Intrinsic and extrinsic tensions in the SENCo role: navigating the maze of ‘becoming’

Abstract

The purpose of this narrative literature review is to provoke new ways of understanding the plethora of research around the role of the SENCo. Specifically, the aim is to use four themes as lenses to explore how SENCo identities are formed, and reformed, by intrinsic and extrinsic motivators. The four themes have been distilled from a list of standards that underpin the learning outcomes of the National Award for Special Educational Needs Coordination in England and are: change; culture; influence; and challenge. Although these themes stem from a given place and time, they mirror policy directives, and subsequent practice, across national boundaries and are visible in much of the research around the SENCo role and its equivalent. Whilst each of the themes is considered individually, areas of overlap are identified enabling both a focused, and wholesale, view of the literature in order to highlight areas of opportunity, conflict and tension that serve to shape SENCo identity.

‘Small successes make it worthwhile’: The rewards and challenges of the SENCo role in a primary school in England

“…In the wake of the 2014 legislation (DoE and DoH, 2015), rather than further clarifying the role there were even wider discrepancies in the responsibilities that SENCos were given -both in the scope of their activities and in the range of pupils and practitioners they support (Esposito & Carroll, 2019). And more recently, Kay et al (2022) discussed that although some SENCos continue to take a more traditional, monitoring and supporting role, others have responsibility for a more strategic approach, making up part of the senior management team at the setting. Despite the vast disparities in the implementation of this role, the collaborative nature of the responsibility remains key.…”

“…Yet Qureshi (2014) notes that there is wide diversity in SENCos' perspectives, and their skills in these areas, explaining that the individual SENCOs own professional identity, as well as the nature of their role within the context of their setting, will significantly influence their relationships with colleagues. Despite the legislative changes driving the SENCo role in a more strategic direction, within some settings the role continues to lack status and seniority (Kay et al, 2022). Hallett (2022) stresses that the role of the SENCo should not be administrative but concerned with leading pedagogical practice, and Qureshi (2014) suggests that the SENCo takes responsibility for developing a school's overall ethos towards inclusion, both significant tasks.…”

“…It is perhaps this which subverts SENCos willingness to recognise themselves as leaders, regardless of their position with a school's structural hierarchy. As Kay et al (2022) questioned, how can a SENCo be a leader if they do not recognise leadership as an aspect of their own professional identity? Interestingly, Pulsford (2020, p. 831) proposes that some of the dynamics between SENCos and their colleagues may be down to gender, with this position viewed as 'particularly gendered' due to its care and nurture focus, yet this seems somewhat irrelevant within the highly gendered context of primary school teaching.…”

Advocacy leadership and the deprofessionalising of the special educational needs co‐ordinator role

“…Such events are subsumed within a hegemonic discourse by being presented in policy as mere details that must be addressed if progress or continual improvement is to be sustained. We would argue, however, that critically literate SENCos with research skills have the capacity to question political rhetoric and policy discourse should they be so inclined, and many are given they are intrinsically motivated (Kay et al, 2022). With SLT membership and further training around exclusionary practices, they are well‐positioned to address issues around exclusionary practices within their schools.…”

“…The NASENCO programmes' learning outcomes were outlined by the National College for Teaching and Learning, who stated that ‘it would be difficult to achieve the aims of the award at a lower level’ (NCTL, 2014, p. 3). The SENCo's remit has been described as dichotomised (Kay et al, 2022). It is not only managerial and administrative; SENCos are also charged with providing strategic direction at the school level (DfE, 2015), and university‐based NASENCO programmes are designed to ensure that graduates possess the requisite research skills to fulfill this strategic role.…”