This paper describes a small-scale piece of research identifying which aspects of the EP role are considered valuable by SENCos and by EPs themselves. In addition, both groups were asked to identify whether they felt these aspects were uniquely offered by EPs or whether other professionals offered similar or identical services. The differences between responses from SENCos and from EPs were marked, with SENCos valuing "traditional" EP roles while EPs themselves saw a much wider range of services as valuable to schools. Implications for the EP team in addressing these conflicting perspectives are discussed.