School etc

Waterside School

Waterside School
Robert Street

phone: 020 83177659

headteacher: Miss Susan Vernoit

school holidays: via Greenwich council

27 pupils aged 6—10y mixed gender

20 boys 74%


5 girls 19%


Last updated: June 20, 2014

— Community Special School

Establishment type
Community Special School
Establishment #
Open date
Sept. 1, 2001
OSGB coordinates
Easting: 544602, Northing: 178478
GPS coordinates
Latitude: 51.487, Longitude: 0.081266
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 23, 2012
Region › Const. › Ward
London › Greenwich and Woolwich › Glyndon
Urban > 10k - less sparse
Special classes
Has Special Classes
Free school meals %

rooms to rent in Greenwich

Schools nearby

  1. South Rise Junior School SE187PX
  2. South Rise Infant School SE187PX
  3. Nine Acres School SE187NB
  4. 0.1 miles South Rise Primary School SE187PX (662 pupils)
  5. 0.2 miles St Patrick's Catholic Primary School SE187QG (360 pupils)
  6. 0.2 miles Mulgrave Junior School SE187QA
  7. 0.3 miles Conway Infant School SE181QY
  8. 0.3 miles Foxfield Primary School SE187EX (625 pupils)
  9. 0.3 miles St Margaret's Church of England Primary School SE187RL (295 pupils)
  10. 0.3 miles Plumstead Manor School SE181QF (1455 pupils)
  11. 0.3 miles Foxfield Infant School SE187EX
  12. 0.3 miles Greenwich Community College at Plumstead Centre SE187DQ
  13. 0.3 miles Conway Primary School SE181QY (435 pupils)
  14. 0.3 miles Negus Sixth Form Centre SE181QF
  15. 0.4 miles Conway Junior School SE181QY
  16. 0.5 miles Foxhill Centre SE183AT
  17. 0.5 miles Heronsgate Primary School SE280EA (795 pupils)
  18. 0.5 miles Nightingale Primary School SE187JJ (238 pupils)
  19. 0.5 miles Greenslade Primary School SE182QQ (241 pupils)
  20. 0.5 miles St Peter's Catholic Primary School SE187BN (210 pupils)
  21. 0.5 miles ASD Learning Centre - Woolwich SE186SW
  22. 0.6 miles Bannockburn Primary School SE181HE (664 pupils)
  23. 0.6 miles Right Choice Project SE186BB (23 pupils)
  24. 0.7 miles Plumcroft Primary School SE183HW (661 pupils)

List of schools in Greenwich

Waterside School

Robert Street, Greenwich, London, SE18 7NB

Inspection dates 23–24 October 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Very good support from staff ensures that
School improvement has been sustained
Pupils of different ages, backgrounds and
pupils make quick progress in learning to
manage their own behaviour both in school
and at home.
despite changes in the complexity of pupils’
needs and in staffing.
abilities make good progress. They achieve
well, particularly in the development of their
communication and social skills and are well
prepared for their secondary education.
Teachers mostly provide activities that engage
Pupils feel extremely safe and secure, they
The school is well led, there is a successful
The pupil premium is used to good effect in
pupils’ interest. They mark pupils’ work
regularly and accurately, ensuring that pupils
know what they need to do to improve.
enjoy school and have positive attitudes to
learning and support each other very well.
focus on improving teaching and learning.
making the curriculum more interesting and
relevant for pupils.
Occasionally, the questions teachers ask
pupils do not help them to deepen their
Senior leaders and governors do not make the
best use of information about pupils’ progress
to check that they are closing the gaps with all
pupils nationally.

Information about this inspection

  • The inspector observed eight lessons. All seven teachers were observed. The majority of these
    were observed jointly with senior leaders. In addition, a number of other short visits were made
    to other lessons.
  • Meetings were held with the school council and other pupils, the Chair of the Governing Body
    and another governor, and school staff including senior and middle managers.
  • The inspector took account of responses to the on-line questionnaire (Parent View) in planning
    the inspection. During the inspection the school’s analysis of its own questionnaire responses
    from parents and carers and pupils was used to provide a clearer picture of their views.
  • The work of the school was observed and a range of documents were looked at, including the
    school’s own information on pupils’ past and current progress, planning and monitoring
    documentation, records relating to behaviour and attendance and safeguarding.

Inspection team

Stuart Charlton, Lead inspector Additional inspector

Full report

Information about this school

  • Waterside is a small special school for pupils with behavioural, emotional and social difficulties
    (BESD). Many have associated speech, language and communication needs. All pupils have a
    statement of special educational needs, or are being assessed for one.
  • Most pupils are from White British or Black British/Caribbean heritages, with a range of other
    minority ethnic heritages represented. The proportion of pupils known to be eligible for
    additional funding through the pupil premium is very high.
  • On behalf of the local authority, the school manages an outreach support service to teachers
    and pupils in mainstream schools
  • The senior leadership team consists of the headteacher, the Waterside school deputy and the
    deputy with responsibility for the outreach service.

What does the school need to do to improve further?

  • Make sure that, in all lessons, the questions teachers ask pupils helps them to deepen their
  • Ensure that senior leaders and governors make the best use of information about pupils’
    progress to check that the pupils are closing the gaps with all pupils nationally.

Inspection judgements

The achievement of pupils is good
  • Pupils make good progress and achieve well. Before they enter Waterside, pupils have
    experienced disruption to their education and consequently their starting points are low, and
    often very low. In their time in school, pupils’ understanding, knowledge and skills are developed
    well, so that the attainment for the majority is closer to that expected for their age. Challenging
    targets are set for pupils so that they achieve well irrespective of their special educational needs,
    gender or ethnic origin.
  • On entry to the school, pupils’ needs are carefully assessed and the support pupils require
    clearly identified. They settle quickly into their new school due to the high quality support they
    receive from staff. When pupils move to their new secondary schools at the age of 11, the
    transition is managed very well so that learning is not disrupted.
  • Many pupils, particularly those in the younger classes, use pictorial and visual prompts to aid
    communication. Generally, they apply these skills, and their numeracy and personal skills, very
    well across different areas of learning.
  • By Year 6, pupils use oral approaches to communicate, depending on their needs. They learn to
    recognise numbers and develop basic number concepts. Pupils make particularly good progress
    in developing their skills in communication and they learn to express their views effectively.
    Pupils’ reading skills and writing skills are developed particularly well with those pupils for whom
    it is appropriate. Nevertheless, by the end of Key Stage 2, pupils’ attainment in reading and
    writing remains below expectations in spite of their good progress.
  • Throughout their time at Waterside, the high emphasis placed on developing pupils’ self-esteem
    and confidence and on learning to manage their own behaviour pays off and pupils leave with
    greatly improved social skills. In a Year 4 art lesson, for example, the teacher managed pupils’
    behaviour extremely well so that any disruption was ignored by pupils and learning was not
  • Parents and carers report that they are very pleased with the progress their children make and
    their view is consistent with the inspection findings that pupils make at least good progress.
The quality of teaching is good
  • Teachers have good subject knowledge and ensure systematic development of pupils’ literacy
    and numeracy skills. They are very effective in teaching pupils with complex behavioural
    difficulties. Relationships between staff and pupils are excellent and pupils receive extremely
    high quality care, guidance and support. The seamless way in which teachers and support staff
    work together is integral to the success pupils achieve.
  • Staff are effective in building pupils’ confidence so that pupils are keen to try new things, which
    makes an important contribution to the promotion of pupils’ spiritual, moral, social and cultural
  • Rigorous and thorough systems to record pupils’ progress have been developed, including
    observations and photographs of their achievements. This information is used well to help
    teachers to plan lessons that meet individual needs, and shows that teaching and learning over
    time have been good. The school is very effective in helping parents and carers to understand
    and to support the learning needs of pupils with complex learning difficulties at home.

Across the school, there are examples of high quality teaching where staff set the highest

expectations for pupils and use a very wide range of teaching activities to ensure excellent
outcomes. For example, in a Year 6 science lesson, the teacher used questioning very effectively

to consolidate earlier learning and to develop pupils’ understanding of fair testing. Through very

focused questioning she ensured that pupils used the correct technical language for the range of
practical techniques they used and developed mathematical skills related to sharing and

proportions. Pupils’ learning was extremely well supported by the learning support assistant.

  • Such exemplary practice is not entirely secure across the school and in a small minority of
    lessons teachers do not always use sufficiently open-ended questioning to help every pupil to
    deepen their understanding.
The behaviour and safety of pupils are good
  • The school makes substantial improvements to the lives of pupils, both at school and at home,
    through developing positive attitudes to learning and in helping them to manage their own
  • Pupils enjoy coming to school. Their attendance at Waterside is broadly average, which is a
    significant change compared with that at their previous primary school.
  • The school’s records and reports from parents and carers confirm the improvements the school
    makes to pupils’ behaviour. A significant proportion of the pupils were new to the school in
    September 2012. Consequently, there were isolated instances during the inspection when staff
    had to explain the school’s expectations of behaviour to these pupils and although they
    responded to this well they did not always immediately recognise how they needed to change
    their behaviour.
  • Pupils say they make good friends in school and there is a calm and harmonious working
    atmosphere throughout. All staff receive extensive training in how to best manage pupils’
    behaviour and use the school’s system effectively to ensure improvements in pupils’ behaviour
    from when pupils first start at Waterside.
  • Pupils are respected as individuals, and staff use praise and rewards to best effect to reinforce
    progress in personal and academic development. As a result, there have been no recent
    exclusions and, overall, pupils’ behaviour is good.
  • Parents and carers indicate that they feel their children are safe and secure at all times and that
    any type of bullying is extremely rare; records show that any such instances are dealt with
    appropriately. This view is supported by the pupils themselves. Staff devote a great deal of time
    to helping pupils to listen carefully to instructions and respond to the feelings of others.
The leadership and management are good
  • The headteacher sets high expectations for staff and pupils. She has a very clear vision about
    how the provision should develop and is very well supported by senior leaders and other staff.
  • She has established a real sense of purpose across the school. Crucial to this is the high quality
    teamwork which has been developed. The policies and practices that have been introduced are
    having a very positive and immediate effect on improving pupils’ performance.
  • The emphasis placed on the professional development of staff expertise ensures ongoing
    improvement in classroom practice and an enthusiasm from staff about improving the way they
    meet pupils’ needs. Rigorous checks on teaching and learning ensure that performance
    management is effective and full account is taken of national teaching standards. However,
    senior leaders and governors do not always use information about pupils’ progress to check that
    gaps are closing with all pupils nationally.
  • Across the school, the newly-developed topic-based curriculum ensures the systematic
    development of pupils’ basic skills. It is interesting and meets pupils’ needs well.
  • The wide range of enrichment activities and the annual residential are easily accessible to all
    pupils. These aspects of the curriculum are effective in promoting pupils’ spiritual, moral, social
    and cultural development. The breadth of these activities and their accessibility show that the
    school values every one of its pupils regardless of their difficulties and tackles discrimination with
    determination and vigour. These values are at the heart of everything the school does and, as a
    result, all groups of pupils achieve equally well.
  • The involvement and support of all agencies ensure that pupils quickly receive the extra help
    they need. The outreach team is effective in identifying pupils’ needs across the authority and in
    supporting Waterside pupils when they re-integrate into mainstream schools. It provides support
    and advice for teachers in other schools which is much appreciated.
  • The issues identified at the previous inspection have been tackled and significant improvements
    have been made to the provision even though the complexity of pupils’ needs has increased and
    there have been staff changes including senior leaders and governors. This shows that the
    school has good capacity to improve further.
  • The governance of the school:
    The governing body challenges the school well and uses resources effectively. It ensures that
    policies and procedures, including those relating to safeguarding, are of the highest quality and
    have a positive impact on the life of the school. The arrangements for managing the
    performance of teachers are thorough and carefully linked to the professional development of
    all staff, so that the quality of teaching and learning and pupils’ achievements continue to
    improve even though the complexity of pupils’ needs is increasing. Staff move through the
    salary scales appropriately. Governors have ensured that the school has used the additional
    funding it received from the pupil premium initiative very effectively to make the curriculum
    more responsive to pupils’ needs, so that the outcomes for pupils continuously improve.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 133401
Local authority Greenwich
Inspection number 402574

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Special
School category Community special
Age range of pupils 5–11
Gender of pupils Mixed
Number of pupils on the school roll 29
Appropriate authority The governing body
Chair Margaret Offerman
Headteacher Susan Vernoit
Date of previous school inspection 4–5 November 2009
Telephone number 020 831 77659
Fax number 020 831 72315
Email address reveal email: sver…


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