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Nursery at Riverside Special School
Last reviewed: October 2026 · Inspection data and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. Contact the nursery directly to confirm current arrangements. If you spot anything outdated or inaccurate, please let us know.
Riverside can admit children from age two, giving its nursery provision a specialist-school context. This is provision within Riverside Special School on Ainsty Street in Goole. The school assesses whether it can meet a child’s needs as part of the placement process, making the match between child and setting a central consideration for families.
Riverside describes its curriculum development as a response to individual learning needs. For parents considering its nursery, that emphasis makes a child’s own learning and support requirements the starting point for discussion.
Riverside provides families with Dough Disco information and a chocolate playdough recipe. These give parents concrete activities to explore at home alongside their child’s learning.
Communication also features in the resources offered to families. Look, Say, Sing, Play and Tiny Happy People sit alongside Hungry Little Minds materials; Tiny Happy People focuses on children’s communication skills. Parents can discuss what their child is learning with the class teacher through SchoolDojo or email, connecting home activities with classroom learning.
Specialist teachers and support staff work alongside a school intervention team. Its support can address speech and language development, self-regulation or worries, with shorter interventions also possible. The team aims to shape this work with parents, carers and children, giving families a role in discussing the support their child receives.
For wellbeing concerns, the class teacher is the first contact. Families may also be directed to other services when additional support is needed.
Safeguarding responsibilities sit with a designated lead, three deputy leads and a safeguarding governor. Staff and governors receive training that is refreshed regularly. During school hours, parents with a concern about a child can telephone the school and ask for the child protection team. This provides a direct route for raising a worry.
Nursery attendance does not guarantee a Reception place. Confirm with the SEND team what application or placement steps apply to your child’s move to Reception.
Riverside’s special-school application route runs through the SEND team at County Hall in Beverley. The school considers whether a child’s needs match its designation and whether it can meet them, then sends its decision to the local authority panel. An education, health and care plan (EHCP) is part of that placement process. Ask the SEND team how this route applies to your child’s next stage.
Prospective Parents’ Mornings can be booked by telephone. They offer opportunities to ask questions privately or in a group before starting the placement process. Contact the office on 01405 763925 or email riverside.special@eastriding.gov.uk.
The school day runs from 8.50am to 3.30pm, with registration at 9.00am and lessons finishing at 3.20pm. These are school hours. Early collection should be arranged through Dojo or by calling the class team.
School uniform combines a burgundy cardigan or sweatshirt with a light blue polo shirt and grey or black bottoms. The Uniform Shop on Pasture Road in Goole supplies it, giving families a local purchasing option.
No. Nursery attendance does not guarantee a Reception place. Ask the SEND team what application or placement steps apply to your child’s move to Reception.
Applications go through the SEND team at County Hall in Beverley, with placement decisions considered by the local authority panel.
Contact the class teacher through SchoolDojo or email riverside.special@eastriding.gov.uk.
Yes. Telephone the school to book a Prospective Parents’ Morning, where questions can be discussed privately or in a group.
Start with the class teacher. The school intervention team can support areas including speech and language development, worries and self-regulation.