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  • Selly Oak Trust School
    Oak Tree Lane
    Selly Oak
    B29 6HZ
  • Head: Chris Field
  • T 01214 720876
  • F 01214 152674
  • E [email protected]
  • W
  • A special state school for pupils aged from 9 to 18 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
  • 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..

‘They make you feel safe, sort through your emotions like anger, and give you lots of chances.  It’s more important how we feel than English or maths,’ said senior boy. School’s expertise lies not just in reaching out to pupils but surpassing academic expectations across the ability range and more, if all goes according to plan, on the way. We were the latest in a very long list to drool over the horticulture department whose...

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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.

What the parents say...

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2016 Good Schools Guide Awards

  • Best performance by Boys taking Art & Design at an English Comprehensive School (BTEC Certificate Level 1)

What The Good Schools Guide says


Since 2012, Chris Field, BA PGDip NPQH (40s). Previously deputy head at Braidwood Trust School for the Deaf (amongst other things, he has a level two British sign language qualification) and, before that, assistant head at St Thomas Moore School, a mainstream comprehensive. Could have stayed ‘forever,’ he says, had special schools not called more. Married with grown up children (two budding medics amongst them), he is also a proud grandfather.

Appointment preceded by hands off interregnum with school in hands of several acting heads, who ‘held it gently without much in the way of activity,’ says member of staff, and he was initially greeted with caution. Not for long, however.

‘I didn’t like him very much at first but changed my mind,’ says pupil, who...

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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

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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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