Through a focus on the work of the additional learning needs co-ordinator (ALNCo) and their collaboration with others, this article examines the policy-practice intersection, specifically focusing on inclusive education and practices to support additional learning needs in primary schools in Wales in response to recent educational reform. Our study gathered data from three focus groups of ALNCos across south Wales, with three participants in each group. Our findings explore ALNCos' sense of connectedness within the system and the conditions that supported the development of certain educational practices, some of which align with the new policy agenda and others which have their roots in the previous system of supporting children with special educational needs. Four key themes are presented: compliance with mandated practice, non-compliance and resistance to reform, the importance of accountability within local systems, and challenges of the ALNCo role.