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Universal Offer and the Graduated Response
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Authors
Editors
Date
2025
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study explores action research focusing on the intersection of inclusion and special educational needs and disabilities (ISEND) within a mainstream Primary Educational setting. A comprehensive and effective universal offer, coupled with the graduated response model, is positioned as critical for ensuring early identification and appropriate support for diverse learners.
Aims: The research aimed to evaluate whether the implementation of an additional layer of support - termed 'universal+' - within the graduated response would lead to more secure identification of SEND. It sought to improve consistency in inclusive practice and ensure that pupils receive the right support at the right time.
Methods: Two cycles of action research were undertaken. Data collection included staff questionnaires, learning walks, pupil voice activities, and analysis of SEND registers. A comprehensive audit of the universal offer was conducted, alongside feedback from a Multi-Academy Trust (MAT) SENDCo network. Ethical consent was obtained to publish anonymised data.
Findings: Action Research cycle 1 - The research identified inconsistencies in the universal offer, particularly for SEMH and Communication and Interaction needs. Staff understanding of the graduated response varied, and monitoring processes lacked structure. Action Research cycle 2 - A new 'universal+' stage was introduced to strengthen early identification. MAT-wide audits and SENDCo network feedback informed the development of a graduated response flowchart and provision map, improving consistency, clarity and inclusive practice across schools.
Implications: The findings highlight the importance of a robust universal offer and a clearly defined graduated response in securing accurate SEND identification. The study supports the development of consistent, inclusive practices across schools and emphasises the need for collaborative planning, ongoing assessment, and shared expertise. Embedding these systems can lead to more timely and effective support for learners with SEND.
Description
Keywords (free text)
inclusion-special educational needs (SEND), identification of SEND, graduated response, universal offer