Abstract
The chapter examines the school system in England, concentrating on developments since 2010. During this period, a radical refashioning of the school system in England has taken place as large numbers of schools have moved from being the responsibility of local authorities to becoming ‘independent’, though still state-funded, academies operating in the framework of and accountable to national authorities. The chapter explores the claimed institutional and professional autonomy integral to the idea of a self-improving school-led system influential in the national policy driving this change. Different ways of understanding autonomy are examined through notions of licensed, conditional, regulated, rational and ethical autonomy, contributing to a critical understanding of how the system is developing. The chapter highlights, inter alia, the importance of examining critically the distribution of autonomy across the various actors and institutions in the system. It also highlights the ethics of autonomy. The latter brings to the fore the moral demands entailed in autonomy and the importance and challenges of exercising principled autonomy and critical reflexivity as an integral feature of autonomous practice, especially in the context of pressures in the school system to conform to performative and competitive logics.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Further details available at https://www.gov.uk/government/organisations
- 2.
- 3.
- 4.
- 5.
- 6.
- 7.
- 8.
The HertsCam Network is an independent teacher-led, not-for-profit organisation committed to educational transformation through support for teacher leadership. In both of its core programmes, facilitators are supported by principles and guidance on processes to support teachers in effecting change through the initiation, design and leadership of development projects, including a collection of tools which they can draw from and develop (Hill 2014).
- 9.
- 10.
References
Academies Commission. (2013). Unleashing greatness: Getting the best from an academised system – The report of the academies commission. London: RSA/Pearson. Available at: https://www.thersa.org/discover/publications-and-articles/reports/unleashing-greatness-getting-the-best-from-an-academised-system
Andrews, J., Perera, N., Eyles, et al. (2017). The impact of academies on educational outcomes. London: Education Policy Institute.
Apple, M. W. (2007). Whose markets, whose knowledge? In A. R. Sadovnik (Ed.), Sociology of education. A critical reader. New York: Routledge.
Archer, M. (2012). The reflexive imperative. Cambridge: Cambridge University Press.
Baggini, J. (2015). Freedom regained: The possibility of free will. London: Granta.
Berry, J. (2016). Teachers undefeated: How global education reform has failed to crush the spirit of educators. London: UCL Institute of Education.
Bolton, P. (2015). Converter academies: Statistics (Briefing Paper: Number 6233). London: House of Commons Library.
Boyask, R. (2015). Nuanced understandings of privatization in local authorities’ services to schools. Management in Education, 29(1), 35–40.
Brink, D. O. (2003). Perfectionism and the Common Good: Themes in the Philosophy of T. H. Green. Oxford: Clarendon Press.
Chapman, C. (2015). From one school to many: Reflections on the impact and nature of school federations and chains in England. Educational Management Administration & Leadership, 43(1), 46–60.
Cirin, R. (2017). Academy trust survey 2017: Research report. London: DfE.
Clegg, N., Allen, R., Fernades, S., Freedman, S., & Kinnock, S. (2017). Commission on inequality in education. London: Social Market Foundation.
DfE. (2016a). Educational excellence everywhere. London: DfE.
DfE. (2016b). DfE strategy 2015–2020 world-class education and care. London: DfE.
Fielding, M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., Horne, M., Robinson, C., & Thorp, J. (2005). Factors influencing the transfer of good practice. Nottingham: DfES Publications.
Gorard, S. (2014). The link between Academies in England, pupil outcomes and local patterns of socio-economic segregation between schools. Research Papers in Education, 29(3), 268–284.
Gorard, S. (2016). The complex determinants of school intake characteristics and segregation, England 1989 to 2014. Cambridge Journal of Education, 46(1), 131–146.
Greany, T., & Higham, R. (2018). Hierarchy, markets and networks: Analysing the ‘self-improving school-led system’ agenda in England and the implications for schools. London: UCL Institute of Education Press.
Gu, Q., Rea, S., Smethem, L., Dunford, J., Varley, M., & Sammons, P. (2015). Teaching schools evaluation: Final report. Nottingham: National College for Teaching and Leadership.
Hargreaves, D. H. (2010). Creating a self-improving system. Nottingham: National College for School Leadership.
Hargreaves, D. H. (2012). A self-improving school system: Towards maturity. Nottingham: National College for School Leadership.
Hargreaves, D. H. (2014). A self-improving school system and its potential for reducing inequality. Oxford Review of Education, 40(6), 696–714.
Her Majesty’s Chief Inspector of Education, Children’s Services and Skills. (2017). The annual report of her Majesty’s chief inspector of education, Children’s services and skills 2016/17. London: Ofsted.
Her Majesty’s Chief Inspector of Education, Children’s Services and Skills. (2018). HMCI commentary: Curriculum and the new education inspection framework. Available at https://www.gov.uk/government/speeches/hmci-commentary-curriculum-and-the-new-education-inspection-framework
Hill, R. (2011). The importance of teaching and the role of system leadership: A commentary on the Illuminas research for the National College. Nottingham: National College for School Leadership.
Hill, V. (2014). The HertsCam TLDW programme. In D. Frost (Ed.), Transforming education through teacher leadership. Cambridge: Leadership for Learning/The Cambridge Network.
House of Commons Education Committee. (2017). Multi-academy trusts (Seventh report of Session 2016–2017). London: House of Commons.
Jeffrey, B., & Troman, G. (2012). The performative institutional embrace. Journal of Organizational Ethnography, 1(2), 195–212.
Lumby, J., & Coleman, M. (2016). Leading for equality: Making schools fairer. London: Sage.
Lundström, U. (2015). Teacher autonomy in the era of new public management. Nordic Journal of Studies in Educational Policy, 1, 73–85.
Murphy, R. (1982). Power and autonomy in the sociology of education. Theory and Society, 11(2), 179–203.
National Audit Office. (2018). Converting maintained schools to academies. London: National Audit Office.
National College for Teaching and Leadership. (2017). Teaching school alliances: Key Information Form (KIF) 2015/16 – Analysis. London: Department for Education.
O’Neill, O. (2003). Autonomy: The emperor’s new clothes. Aristotelian Society Supplementary Volume, 77(1), 1–21.
PricewaterhouseCoopers. (2008). Academies evaluation: Fifth annual report. London: Department for Children, Schools and Families.
Reay, D. (2017). Miseducation: Inequality, education and the working classes. Bristol: Policy Press.
Roberts, N. (2017). FAQs: Academies and free schools (Briefing Paper: Number 07059). London: House of Commons Library.
Roberts, N., & Abreu, L. (2018). School inspections in England: Ofsted (Briefing Paper: Number 07091). London: House of Commons Library.
Solbrekke, T., & Sugrue, C. (2011). Professional responsibility – Back to the future. In C. Sugrue & T. Solbrekke (Eds.), Professional responsibility: New horizons of praxis (pp. 11–28). Abingdon: Routledge.
Stacey, R. (2012). Tools and techniques of leadership and management: Meeting the challenge of complexity. London: Routledge.
Sutherland, T. (2017). Organisational strategies to multiply the teacher leadership effect. In D. Frost (Ed.), Empowering teachers as agents of change: A non-positional approach to teacher leadership. Cambridge: Leadership for Learning.
Szegedi, E., et al. (Ed.). (2018). Guide for facilitators of collaborative teacher learning. E-book, EFFeCT Project. Available at http://effect.tka.hu/methodological-framework
Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.
West, A., & Bailey, E. (2013). The development of the academies programme: ‘Privatising’ school-based education in England 1986–2013. British Journal of Educational Studies, 61(2), 137–159.
West, A., & Wolfe, D. (2018). Academies, the school system in England and a vision for the future (Clare Market Papers No. 23). London: LSE Academic Publishing.
Wolfe, D. (2013). Schools: The legal structures, the accidents of history and the legacies of timing and circumstance. Education Law Journal, 14(2), 100–113.
Woods, P. A. (2013). Sense of purpose: Reconfiguring entrepreneurialism in public education. In C. L. Slater & S. Nelson (Eds.), Understanding the Principalship: An international guide to principal preparation. Bingley: Emerald.
Woods, P. A. (2016). Democratic roots: Feeding the multiple dimensions of ‘leadership-as-practice’. In J. Raelin (Ed.), Leadership-as-practice: Theory and application. London: Routledge.
Woods, P. A., & Roberts, A. (2014). The new executives in a landscape of change: The emerging reality of plural controlled schooling. In A. Nir (Ed.), The school superintendent: An international perspective. New York: Nova Science Publishers.
Woods, P. A., & Roberts, A. (2018). Collaborative school leadership: A critical guide. London: Sage.
Woods, P. A., & Simkins, T. (2014). Understanding the local: Themes and issues in the experience of structural reform in England. Educational Management Administration & Leadership, 42(3), 324–340.
Woods, P. A., Roberts, A., & Chivers, L. (2016). Collaborative teacher learning: Cases from the HertsCam network. Hatfield: Centre for Educational Leadership, School of Education, University of Hertfordshire.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Woods, P.A., Roberts, A., Jarvis, J., Culshaw, S. (2020). England: Autonomy and Regulation in the School System in England. In: Ärlestig, H., Johansson, O. (eds) Educational Authorities and the Schools. Educational Governance Research, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-030-38759-4_7
Download citation
DOI: https://doi.org/10.1007/978-3-030-38759-4_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-38758-7
Online ISBN: 978-3-030-38759-4
eBook Packages: EducationEducation (R0)