‘The SEND Code of Practice has given me clout’: a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms

Abstract

The introduction of the Special Educational Needs and Disabilities (SEND) reforms were hailed in 2014, by the then Government, as the most significant change to SEND policy for 30 years. Despite the changes introduced, the 2015 Code continued to place responsibility for the co‐ordination of provision for children with special educational needs within the remit of the SENCo. This article forms part of a wider study which examined the role of the SENCo at this time of significant reform; the study aimed to understand the role of the SENCo as a policy actor tasked with policy implementation, as well as their perceptions of the impact during the first year of reform. This article discusses the themes that arose from the in‐depth semi‐structured interviews carried out with SENCo participants during 2014/2015, which explored reflections on the SENCo role, SENCo activities undertaken across the year, and how SENCos facilitated the implementation of the 2015 Code.

‘It's the best job in the world, but one of the hardest, loneliest, most misunderstood roles in a school.’ Understanding the complexity of the SENCO role post‐SEND reform

“…The guidance further states that this statutory role ‘has day‐to‐day responsibility for the operation of SEN policy and coordination of specific provision made to support individual pupils with SEN’ whilst also having ‘an important role to play with the head teacher and governing body, in determining the strategic development of SEN policy and provision in the school’ (DfE and DoH, 2015 p. 108). This indicates that the SENCO is expected to be a key influence on the implementation of both local and national SEN policy in schools (Curran, 2019); policy which is based upon principles of inclusive education (DfE and DoH, 2015). Yet despite this expectation, there is often conflict with how the role is understood and facilitated in schools, leading to variances in the effective execution of the role (Hallett and Hallett, 2017).…”

“…In schools, the SENCO is a key policy implementer of SEN and inclusive policy (Curran, 2019); policy which is deemed to be widely interpreted and enacted differently (Glazzard et al, 2015). In addition to this, the contradiction for the SENCO arises because within school structures the SENCO role is typically a solitary role often lacking in time and status (Qureshi, 2014; Smith and Broomhead, 2019), which, it could be argued, may impact on the collective responsibility and implementation of inclusive practice across the school (Burton and Goodman, 2011).…”

“…In addition to ensuring provision, the SENCO has further elements to their role, including one of advocate for children, families and teachers (Curran, 2019) and consultant (Cowne, 2005). Rosen‐Webb (2011) describes the SENCO as a practitioner who can balance the day‐to‐day demands of the role, whilst strategically planning and concurrently reacting as needs arise.…”

Factors influencing the career interest of SENCOs in English schools

“…Within this context, SENCO participants wish to operate as an internal mechanism of support for both children and teachers; however, what may be rejected (or at least is not evident within these factors) is a desire to be part of the associated regulatory and performance‐orientated culture. Curran (2019) adds to this argument. She suggests that some SENCOs want to lead but some have no desire to be formally recognised as school leaders.…”

“…Consequently, most of the literature has focused on how school decision‐making has resulted in varied SENCO provision (Pearson et al , 2015). Specific examples of research focus include: the continuing debate on whether the role is deemed to have enough status to be a leadership role (Tissot, 2013; Curran, 2019); the need for SENCOs to provide a voice for inclusion (Cole, 2005; Fisher, 2012); whether SENCOs should be involved in strategic school development, including the development of others (Crowther et al , 2001; Qureshi, 2014; Done et al , 2016); and the evaluation of SENCO professional training (Griffiths and Dubsky, 2012; Brown and Doveston, 2014). This growing body of work adds to the understanding of a role which is regarded as being increasingly self‐reliant and an important advocate for children with SEN (Pearson et al , 2015).…”