Riversides School

What Ofsted said

From the inspection on 27 January 2026

Pupils begin the day feeling welcomed and noticed. Staff greet them warmly in a considered way. They take time to check how pupils are and assess their readiness for the day ahead. This steady, predictable start helps pupils feel calm, secure and ready to learn. The school's caring ethos is reflected in these warm relationships. This contributes to pupils feeling valued and understood. Many pupils join Riversides having had a negative experience of education. Some have struggled to manage their emotions. Staff work effectively to rebuild trust and mutual respect, which helps pupils develop a sense of belonging. Over time, pupils grow in confidence and begin to engage with learning again. The personal development of pupils is a strength. Staff help pupils to discover what they enjoy and nurture their talents. Pupils enjoy the range of activities on offer, including outdoor learning, creative projects, clubs and going out into the community. Such opportunities motivate many pupils to attend school. Over time, pupils learn how to manage their feelings, talk about worries and make sensible choices. They are taught how to stay safe online and in the community. Key safety messages are repeated to help pupils remember them. Pupils feel confident that staff will listen and help them when things feel difficult. Bullying is uncommon, but when concerns arise, staff deal with them promptly, so pupils feel protected. Pupils behave respectfully and move safely around school. They understand that such routines help everyone to feel safe. Routines are simple and consistent, to help pupils know what is coming next. This is a school where staff maintain high expectations for pupils' learning and conduct. Many pupils achieve well. Leaders ensure that pupils leave with accreditations or qualifications that will support them in the next stages of their education.

What the school should improve

• Leaders should improve how well staff check and identify gaps in pupils' understanding, especially in the development of pupils' writing, to ensure all pupils make rapid progress in their learning.
• Leaders should ensure learning is consistently adapted, supported and modelled so pupils can access tasks successfully and apply their learning with increasing independence.
• Leaders should strengthen the therapeutic support offer for vulnerable pupils to reduce barriers to their academic and social development.

Read the full Ofsted report (opens in a new tab)