A Comparison of the Strategic Development Context of English Free Schools against Government Policy

Abstract

Free Schools entail increasing involvement from civil society actors in English education, coupled with devolution of freedoms and responsibilities. The individual strategic development processes of three schools are considered in relation to the expectations laid out in policy and guidance. In depth case studies were generated for the schools based upon interview, survey and secondary data. Five areas of divergence from policy are presented representing a lack of linearity and incrementalism in the development process. Experiences of these strategic development processes call into question the roles that government expects individuals to play. Current practical and theoretical conceptions of organisational governance are challenged; as strategic input and accountability emerge as conflicting from the narratives. A recommendation is provided to explore new mechanisms for support and accountability that go beyond current debates concerning local versus central government control.