J. Except. People 2022, 11(1):7-25

The multi-faceted identity of the Special Educational Needs Coordinator (SENCO) in an English Primary school as an administrator, teacher, manager and leader

Andrew Smith
The University of Northampton, Waterside Campus, University Drive, Northampton, NN1 5PH, United Kingdom

This review paper is the final one in a series of three which critically reflect upon the role of the Special Educational Needs Coordinator (SENCO) in English primary school settings. Its focus is on the SENCO's 'place' in the school in the context of their professional identity and multiple-role as a teacher, administrator, manager and transformative leader.

Keywords: Special Educational Needs Coordinator (SENCO), leadership, manager, administrator

Published: December 11, 2022  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Smith, A. (2022). The multi-faceted identity of the Special Educational Needs Coordinator (SENCO) in an English Primary school as an administrator, teacher, manager and leader. Journal of Exceptional People, 11(20), 7-25
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)

    • References

    1. Ball, S. (2000) Performativities and fabrications in the Education Economy: Towards the Performative Society? Australian Educational Researcher. (27) 2: p. 1-15. Go to original source...
    2. Ball, S. (2003) The teacher's soul and the terrors of performativity. Journal of Educational Policy. (18) 2: p. 215-228. Go to original source...
    3. Ball, S. (2010) New Voices, New Knowledges and the New Politics of Education Research: the gathering of a perfect storm? European Educational Research Journal. (9) 2: p. 124-137. Go to original source...
    4. Ball, S. and Goodson, I (1985) Teachers Lives and Careers. Lewes: Falmer.
    5. Bartlett, S. and Burton, D. (2010). Introduction to Education Studies. (2nd edn). London: Sage.
    6. Bass, B. (1995) Leadership beyond expectations. New York: Free Press.
    7. Bass, B. (1998) Transformational Leadership: Industrial, military, and educational impact. Mawah, NJ: Lawrence Erlbaum Associates.
    8. Bass, B. and Avolio, B. (1993) Transformational Leadership: A response to critiques. In E. Chemers, and R. Ayman, (eds), Leadership theory and research: Perspectives and directions (p. 49-80). New York: Free Press.
    9. Bass, B. and Steidlmeier (1999) Ethics, Character and Authentic Transformational Leadership Behaviour. Leadership Quarterly. (10) 2: p. 181-217. Go to original source...
    10. Bell, L. (1999) Back to the future: the development of educational policy in England. Journal of Educational Administration. 37 (3 & 4): p. 2000-2028. Go to original source...
    11. Conger, J. (1999) Charismatic and transformational leadership in organisations: An insider's perspective on these developing streams of research. The Leadership Quarterly. 10 (2). P. 145-179. Go to original source...
    12. Cowne, E. (2000) The SENCO Handbook: Working within a whole-school Approach. London: David Fulton.
    13. Cowne, E., Frankl, C., and Gerschel, L. (2015) The SENCo Handbook: Leading and Managing a Whole School Approach (6th edn). London: David Fulton. Go to original source...
    14. Davies, B. (2009) The Essentials of School Leadership (2nd edn). London: Sage. Go to original source...
    15. Davies, J., Garner, P. and Lee, J. (1999) Special educational needs coordinators and the Code: No longer practising. Support for Learning. 14(1): p. 37-40. Go to original source...
    16. DfE (1994) Code of Practice on the Identification and Assessment of Special Educational Needs. London: Central Office of Information (ref EDUC J022465NJ 5/94).
    17. DfE (2013) Research Priorities and Questions: Teachers and Teaching. Ref: DFE-00083-2013.
    18. DfE/DH (2015) Special educational needs and disability code of practice: 0 to 25 years. Ref: DFE-00205-2014 [Online] available at www.gov.uk/government/consultations].
    19. DfES (2001) The Special Educational Needs Code of Practice. Annesley: DfES Publications (ref. 581/2001).
    20. Donaldson, T. and Dunfee, T. (1994) Towards a unified conception of business ethics: Integrative social contracts theory. Academy of Management Review. 19: p. 252-284. Go to original source...
    21. Education Reform Act (1988) London: Her Majesty's Stationery Office.
    22. Edwards, S. (2016) The SENCO Survival Guide (2nd edn). London: Routledge. Go to original source...
    23. Ekins, A. (2012) The Changing Face of Special Educational Needs: Impact and implications for SENCOs and their schools. Abingdon: Routledge.
    24. Goodson, I. F. (2003) Professional knowledge, professional lives: studies in education and change. Maidenhead: Open University Press. Go to original source...
    25. Gove, M. (2013) 'I refuse to surrender to the Marxist teachers hell-bent on destroying our schools: Education Secretary berates 'the new enemies of promise' for opposing his plans.' [Online]. Available at www.dailymail.co.uk/debate/article-2298146 (accessed 3. 06. 2014).
    26. Griffiths, K. (2001) The special needs co-ordinator in the secondary school.' In J. Wearmouth, (ed.) Special Educational provision in the Context of Inclusion. (p. 137-148). London: David Fulton.
    27. Gunter, H. (1997) Rethinking education: The consequences of Jurassic management. London: Cassell.
    28. Gunter, H. (2001) Leaders and leadership in education. London: Paul Chapman. Go to original source...
    29. Hallett, F. And Hallett, G. (2010) Transforming the role of the SENCO: Achieving the National Award for SEN Coordination. Maidenhead: Open University Press.
    30. Hardy, C. (1984) Taken for Granted? Looking at schools as organisations. York: Longman.
    31. Hargreaves, A. (2003) Teaching in the knowledge society: education in the age of insecurity. Maidenhead: Open University Press.
    32. Hunt, G. (1999) Transformational/Charismatic Leadership's Transformation of the Field: An Historical Essay. Leadership Quarterly. 10(2): p. 129-144. Go to original source...
    33. Isenberger, L. and Zembylas, M. (2006) The emotional labour of caring in teaching. Teaching and Teacher Education. 22 (1): p. 120-134. Go to original source...
    34. Jones, F., Jones, K. and Szwed, C. (2001) The SENCO as Teacher and Manager. London: David Fulton.
    35. Kanungo, R. and Mendonca, M. (1996) Ethical Dimensions of Leadership. London: Sae. Go to original source...
    36. Kearns, H. (2005) Exploring the experiential learning of special educational needs coordinators. Journal of In-Service Education. 31 (1): p. 131-150. Go to original source...
    37. Kotter, J. (1998) What Leaders Really Do in The Harvard Business Review on Leadership. (p. 37-60). Boston: Harvard Publishing.
    38. Kotterman, J. (2006) Leadership versus Management: What's the Difference? The Journal for Quality and Participation. Vol. 29(2): p.13-17.
    39. Layton, L. (2005) Special educational needs coordinators and leadership: a role too far? Support for Learning. 20 (2): p. 53-60. Go to original source...
    40. Leithwood, K. and Riehl, C. (2003) What We Know about Successful School Leadership. Philadelphia, PA: Laboratory for Student Success, Temple University.
    41. Liasidou, A. and Svensson, C. (2014) Educating leaders for social justice: the case for special educational needs coordinators. International Journal of Inclusive Education. [Online] available at http://dx.doi.org/10.1080/13603116.2013.835878.(Accessed 15.01.2014). Go to original source...
    42. Mayson, H. (2014) 'Identity Crisis'. Edge. Institute of Leadership & Management. Jan/Feb 2014: p. 2.
    43. Mortimore, P., Sammons, E., Stoll, L., Lewis, D. And Ecob, R. (1998) School Matters: The Junior Years. Wells: Open Books.
    44. Mullins, L. (2005) Management and Organisational Behaviour. Harlow: Pearson Education.
    45. Murray, J. (2012) Performativity cultures and their effects on teacher educators' work. Research in Teacher Education. 2 (2): p. 19-23.
    46. National College for Teaching & Leadership (2014) National Award for SEN Co-ordination. Learning Outcomes. [Online] available at www.education.gov.uk/SENCOtraining (accessed 13. 06. 2014).
    47. NASEN (2013) Draft special educational needs (SEN) code of practice: for 0 to 25 Summary. [Online] available at www.NASEN.org.uk/schoolinspection/ (accessed 21. 02. 2014).
    48. Northouse, P.G. (2013) Leadership: Theory and practice (6th edn). Thousand Oaks, CVA: Sage.
    49. Office for Standards in Education (Ofsted) (2000) The Annual Report of Her Majesty's Chief Inspector of Schools. Standards and Quality in Education 1998/99. London: The Stationery Office.
    50. Owen, J. (2009) How to Lead. (2nd edn) London: Pearson.
    51. Pearson, S. (2013) Being a SENCO. 'Special'. July 2013: p. 23-25.
    52. Petersen, L. (2012) The changing role of the SENCO: Special Educational Needs. 61 (6): p. 48-49.
    53. Robinson, N. (2014) Michael Gove - Battling 'The Blob'. [Online] available at : http://www.bbc.co.uk/news/uk-politics-26008962 (accessed 22. 11. 2014).
    54. Sachs, J. (2003) The activist teaching profession. Maidenhead: Open University Press.
    55. Sammons, P., Day, C., Kington, A., Quing, G., Stobart, G., Smees, R. (2007) Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed-method study. British Educational Research Journal. 33 (5): p. 681-701. Go to original source...
    56. Sergiovanni, T. J. (2001) Leadership: What's in it for schools? London: Routledge Falmer.
    57. Shuttleworth, V. (2000) The Special Educational Needs Coordinator. London: Pearson.
    58. Sikes, P. (1985) Teacher Careers: Crises and Continuities. Issues in Education and Training. London: Falmer.
    59. Smith, A. (2020) Special educational needs/disabilities and the evolution of the primary school Special Educational Needs Coordinator (SENCO) in England. Journal of Exceptional People. 2 (17): p. 75-93
    60. Smith, A. (2021) The influences on the English mainstream primary school Special Educational Needs Coordinator (SENCO) in a quasi-market led national education system. Journal of Exceptional People. 10 (18): p. 23-42
    61. Sydney, A. (2010) A Handbook for Inclusion Managers: Steering your school towards inclusion. London: Routledge.
    62. Szwed, C. (2007) Reconsidering the role of the primary special educational needs coordinator: policy, practice and future priorities. British Journal of Special Education. 34 (2): p. 96-104. Go to original source...
    63. TDA (2009) The National Award for SEN Coordination. London: TDA.
    64. Tissot, C. (2013) The role of SENCOs as leaders. British Journal of Special Education. 40 (1): p. 33-40. Go to original source...
    65. TTA (1999) National Standards for Special Educational Needs Coordinators. London: Teacher Training Agency.
    66. Wenger, E. (1998) Communities of Practice: Learning as a social system. Systems Thinker. 9 (5). p. 2-5.
    67. Wheatley, M. (1992) Leadership as the New Science. San Francisco: Berrett-Koehler
    68. White, J., and Barber, M. (eds) (1997) Perspectives on School Effectiveness and School Improvement. London: Institute of Education. Go to original source...
    69. Wilding, P. (1997) Globalization, regionalism and social policy. Social Policy and Administration. 31 (4): p. 410-428 Go to original source...
    70. Williams, J. (2002) Professional Leadership in Schools: Effective middle management & subject leadership. London: Kogan Page.
    71. Winch, C. and Gingell, J. (2009) Philosophy of Education (2nd edn). London: Routledge.
    72. Woodhead, C. (2002) Class War: the state of British education. London: Little Brown.
    73. Zucker, J. and Parker, D. (1999) A Class Act. London: Sapphire.

    This is an open access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0), which permits use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content