Selby High School Specialist School for the Arts and Science

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About Selby High School Specialist School for the Arts and Science

Name Selby High School Specialist School for the Arts and Science
Ofsted Inspections
Principal Mr Nicholas Hinchliffe
Address Leeds Road, Selby, YO8 4HT
Phone Number 01757703327
Phase Secondary
Type Community school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1149
Local Authority North Yorkshire
Highlights from Latest Inspection


Selby High School Specialist School for the Arts and Science continues to be a good school.

What is it like to attend this school?

The school's vision of 'embracing diversity, unlocking potential and inspiring learning' is one that is embraced by all members of the school community. There is a focus from all adults in the school to make this vision part of pupils' experience.

Pupils behave very well and this helps them to fulfil their potential.

They are keen to learn and are responsive to the Selby standards. Pupils are polite, courteous and extremely welcoming to visitors to the school. The school has introduced a new behaviour policy that is focused on positive relation...ships.

The school's focus on celebrating good behaviour encourages pupils to behave well.

Pupils are happy and safe. They know that they have a trusted adult in the school to turn to if they need help.

They report that bullying rarely happens. If it does, then they are confident that it is taken seriously and addressed by adults.

The school has embedded enrichment opportunities to broaden pupils' experience.

This gives all pupils the chance to extend their learning beyond the curriculum. All pupils learn British Sign Language, how to restart a heart and first aid. This gives pupils a sense of responsibility and confidence in helping and communicating with others.

Pupils enjoy the varied enrichment opportunities that they have.

What does the school do well and what does it need to do better?

The school is developing effective curriculum plans. Pupils access a deep range of knowledge and skills.

Opportunities to revisit previous learning are built into the curriculum. Pupils demonstrate that they can remember what they have learned in previous lessons regularly. In many subject areas, the school has clear sequences of intended learning in place.

These identify what pupils should know at set points. The school identifies that there is further work to do to ensure there is similar clarity across all subjects.

The broad range of subjects on offer allows pupils the opportunity to experience a diverse and ambitious curriculum.

This is further reflected in the increasing numbers of pupils studying the English Baccalaureate suite of qualifications.

Lessons are taught by knowledgeable teachers. New information is presented clearly.

Teachers check pupils' understanding and address any misconceptions well. They have developed systems to enable pupils to address these. The school is supporting pupils to develop their vocabulary.

There is a consistent focus across lessons to ensure that pupils understand subject-specific vocabulary. This helps all pupils to access the curriculum. This is enabling all pupils, including those with special educational needs and/or disabilities (SEND), to understand what is being taught.

Developing pupils' love of reading is a priority for the school. For those improving their reading, there is personalised support. Staff put help in place for pupils who require phonics support and for those pupils developing their reading fluency.

The school identifies non negotiables that are expected in all lessons to support pupils with SEND. These include checking pupils' work, breaking down information into chunks and clear verbal and written instructions. This creates a consistently strong experience for those pupils.

The school has high aspirations for all pupils. It ensures that the needs of pupils with SEND are met.

The school is committed to taking views of parents into account.

If concerns arise, there is a proactive approach taken by the school to meet with parents to discuss these.

Pupils' social, emotional and mental health needs are met well. During special learning days, pupils learn about internet safety, healthy relationships, and mental and physical well-being to complement the planned weekly curriculum.

The school supports pupils to develop their knowledge of the opportunities available to them when they progress to further education and employment. Pupils can identify a range of careers that are open to them. They speak positively about their work experience in Year 10 and have clear ideas of where they would like to continue their studies.

Adults in Selby High School are proud to work there. They are committed to keeping pupils safe. Leaders carefully consider the workload of staff.

This is reflected in the staff survey, where it is reported that staff well-being is a clear consideration of leaders.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? In some areas of the curriculum, the school has not mapped out the end points that pupils must reach in their learning clearly enough.

This makes it difficult for some staff to check that pupils have learned the most important knowledge. The school needs to ensure that the curriculum maps out the most important knowledge that pupils need to learn consistently well across all subjects.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in November 2013.

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