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

Previous research by the authors of this piece hinted at the heavy workload of Special Educational Needs Co‐ordinators (SENCos) within settings in England, and their ever‐mounting challenges in the context of reduced local government services and cuts in funding to schools for their children with Special Educational Needs. As a result of these findings, the aim of this research was to focus exclusively on the lived professional experience of the SENCo in primary schools in England. Through anonymous survey, we asked SENCos to share with us their perception of their role and the responsibilities that it included. Although our sample of 20 was relatively small, it provided rich data about the preparedness and the perceived competence and confidence of those in this role. Workload, and the erosion that excessive demands caused to the well‐being of SENCos dealing with complex systems, was prominent in the data we collected, in line with most recent investigations of the educationalist's experience in England. However, our data also raised questions about the status, or lack of, of the SENCo in settings, the way in which the nationally recognised qualification associated with the role is delivered and sources of support available to those in the role