ABSTRACT
This chapter seeks to explore leadership in a more practical sense, specifically considering the role of the senior leadership team (SLT) in relation to the Special Educational Needs Coordinator (SENCO) role, and what the advantages and disadvantages being part of the SLT can bring. The SEND Code of Practice is clear that the SENCO has an important strategic role, alongside the head teacher and governing body, and that the SENCO will be ‘most effective if they are part of the school leadership team’. The findings from L. Layton’s research suggested that not only did SENCOs themselves think that membership to the SLT was imperative, but also that non-membership was the greatest barrier to achieving the moral purpose of the role. J. Oldham and J. Radford argue that while it is preferable for the SENCO to be part of the SLT, perhaps suggesting that there is a difference between being a formal leader and demonstrating leadership.
