Riverwalk School

What Ofsted said

From the inspection on 16 July 2024

Riverwalk is a happy school. Pupils with complex needs receive skilful support. The safe culture helps them settle well. Throughout the school, the clear, consistent structure supports pupils to behave well. They enjoy their friendships with peers. Pupils are friendly and polite, saying 'Hi' and holding doors open for adults. Children in the early years respond well to repeated routines. Sensory activities, such as massage and tai chi, mean pupils are ready to focus on learning. Pupils who need it get help with eating and hygiene. Those who can use the play equipment without support. Pupils build their independence and resilience. Pupils learn what they need to be ready for life beyond school. For instance, they develop life skills, such as cooking, and spending money in the local café. Expectations for learning through the curriculum have risen. There are plentiful opportunities for enrichment. Pupils learn to swim and cycle. Some with profound and multiple needs take part in the Duke of Edinburgh Award. There are regular sports days and lots of fun. Pupils enjoy parties, including wheelchair dancing. At the Riverfest Fete, they delight in 'teacher-splatting'. Assemblies acclimatise pupils to stimulating situations. These activities help them develop their communication and social confidence.

What the school should improve

• In some areas, the school does not identify closely enough the subject-specific knowledge that should be assessed. This hampers teachers' ability to adapt and improve the curriculum for pupils. The school should make sure it identifies specifically what knowledge needs to be assessed in all areas of the curriculum, so that pupils' learning builds on a more secure foundation and they make stronger progress.
• The trust and leaders have not managed and communicated the reasons for change as successfully as they intend. This means that some staff do not support fully the changes that are being introduced to the school or understand the rationale for some changes. The school needs to communicate and work with staff in a way that means they understand and support the changes that it is making.
• Some governance systems are not effective enough. In particular, the localities committee is not yet working well to give the trust board the depth of information it needs. This hampers the quality of oversight. The trust needs to ensure that the structures of governance are effective so the board can support and challenge the school successfully.

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