The Inclusion Jedi: Policy Reform and the De-Professionalisation of the SENCo Role in England

Recent reforms to Special Educational Needs Coordinator (SENCo) training in England have replaced the master’s-level National Award for SEN Coordination (NASENCO) with a non-accredited National Professional Qualification (NPQSEN). This paper critically examines the implications of this policy shift for SENCo professionalism, advocacy leadership, and inclusive school development. Drawing on contemporary research, policy analysis, and philosophical perspectives on professional conduct, it argues that prioritising operational efficiency over research-informed training risks contributing to the de-professionalisation of the SENCo role.This paper conceptualises SENCo professionalism as being responsive to context, ethically grounded, and relational, extending beyond mere compliance into strategic advocacy for learners with special educational needs and disabilities (SEND). While formal qualifications establish legislative and pedagogical foundations, much expertise is gained through experiential learning, reflective practice, and engagement with complex school ecologies. The removal of master’s-level research training may weaken SENCos’ ability to challenge exclusionary systems and to lead evidence-informed change.Focusing on alternative provision, the discussion emphasises the nuanced leadership, negotiation, and trust-building needed in various settings. The article concludes that without academic rigour, protected leadership status, and structured mentoring, the SENCo role risks becoming managerial rather than transformative, thereby undermining inclusive education reform.