Riverside Community Special School
- Riverside Community Special School
- Head: Catherine Le Roux
- T 023 9225 0138
- F 023 9224 0755
- E [email protected]…rside.hants.sch.uk
- A state special school for boys and girls aged from 3 to 11. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty.
- Boarding: No
- Local authority: Hampshire
- Pupils: 106
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- Early years provision Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 30th November -0001
- Previous Ofsted grade: Good on 30th November -0001
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
Overall school performance (for comparison or review only)
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||Y|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty||Y|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|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
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:
sometimes, but not in this year