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Selston High School

At the centre of Selston High School’s ethos is the mission to inspire every individual to achieve their full potential. We are committed to providing high quality, fully inclusive education for all our students and believe that a rich, challenging and stimulating curriculum will benefit all learners. The recognition and meeting of the needs of students with special education needs through quality interventions and support will enhance learning and thus engender a culture of increased self-esteem, trust and success amongst students with special educational needs and disabilities

Who to contact

Contact Name
Jessica Warren
Contact Position
01773 810321

Where to go

Selston High School
Selston High School
Chapel Road
NG16 6BW

Time / Date Details

When is it on
Monday to Friday 8:30am-3pm
Time of day

Other Details


Age Ranges
11 - 16 years (no Sixth Form)

Local Offer Localoffer flash icon


We recognise that in order to be an outstanding school we need to demonstrate that we are catering for the needs of all of our students, including those with Special Educational Needs and Disabilities. The most effective provision for students with Special Educational Needs and disabilities will only be achieved if it is well planned, supported appropriately, monitored and assessed.

Contact Name
Jessica Warren
Contact Telephone
01773 810321
Contact Email
Our Offer
Local Offer Age Bands
Secondary (11-16 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

If any pupil in our school has a barrier to learning, we will make sure that there are the best opportunities for them to take part in every aspect of school life.
Barriers to learning include:

  • Communication and Interaction (Speech and language difficulties or Autism Spectrum)
  • General learning difficulties both moderate and severe, and including, for example, dyslexia
  • Social, emotional and mental health difficulties such as ADHD or attachment disorder
  • Problems with sight or hearing, or other physical disabilities

Alternatively, your child may have a different less common disability or medical condition that causes a barrier to learning.

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

Where a need is already identified, we will aim to gather information from you, the parents/carers, other professionals and previous settings before they start their time with us. We regularly review progress, talk to parents/carers and children, and make observations on how your child is doing in class. These all help us to see any difficulties your child might have and would generally lead to informal chats first with all involved before a more formal process is started where needed.

More details can be found in the school SEN policy, Section 8

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
  • We review and track your child’s progress regularly
  • We talk to you and your child and listen to your views
  • We take advice from and work with any professionals involved

The progress of students with special educational needs is monitored regularly both by direct observation in the classsroom and by the analysis of tracking data completed by the class teacher.

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

As parents/carers know the child best, we want you to share any information and concerns you may have with us.

Form Tutor
The first person to chat to is your child’s Form Tutor as they are responsible for tracking the progress of your child.

Sometimes the class teacher will want to take your concerns to the school’s SEN Coordinator, Linda Smith

The SENCO is responsible for making sure that your child’s special educational needs are met, and that you are involved in supporting your child’s learning and in reviewing progress. Contact with the SENCO can be made through the school office or via email on:

If your child has a specific learning or physical disability, and you would like your child to come to our school, the best person to talk to initially is the Head teacher, Paul Halcro he will work with you to make sure that we can meet your child’s needs.

3.c) What is the school's approach to teaching pupils with special educational needs?

We aim to provide every child with access to a broad and balanced education. This includes the National Curriculum in line with the Special Educational Needs Code of Practice.

  • To provide an outstanding personalised learning experience for all students with special educational needs and disabilities
  • To meet fully the needs of all SEND students
  • To ensure that all SEND students make excellent progress and secure attainment commensurate with their ability.
  • To provide curriculum and enrichment opportunities which lead to a broad learning experience that includes alternative curricular where appropriate
  • To promote inclusivity rather than exclusivity
  • To have a whole school impact upon the self-esteem and attainment of all students by fostering an achievement culture where effort, as well as ability, is respected and rewarded in a wide variety of areas, not just academically.
3.d) How will the curriculum and learning be matched to my child/young person's needs?

Planning will involve consultation between the teacher, SENCO and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.

All those working with the student, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.

The subject teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main subject teacher. They will work closely with teaching assistants and /or relevant specialist staff to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the students’ strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCO.

Reviews will be undertaken in line with agreed dates. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the student and their parents. The subject teacher, in conjunction with the SENCO will revise the support and outcomes based on the student’s progress and development making any necessary amendments going forward, in consultation with parents and the student.

Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

Where it is determined that a student does have SEND, parents will be formally advised of this and the decision will be added to the student’s school record. The aim of formally identifying a student with SEND is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four – part process:


This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the student grows. This cycle enables the identification of those interventions which are the most effective in supporting the student to achieve good progress and outcomes.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

Support will be provided wherever possible to allow all students to particpate full in activities both inside and outside the classroom.

3.g) What support will there be for my child/young person's overall well-being?

We want each child to make progress socially, emotionally and with their learning. We will always talk to parent/carers and children if extra activities are needed in the short or long term. This may lead to giving some extra 1:1 or group work provided through one of the following possibilities:

  • Student Support Centre
  • School Nurse
  • Pastoral Support Workers
  • Friendship groups
  • Student Mentors
  • Breakwell Assault Cycle (helping children to understand and deal with their emotions)
  • SEAL (Social and emotional aspects of learning)
4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

The School SENCO is

Jessica Warren

01773 810321

5. a) What training have staff supporting special educational needs had and what is planned?

Within our family of schools, once each term the SENCOs meet to discuss our training needs. The Family SENCO organises training events across the schools either in-house or using external providers.

The SENCO supports all staff within school and will organise whole staff and individual training or support where necessary. Sometimes this may involve seeking the advice from external agencies or professionals.

We always welcome parental help in identifying the most appropriate external support.

More information can be found in the SEN policy, Section 13

5.b) What specialist services and expertise are available or accessed by the setting/school?

The school continues to build strong working relationships and links with external support services in order to fully support our SEND students and aid school inclusion.

Sharing knowledge and information with our support services is key to the effective and successful SEND provision within our school. This is a two-way process and all parties including parents/carers will be kept fully involved. Any one of the support services may raise concerns about a student. This will then be brought to the attention of the SENCO,who will then inform the child’s parents.

The following services that may be involved as and when is necessary can include but is not limited to:

  • Educational Psychology Services (EPS),
  • Schools and families support services (SFSS) which include the Cognition and Learning Team; the Communication and Interaction Team,
  • Physical Disability Specialist Services (PDSS) which include the hearing and visual impairment teams
  • Emotional Health and Well being services
  • Child and Adolescent Mental Health Service (CAMHS)
  • Child Protection Services
  • Social Care
  • Targeted Support Services

Selston High School invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, SEND. The SENCO is usually the designated person responsible for liaising with the following:

  • Nottinghamshire Education Psychology Service (EPS)
  • Behaviour Support Service
  • Social Care
  • Targeted Support
  • Specialist Outreach Services
  • Schools and Families Support Services (SFSS)
  • Physical Disability Specialist Services (PDSS)
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Our school is committed to making reasonable adjustments wherever possible. This may include:

  • Contacting the local authority to see if adaptations to the building are required
  • Ensuring that the right equipment is available to meet every child’s needs
  • Where specialist equipment is needed, contacting the Local Authority Physical Disability Support Service team to assess needs and provide advice and/or equipment.
7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?
  1. Selston High School believes that a close working relationship with parents is vital in order to ensure early and accurate identification and assessment of SEND leading to the correct intervention and provision
  2. continuing social and academic progress of children with SEND
  3. personal and academic targets are set and met effectively

Our School has an open door policy for parents/carers to make contact if they have a particular concern about their child and/or the provision being made for their child.
Parents are kept up to date with their child’s progress through:

  • Tracking reports
  • Target review days
  • Parents evenings

In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The SENCO may also signpost parents of students with SEND to the local authority Parent Partnership service where specific advice, guidance and support may be required.

If an assessment or referral indicates that a student has additional learning needs the parents and the student will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. The school’s SEND governor [Elaine Jeffery] may also be contacted at any time in relation to SEND matters.

If a parent has concerns surrounding the progress of their child, contact should be made in the first instance through the Achievement Tutor.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

Students are regularly consulted and are involved in their own target setting and review process.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

Please refer to the school complaints procedure which can be found on the school website.

If a parent or carer has any concerns or complaints regarding the SEND education, care or welfare of their child, an appointment can be made by them to speak to the SENCO, who will be able to advise on formal procedures for complaint.

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

The school continues to build strong working relationships and links with external support services in order to fully support our SEND students and aid school inclusion.

Sharing knowledge and information with our support services is key to the effective and successful SEND provision within our school. This is a two-way process and all parties including parents/carers will be kept fully involved. Any one of the support services may raise concerns about a student. This will then be brought to the attention of the SENCo,who will then inform the child’s parents.

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

We understand that special preparations may be needed when children with SEN will be starting at a new setting, moving between classes or schools, or when they move into adult life. We aim to make this as smooth and reassuring as possible through:

  • careful planning with the next setting,
  • sharing of information with parents/carers including the opportunity to meet new staff before the move
  • additional visits to the new setting
  • home visits prior to starting school
  • transition booklets (Passports) prepared in school with your child providing information for the next setting
13. Where can I access further information?

Please phone the school

Our website contains links to our SEND Policy and our Local Offer Guide for Parents

Last Updated Feb 202q

SEN Information Last Updated On: 11/02/2021
Download more Local Offer details for
Selston High School here...

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