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Special Educational Needs at The UCS

SENDCo e-mail address: Kathryn Scholes(

The Quest SEND Policy can be found by clicking on this link.

Bolton Local Authority Local Offer

You can find the Local Authority SEND Local Offer by clicking here

The QUEST Local Offer

You can find the QUEST SEND local offer by clicking here. ​

What is a Local Offer?

From September 2014, each Local Authority in England has had to publish a Local Offer for children and young people aged 0 to 25 years who have a special educational need or disability.

The purpose of the Local Offer is to provide a single point for information to help families access details about services available to them and offer guidance in multiple areas, such as:

  • Early years places

  • Schools (including Academies and Free Schools)

  • Colleges

  • Health and care

  • Leisure activities.


The local offer also includes guidance for parents when they need to speak with practitioners.  Contact details for relevant practitioners acan be requested from:

Information and Communications Team
Policy and Strategy
3rd Floor Paderborn House
01204 338756


What processes are involved for students with complex needs?​

Students with SEND needs may be assessed for an Education Health Care Plan.  Oxfordshire County Council have produced an excellent video (below), to explain the pathway that students and their families would experience if this was the case.  Similar resources that are referred to throughout the video are available through The UCS SEND Faculty, or through SENDAS at Bolton Local Authority. 

SEND has lots of complex terminology... 

So we've put together a list of some of the most common complex terms with definitions to help you feel supported.  The glossary can be found by clicking here

SEND Curriculum Statement


All teachers at the UCS are teachers of SEND. We aim to meet the needs of all children through “Quality First Teaching” (QFT) of a responsive, adaptive and cohesive curriculum, designed to unlock learning and forge strong cross-curricular links. Sequencing and interleaving are carefully considered to allow pupils to build and strengthen useful and increasingly complex schematic links.


We foster and promote a culture of inclusion where every student has an equal opportunity to succeed and become the best that they can be, interrupting patterns and cycles of disadvantage to ensure equity of opportunity. Our goal is to produce graduates with both the knowledge and skills to make a positive contribution to society following their education.


Lessons are planned to provide aspiration and support when appropriate, with identified need responsively considered.  Adaptation and differentiation of content is a non-negotiable and is evident in all lessons through task, questioning and support.  This is personalised to individual need using our SEND Matrix.  Withdrawal from lesson time is avoided wherever possible, but where necessary it is used to deliver high-quality targeted intervention based around identified need.


How will the curriculum be matched to my child’s needs?

  • Every child completes differentiated tasks that are responsively adapted by their class teacher, enabling them to access the curriculum at a level appropriate to their learning.

  • If a child has been identified with SEND, a member of staff may be allocated to work with the child on a 1:1 basis or in a small focus group to target their specific needs.

  • Where required, specialist equipment will be identified and provided to support children with specific needs.


Formative assessment techniques are used alongside summative assessments to identify gaps in students’ learning which can be speedily addressed through our programme of targeted intervention.  In addition to this, we provide students with opportunities to extend or consolidate their knowledge in specific subject areas through enrichment activities that are mapped to the curriculum in order to extend our provision beyond the classroom environment.  These may include educational visits that further interrupt patterns and cycles of disadvantage, including social disadvantage, which we aim to address through increased exposure to rich text and reading as a core curriculum offer.



Students identified as having special educational needs and/or disabilities will be provided with a ‘Personal Support Plan.’   This document is designed to provide personalised strategies and approaches to support the child.  We work with an elite team of external agencies to secure specialist input from outreach staff, the educational psychology team and support hubs.


If your child has complex special educational needs and/or disability they may have an Education Health and Care Plan.  This will be reviewed annually through a formal meeting of education and health care professionals, crucially with input from parents and the student themselves to ensure effective support practices are reviewed and planned for moving forward.

UCS Accessibility plan

SEND Information Report

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