Riversides School
Catchment Area, Reviews and Key Information

Primary & Secondary
Special school
PUPILS
66
AGES
7 - 16
GENDER
Mixed
TYPE
Academy special sponsor led

How Does The School Perform?

NATIONAL AVG. 2.08
Ofsted Inspection
(5/10/21)
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

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5.4:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
47.8%
NATIONAL AVG. 8.2%
Persistent Absence
62.1%
NATIONAL AVG. 16.8%
Free school meals

Progress Compared With All Other Schools

- 1.82 GCSE Progress Score Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England)
Thorneloe Road
Barbourne
Worcester
WR1 3HZ
0190521261

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Leaders, staff and governors are very committed to the core principles you introduced to the school, ‘Dare2Dream’. These principles include a very strong commitment to pupils’ personal development, welfare, achievement and behaviour. Despite many staff and leadership changes since the previous inspection, you and the staff have maintained good teaching and continue to build strong and warm relationships with pupils, families and carers. Pupils enjoy coming to school and this is reflected in improving attendance rates and a significant reduction in persistent absence. Sustained improvement to pupils’ achievement also reflects that improved attendance has a positive effect on pupils’ learning and progress. Pupils’ achievement and their behaviour continue to be good because of effective teaching by all staff and the care and skilled interventions provided by teaching assistants and learning mentors. There have been significant improvements to the curriculum since the previous inspection. Leaders and staff provide a broad range of activities that are well suited to pupils’ social, mental and emotional needs. It is encouraging to see that the majority of pupils are on track to achieve their learning targets and are making good progress. Pupils achieve consistently well in mathematics in key stages 2 to 4, but some pupils, particularly in key stage 2, make slower progress in reading and writing. There is now scope to use assessment information more accurately to identify pupils who are capable of reaching agerelated standards. There is a strong commitment to helping pupils acquire the skills necessary to prepare them for the next stage of their education, training or employment. This is clearly evident in the range of experiences planned for pupils, which includes outdoor adventurous activities to improve their self-confidence and social skills. Cooking classes enable pupils to organise themselves, work as a team and learn skills that prepare them well for the future. The Duke of Edinburgh’s Award scheme is very successful as every pupil across the school completes and achieves one of many grades of award. Work experience and preparation for apprenticeships on farms or courses at local colleges result in nearly all pupils leaving key stage 4 going on to further education, training, employment or apprenticeships. The staff encourage pupils to play an active role in society. One member of the ‘pupils’ parliament’ summed it up by telling me, ‘We make decisions for the school’. You and your staff are very good at listening to pupils’ views and allowing them to contribute to their community by organising charity events and deciding how the proceeds are spent to support others in and beyond the immediate locality. Pupils who have autism spectrum disorder achieve well, although, like other pupils, some lack confidence and the language and communication skills to articulate fluently. Leaders and staff use pictorial prompts and visual resources to develop pupils’ language and communication skills. However, visual resources are not always accessible in classrooms or displayed prominently enough to hold pupils’ attention for sustained periods. This is particularly the case in classrooms and corridors on the Thorneloe site. There are some good examples of pupils’ work, including science, number work and writing, displayed in some classrooms. However, the best examples of pupils’ work are not displayed or accessible enough to other pupils. As a result, pupils do not get to see enough good work as models of best practice to aim for and achieve.

Riversides School Reviews


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Riversides School Catchment Area Map

This school is an academy and does not conform to the general school admission criteria set down by the Local Education Authority.


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