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  • Selby High School Specialist School for the Arts and Science
    Leeds Road
    North Yorkshire
    YO8 4HT
  • Head: Mr Nicholas Hinchliffe B.Ed; Ma; Npqh
  • T 01757 703327
  • F 01787 708212
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 16.
  • Boarding: No
  • Local authority: North Yorkshire
  • Pupils: 1128
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 12th June 2018
    • 2 Full inspection 20th November 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Satisfactory on 28th September 2011
  • Ofsted report: View the Ofsted report

What the school says...

The School Aims
To provide effective formal and informal learning through which all of its students:

-strive for excellence in all that they do;
-develop a first-hand understanding that by working together we achieve more;
-achieve their full potential and enjoy their learning;
-understand that success can be for everyone;
-are part of a healthy community within which they feel secure, happy and valued;
-help to develop close links with the local community.

The School's Objectives.

-To help students value the importance of a healthy lifestyle, hard work, self-discipline and effort in achieving their potential.
-To provide a wide range of courses leading to external qualifications, including those that recognise vocational and practical skills.
-To provide a challenging, stimulating and appropriate curriculum and to extend learning through the use of Information and Communications Technology.
-To support and extend students of all abilities.
-To provide a varied, relevant and stimulating enrichment programme, for students, within and beyond the classroom.
-To help students develop an appreciation of, and respect for, their school and the wider environment.
-To recognise and record the achievements of all our students.To help students gain an understanding of, and respect for, moral, religious and spiritual values and an appreciation and tolerance of others.
-To provide a secure, safe, positive and happy learning environment, that is stimulating healthy and comfortable, well maintained and free from litter and graffiti.
-To encourage students to show respect and consideration for others and their property.
-To foster close links with, and service to, the local community and to encourage community pride and confidence in the school to provide a guidance system which enables every student to feel sufficiently secure and confident to discuss personal matters with staff and provide appropriate support.
-To intervene when students feel unhappy, including issues caused by bullying.
-To provide advice and guidance this will enable pupils to transfer to appropriate further education or work.
-To develop and maintain a close partnership with Parents/Carers, ensuring their support for, and confidence, in the school.
...Read more

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Boys taking Art Techniques / Practical Art at an English Comprehensive School (VRQ Level 1)
  • Best performance by Girls taking Astronomy at an English Comprehensive School (GCSE)
Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

most years
quite often
sometimes, but not in this year

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