Riverside Community Special School
- Riverside Community Special School
Scratchface Lane
Purbrook
Waterlooville
Hampshire
PO7 5QD - Head: Mrs Catherine Le Roux
- T 023 9225 0138
- F 023 9224 0755
- E office.riverside@…rside.hants.sch.uk
- W www.riverside.hants.sch.uk
- A state special school for boys and girls aged from 3 to 11. Type of SEN provision: ASD - Autistic Spectrum Disorder; HI - Hearing Impairment; MLD - Moderate Learning Difficulty; SLCN - Speech, Language and Communication.
- Boarding: No
- Local authority: Hampshire
- Pupils: 127
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Good 1
- Early years provision Outstanding 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 6th June 2023
- Previous Ofsted grade: Outstanding on 11th October 2016
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
Riverside is a day special school for children experiencing complex needs associated with learning difficulties, including children with Autistic Spectrum Disorders. The key aim of the school is to enable each child to achieve his/her maximum potential while raising their self-confidence, self-esteem and working towards greater levels of independence. There is an emphasis on promoting a positive environment in which children stay safe, work towards healthy lifestyles, enjoy as they learn, feel that their contribution is valued and the whole of their well being is important. The school works with children from Foundation Stage through to the end of Key Stage 2. An integral part of the work undertaken involves working very much in partnership with parents, but also with a number of outside agencies to inform, assess and support in the decision making process relating to the child’s future education and life beyond school. Riverside has developed a comprehensive outreach service and extended school role. Many local schools and support groups for both professionals and parents regularly receive training, resources, support and advice on many issues related to special educational needs. In addition to this, the school has a visitors’ programme which offers opportunities to work alongside the staff, to see how the specialist approaches, operating within the school are used. Nov 09.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
Y |
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
|
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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