Riversides School

Highlights from Latest Inspection

Information about this school

Riversides is a special school for pupils with behavioural, emotional and social difficulties who come from the south part of the county of Worcestershire. Many pupils have been excluded from previous schools and have missed significant amounts of schooling. A very small number of girls and a very small proportion of pupils from minority ethnic groups educated at the school.

All pupils have a statement of special educational needs. Currently 15 pupils are looked after by the local authority. The majority of pupils are entitled to pupil premium (the additional funding from central government for pupils known to be eligible for free school meals, children looked after by the local author...ity, or who have a parent in the armed forces).

The school currently comprises three sites in the city of Worcester. The Thorneloe site educates pupils in Key Stages 2, 3 and 4. The Spring Gardens site provides for pupils in Key Stage 4.

Pupils in Key Stage 2 are educated at the Perryfield site. From September 2013, the Perryfield site will no longer be used and these pupils will join others at the Thorneloe site. A very small number of pupils are educated by staff from a private company through one-to-one tuition at various public venues, such as the local library or technical college and through work experience.

Since the previous inspection, the headteacher has retired. From January 2013, the former deputy headteacher was appointed interim headteacher.

Summary of key findings for parents and pupils

This is a good school Pupils make good progress and achieve well in each key stage and in a range of subjects so that they are well prepared for the next stages of their education.

Since the previous inspection, the school has improved pupils' achievement, the quality of teaching and attendance. Teaching is good and some outstanding teaching was also seen. Lessons are well planned and interesting, and where possible related to pupils' everyday life.

Staff convey high expectations of learning and behaviour to pupils. Behaviour in lessons and around the school is good. Pupils make every effort to be courteous and they try hard in lessons.

The interim headteacher has sustained the rate of progress the school has been making since the previous inspection. Staff morale is high, and robust plans are in place for the school's continued leadership. Governors effectively hold the school to account.

They have a clear picture of provision and the next steps for the school. It is not yet an outstanding school because : Occasionally, work for pupils in lessons is not precisely pitched to ensure the maximum progress. Long-term planning does not ensure that the widest possible range of subjects provide precisely planned opportunities for pupils to apply literacy and numeracy skills and improve these skills further.