experience a sense of belonging at the school. They engage in a broad range of activities. This includes sporting activities, craft club and choir. Pupils are enthusiastic about their leadership responsibilities. School council members are proud of the changes that they initiate in school. The 'playtime squad' helps younger children at breaktime. Pupils feel that they are well supported in school. Any incidents of poor behaviour are managed well by adults. Pupils know about the different types of bullying. Instances of this are rare and always taken seriously.

What the school should improve

• Leaders should formalise and ensure consistent implementation of their procedures and processes so that every pupil is adequately supported and challenged.
• Leaders, including governors, should ensure that the strategic direction for the school is clearly defined and that they have a secure understanding of the school’s strengths and areas for development so that they can take appropriate action to drive improvement across all areas of the school’s work.
• Leaders should ensure that pupils, particularly disadvantaged pupils, develop the foundational knowledge that they need, especially in spelling and handwriting, so that they achieve all that they can by the end of key stage 2.

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