Riverside Community Special School
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Riverside Community Special School is a Hampshire County Council Special School that meets the needs of children aged 4-11 years old (YR-Y6) who have a range of moderate and complex learning difficulties. We have facility to meet the needs of children with learning difficulties and autism, physical difficulties and speech, language and communication difficulties. All pupils at Riverside have either a Statement of Special Education Needs or Education Health and Care Plan (EHCP).

Aims of the SEN policy


This will be achieved by:

Supporting pupils and their families:

We aim to support our pupils and their families through our open door ethos, ensuring that parents and carers feel confident to ask questions and gain information from the school as desired. Half termly newsletters go home from each class teacher as well as daily/weekly information in the home/school link book.

Our Home/School link worker is available to talk to and provide support, training and sign posting for families.

Pathways for pupils will change as pupils make progress and grow and develop. The approach to pathways is flexible and is determined by all the factors affecting the child at the time. Decisions are made through consultation in school with teachers and specialists and parents and at Annual Review. Pupils are supported through their transition to secondary school through partnership working with our local secondary provisions. Staff from these schools regularly attend Annual Reviews and arrange transition visit for both parents and pupils.

Meeting the needs of pupils with specific difficulties (PD, ASC, HI, VI, Sensory Impairment, mental health)

Pupils needs are met through identification of need from the Statement/EHCP and through team and teacher discussions. Referrals are made directly to therapy services after discussion with parents/carers. Programmes designed by therapy services are carried out by staff trained to deliver the programme and overseen by senior therapists who come in to school. The Head teacher meets each term with social services and CAMHS to maintain oversight of vulnerable pupils.

For pupils who have ASC which is very pervasive and at times overwhelming, there is provision in the Hedgehog room. This provides intensive and highly structured support for a small number of pupils.

Speech and language therapy

All pupils who have been identified through the Statement/EHCP as in need of speech and language therapy will be placed on the speech and language therapist’s caseload. Speech and language therapy is delivered by a number of therapists on an individual basis, in small groups or through class support. Therapy is delivered by one of the schools four language therapists, by trained language assistants or classroom assistants following a programme planned modelled and evaluated by a qualified therapist.

Supporting pupils with medical conditions

The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.

Some may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.

The School nurse, as well as advisory teachers, support the school in meeting the needs of these pupils. It is vital that the school is kept up to date with changing medication, needs and protocols by both parents and professionals. This can be done directly with the class teacher and either the Head teacher or Deputy.  All documentation and medication is kept in the medical room unless otherwise indicated by protocols.

Monitoring and Evaluating Pupils Progress

Pupils are monitored directly by their class teacher (see Marking and Annotation policy and Assessment and Target Setting policy). This is overseen by Key Stage leaders and the Management Team through conversation and moderation of data and outcomes. The whole process is brought together through the Annual Review process on a yearly cycle.

Parents receive updated information on progress at both the Annual Review and through the Annual Report in the summer term.

Parents are welcomed into the school to discuss their child’s progress with the teacher as needed.


SENCo:  Catherine Marsh (Head Teacher)

SEN Governor – To be appointed

Designated Teacher with responsibility for Safe Guarding – Catherine Marsh (HT)

Designate Safeguarding Governor – Jill Kingston

PPG/LAC overview – Anne Hallitt (Deputy Head)

Medical Needs – Anne Hallitt (Deputy Head) and Wendy Pearce (HLTA)


See the school’s Accessibility Plan


See the school’s Anti-Bullying Policy

This policy should be read alongside: Curriculum Policy

                                                        Behaviour Policy

                                                        Assessment and Target Setting Policy

SEN Policy