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Selby High School

Selby High School

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Special Educational Needs & Disabilities

Click here for SEND Virtual Reference Group Invitation Letter

Click here for 'Supporting students with dyslexia in North Yorkshire from 0-25 years' leaflet

Special Educational Needs and Disability Code of Practice

On July 29th, the Department of Education published a new version of the Special Educational Needs and Disability (or SEND) Code of Practice, to come into force as of September 2014 with a transition period until 2017. The Code of Practice provides statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations and applies to England. It relates to children and young people with special educational needs (SEN) and disabled children and young people. The full Special Educational Needs and Disability Code of Practice 0-25 is available via the website on

SEN information report

It is a requirement of the code of practice that schools publish information on their website about the implementation of the policy for pupils with SEN. Please see below Selby High Schools SEN Information Report for 2015/16. We welcome your views so if you wish to discuss or make comment on any aspect of the SEN Information Report then please contact Mrs S Caddy (SENDL) at school.

Please click here for the Selby High School SEND information report

Please click here for The North Yorkshire Local Offer

Please click here for the Review of Local SEND Provision across North Yorks



Selby High School values each child as an individual, with their own skills, talents and abilities, and we recognise our responsibility to provide a relevant, worthwhile and accessible education in which students with special educational needs and disabilities (SEND) can achieve their full potential. As a school we endeavour to provide an encouraging and supportive learning environment, range of facilities, support strategies, staff and equipment that will enable students with SEND to access a relevant, broad and balanced curriculum. Thereby enabling them to become valued, respected and equal members of the school community and achieve their full potential. As a school we work closely with North Yorkshire’s Advisory Networks, Health, Children and family services, and other agencies to provide appropriate support and interventions in recognition and support of the individual needs of our students.

All staff are responsible for children with SEND, but additional practitioners and Student Support Mentors are employed by the school. Where appropriate they have undergone additional training in order to help them in the effective execution of their role. The Student Support Centre team has experience and expertise in supporting children with SEND. Equally more able students are recognised. Individual needs and/or abilities are recognised, recorded and regularly updated through information from external agencies, feeder schools and school staff.


Selby High School is “educationally inclusive”. The school understands that inclusion is a process, not a fixed state and will require a constant adjustment of its practices, policies and curriculum so that it can respond to the diversity of its students’ needs.

Our goal is success for everyone through encouragement, teamwork, friendship, respect and enjoyment of learning.

Educational Inclusion is about equal opportunities for all students:

  • Girls and Boys (Gender)
  • Girls and Boys (sexual orientation)
  • Gender reassignment
  • Minority ethnic and faith groups, travellers, asylum seekers and refugees
  • Students who need support to learn English as an additional language
  • Students with special educational needs
  • Gifted and talented students
  • Children “looked after” by the local authority
  • Sick and/or disabled children
  • Young carers
  • Those from families under stress
  • Those students at risk of disaffection and exclusion

All pupils with SEN and/or disability take part in all aspects of school life including out of school activities, and we endeavour to support all students to enable them to participate in the full range of opportunities and events arranged by school, including trips and residential visits. 

The people who are responsible for the day to day provision of education for pupils with SEND at school are:

SEND Leader - Caroline Young (SENDL)
Assistant SENDL - Lizzie Crawford
SEND Governor -
June Stevens

More detailed information on SEND, Access and Inclusion for all students at Selby High School can be found in the policy documents identified in the links below.


Disability Duty - Accessibility and Future Plans

There are currently 40 students and one member of staff with a disability at Selby High School plus three further members of staff for whom we would give consideration to under the Disability Equality Act 2010'. 

Future Plans

In order to become an outstanding provider there are some areas that are being addressed. We are currently continuing our plans to improve the physical environment of the school, the new guidance area was built during 2014 alongside the SSC and the SSC area will be developed further during this school year following completion of the new sports centre building.

We are also continuing to develop our professional skills through in school training, liaising with professionals, and undertaking other relevant courses.

We continue to strive to more accurately identify targets which will contribute to the overall school development plan.

Specific Information on the school and its population is shown below

Number of Pupils with SEN (2015/16)

  • Statemented                   10
  • School support (K)        103


School support (K)




29 0 29


23 4 27


30 4 34


14 0 14


7 2 9


103 10 113

% of School Roll
















These 113 children represented 10.42% of the total children on roll at Selby High School. Nationally 12.7%* of pupils in January 2016 had Special Educational Needs (SEN).

*State funded secondary schools

During the year 2015/16, the school had 43 children for whom English was not their first language.


GCSE Results for SEND students 2016

  • 44.4% of students achieved 5 x A*-C including English & Maths, meeting the expected progress target which was also 44.4%
  • 77.8% achieved 3 levels progress in English
  • 66.7% achieved 3 levels progress in Maths
  • 33.3% achieved 4 levels progress in English
  • 22.2% achieved 4 levels progress in Maths

KS3 Results for SEND students (Yr 9)

  • Students with 3 x subjects making 3 + Sub LOP= 97.1%
  • Students with 3 x subjects making 4 + Sub LOP= 47.7%
  • Students with 3 x subjects making 5 + Sub LOP= 11.8%

Intervention offered during the past school year has included: 

In class support                                               
Numeracy support
Literacy support
Time in the SEN base                                     
Personalised support mentor
1:1 tuition
Small group tuition                                         
Social Skills
Life Skills

SEND Attendance

September 2015 – July 2016


K- SEN Support


Year 7



Year 8



Year 9



Year 10



Year 11





September 2015 – July 2016


SEN No. of Exclusions

Non SEN No. of Exclusions


Year 7


4 (100%)


Year 8

3 (33%)

6 (67%)


Year 9


6 (100%)


Year 10

12 (41%)

17 (59%)


Year 11


11 (100%)



15 (25%)

44 (75%)



Deployment of Staff


Assistant SENDL - 1

Higher Level Teaching Assistants (HLTA’s) - 5

Advanced Student Support Mentors (full/part-time) – 5

General Student Support Mentors (full/part-time) – 14

Administrative Support (Ensuring Entitlement Officer) – 1

SEND students are supported in class by their teachers who have a clear understanding of their needs.

In addition, the school employs staff to work in the student support centre (SSC) and to provide additional support in lessons.  There is also one member of the SSC staff that supports the learning needs of students with dyslexia, one who supports literacy within the English department, and two that support students with autistic spectrum conditions.

The school employs a comprehensive team for student support including five Heads of Year, four Heads of House, Attendance Manager, School Social Worker, Personalised Support Mentors all of whom support SEN students and their families as necessary.

Staff Development

  • SEND updates
  • Visual impairment
  • Hearing impairment
  • Specific learning difficulties
  • Differentiation

External Agencies

The school liaises/works with external agencies as appropriate to meet each student’s individual needs:

CAMHS Educational Psychologist             
Educational Social Worker     Children in Care
LA Outreach Support Services SEN Advisers
LA Doctor   LA Access and Inclusion
LA Quality and Improvement   LA Assessment & Review Officer    
Minority Ethnic Achievement Team Occupational Therapy
Healthy Child Team  
Sensory, Physical & Medical Service  
Speech and Language Therapy Services