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Riverside Primary School continues to be a good school.
What is it like to attend this school?
Pupils are highly enthusiastic about coming to Riverside. They enjoy their learning in lessons and the many other clubs and activities. Pupils talk excitedly about activities such as dodgeball and drawing club.
The school provides several of these activities as morning clubs, which pupils say make a 'fantastic' start to the day. All pupils can experience local visits, residential trips as well as visiting speakers and performers. They can develop and follow their interests, for example through sports, dance, computing and choir.
Pupils are proud to represent the school in sportin...g and musical events.
There are very high expectations of pupils' behaviour and learning. Pupils respond well to these expectations.
They behave well and are respectful to each other and adults. Pupils work hard. Most achieve well.
As a result, pupils actively represent the school motto: 'Where everyone matters and every day counts'.
There is a wide range of leadership roles on offer. Many pupils take on these roles of responsibility, for example by supporting younger pupils through the reading buddy and digital leader initiatives.
What does the school do well and what does it need to do better?
The 'Riverside Way' curriculum is broad and ambitious throughout. It is specifically planned to ensure that pupils can deepen and extend their learning. The curriculum encompasses four key 'STAR' priorities: to strive, demonstrate tolerance, achieve and be resilient.
These priorities are evident within the high expectations set for behaviour and learning from the moment children start school in early years.
Skilful adult interactions help children quickly learn to read. Staff are highly trained to teach the phonics programme.
They check pupils' progress carefully. The school identifies those who fall behind and ensures that they have the correct support to catch up. The school ensures the books that pupils read match the sounds that they have learned.
This supports them to become confident and fluent readers. As a result, most pupils achieve very highly in reading, including disadvantaged pupils. They enjoy reading for pleasure.
In most other subjects, the curriculum is carefully planned to build on pupils' experiences in early years. Teachers check on pupils' progress. They accurately identify where pupils may need additional support.
However, in a very few subjects, assessment strategies are not yet as well developed. This means that, in these subjects, teachers do not consistently assess the important subject knowledge that pupils learn. In turn, teachers do not address gaps in pupils' learning fully.
The school has robust processes in place to identify and support pupils with special educational needs and/or disabilities (SEND). Leaders at all levels work closely with staff to ensure that pupils with SEND can access the same learning as their peers. Staff receive a range of training to support pupils' needs.
The school liaises effectively with external agencies and parents to ensure that pupils receive appropriate support. Accordingly, pupils with SEND achieve well.
Pupils behave well, both in and out of the classroom.
They reflect the school's values within their behaviour and positive attitudes to learning. Pupils attend school regularly.
The school's focus on pupils' personal development is a strength.
Pupils explore a range of different religions and cultures through the curriculum. This means that pupils understand the importance of tolerance and respect for all. Pupils engage in democratic processes, for example voting for their school council representatives.
Staff are proud to be part of Riverside school. Leaders are mindful of staff workload, actively support staff well-being and ensure that staff have opportunities to improve teaching.
School governors know the school very well.
They hold leaders closely to account for improvements in the school, providing an equal measure of challenge and support.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, the school's approach to assessment is inconsistent.
Teachers do not accurately assess pupils' progress in these subjects or use information from assessment to adapt teaching so that pupils consolidate their learning. The school should ensure that the assessment strategies used enable teachers to adapt learning to build effectively on the prior knowledge of pupils in all subjects.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good in February 2013.
