Selby High School Specialist School for the Arts and Science
Catchment Area, Reviews and Key Information

11 - 16
Community school
Not Rated

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
01609 533679

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Leeds Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, your senior leadership team, governors and staff share a common vision of ‘excellence for all’ and work collectively to secure the changes needed to make that vision a reality for every member of the school community. Since your appointment in June 2017, you have demonstrated your determination to ensure that the school is focused on ‘embracing diversity’, ‘unlocking potential’ and ‘inspiring learning’. You recognise that these are long-term aims, but you are resolute in encouraging staff and pupils to take pride in the school and in their work and to take an active role in moving the school forward in its next stage of development. Your self-evaluation is precise and accurate. Leaders know what is going well and what needs to improve. You make good use of external reviews of the school. You and your governors are outward looking, and you are successfully learning from other schools to improve Selby High School for both staff and pupils. Your staff are very positive about the changes that you have made and are confident in the future direction of the school. The school is a safe and orderly environment. Pupils generally behave well in lessons and during social times. You have set high standards of behaviour. School routines and high expectations are reinforced by the majority of staff. The clear majority of pupils are polite and respectful to each other, adults and visitors. They are proud of their school and want to do well in lessons. Pupils are very aware of the school’s values and the higher expectations required following the changes that you have introduced. Pupils are clear that, following these changes, fewer lessons are being disrupted and, as a result, pupils are making better progress. At the last inspection, the then principal was asked to improve the quality of questioning so that pupils can think more deeply about their learning. Leaders and teachers value the partnerships that you have developed with other schools in providing advice and professional development, and they affirm that these have had a positive impact on the quality of teaching. The introduction of the ‘Independent Zone’ in lessons has given pupils the opportunity, and time needed, to develop their thinking. As a result, they are making greater progress. Your performance management of teachers is rigorous, and teachers value the support and encouragement that they are given to improve their practice. Governors know the school well. They recognise that, since the last inspection, they have developed into a more resolute group. They now ask suitably challenging and incisive questions of senior leaders, ensuring that leaders are focused on improving the school for the benefit of the pupils and the local community. Governors have acted on the review of governance that they commissioned with care and consideration. They have great confidence that the changes you have made since your appointment are improving the school. Safeguarding is effective. You and other leaders have ensured that all safeguarding arrangements are appropriate and effective. Your procedures are well organised and your policy documentation thorough. Leaders and staff work together to ensure that the school is a safe place so that pupils can achieve excellence. The majority of parents who responded to Ofsted’s online questionnaire, Parent View, agreed that their children are both happy and feel safe at school. The school’s records of recruitment checks are thorough, clear and up to date. Your systems are robust and leaders ensure that no member of staff begins their employment until they have carried out the necessary checks. Several leaders and governors have accessed safer recruitment training. Your pupils can name several adults to whom they can go if they need any support or advice. Pupils say that they feel safe in school and understand the changes that you have made to ensure their safety and well-being. Pupils say that they are well informed about keeping themselves safe and are confident that when bullying occurs, the school will deal with it both quickly and effectively. Pupils speak positively about their ‘Life Development’ lessons and how they are taught how to keep themselves safe from risks, including when using social media and the internet.

Selby High School Specialist School for the Arts and Science Reviews

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