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  • Riverside School
    White Hart Lane
    Wood Green
    London
    N22 5QJ
  • Head: Mr Martin Doyle
  • T 020 8889 7814
  • F 020 8829 8239
  • E [email protected]
  • W www.riverside.haringey.sch.uk
  • A state special school for boys and girls aged from 11 to 19. Type of SEN provision: HI - Hearing Impairment; OTH - Other Difficulty/Disability; SLCN - Speech, Language and Communication; VI - Visual Impairment.
  • Boarding: No
  • Local authority: Haringey
  • Pupils: 127
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 12th October 2016
    • 2 Full inspection 7th December 2012

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 19th May 2010
  • Ofsted report: View the Ofsted report

What the school says...

In August 2011, William C Harvey School merged with Moselle School, to constitute two new inclusive schools, one primary and one secondary known as The Brook School and Riverside School.

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Moselle is a co-educational day special school for up to 128 pupils/students with learning difficulties, including those with autistic spectrum disorders. We aim to: maintain a happy, friendly, caring and welcoming school that will provide for pupils’ needs in a sensitive way; provide a broad and balanced curriculum to ensure academic, social, physical and aesthetic development whilst meeting National Curriculum requirements; foster a positive self-image in pupils’, building self-confidence through praise and encouragement; encourage a positive attitude to life and learning, enabling each pupil to achieve their full potential; promote an ethos of cooperation, with governors, staff, parents, carers and pupils working together; and develop links with the wider community, exploring inclusion wherever possible. We prepare students for leaving and participation in society by teaching the appropriate social, independence and academic skills and ensure that all students gain access to nationally-accredited courses.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability Y
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 Y
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment Y

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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