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  • Selly Oak Trust School
    Oak Tree Lane
    Selly Oak
    Birmingham
    B29 6HZ
  • Head: Chris Field
  • T 01214 720876
  • F 01214 152674
  • E [email protected]
  • W www.sellyoak.bham.sch.uk
  • A special state school for pupils aged from 9 to 19 with moderate to severe learning difficulties, autism, speech and language difficulties and behavioural, emotional and social difficulties
  • Boarding: No
  • Local authority: Birmingham
  • Pupils: 392, two-thirds boys; all day; sixth formers: 93
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 7th June 2017
  • Previous Ofsted grade: Good on 20th November 2013
  • Ofsted report: View the Ofsted report

What says..

School focuses more on what’s going on underneath their hair than on top. No gang-affiliated tattoos allowed on their heads, but shocking-pink dos are fine. Restorative approach to relationships within school, combining anger control, moral reasoning and social skills, with six staff members trained as ART (aggression replacement training) coordinators. School closes at three o’clock rather than half past to reduce costs. Most parents seem to understand, realising ...

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What the school says...

Selly Oak School is an extremely effective secondary special school offering a proper and complete education for pupils with a wide range of learning difficulties. We are an inclusive educational community where a child is valued, extended and developed.

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What The Good Schools Guide says

Head

Since 2012, Mr Chris Field. Started career at Sainsbury’s, working way up to deputy store manager. Decided to have a crack at teaching to avoid moving his young family away from the Birmingham area. Joined graduate training program at Chase Town High in 1999, moving through a series of mainstream schools before becoming deputy head at Braidwood School for the Deaf in 2008, where he qualified as a teacher of the deaf and learned to sign.

As if life wasn’t busy enough, the dad of three and his wife have fostered several children, including some with special needs. Talks like a man who understands additional needs inside out. Parents have nothing but good things to say. Open door policy means ‘it's not like trying to get through to God,’ says one...

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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

Special Education Needs

Selly Oak School is an extremely effective secondary special school offering a proper and complete education for pupils with a wide range of learning difficulties including moderate and severe learning difficulties. Additionally pupils may have complex needs including speech/communication difficulties, sensory impairment and autistic spectrum disorders often with behavioural social and emotional difficulties. The majority of pupils have a Statement of Special Educational Need. We are an inclusive educational community where a child is valued, extended and developed. Selly Oak was one of Ofsted's particularly successful schools in 2004/5.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Genetic Y
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty Y
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty Y
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health Y
SLCN - Speech, Language and Communication Y
SLD - Severe Learning Difficulty Y
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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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:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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