The experiences of new primary school special educational needs coordinators: presenting the SENCO voice through concept‐drawing and personal narratives

Through a narrative informed study, using concept drawing, ten newly appointed primary school Special Educational Needs Coordinators (SENCOs) drawn from across three Local Authority areas at the start of their compulsory training, reflect upon and share experiences this early point in SENCO career. Their reveal that they like being SENCOs due to support provide for pupils professional colleagues together with positive differences perceive make terms improved outcomes children special educational needs (expressed as ‘Psychological Contract’). However, is set against climate which impacts negatively on ability meet requirements current legislation statutory guidance Legal Contract). This created through Contextual Variety exists between schools have own culture/ethos can result, reported by facing an excessive (and increasing) administrative workload, general lack resources, limited protected time, understanding about role held opportunities develop leaders.