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This paper builds on geographical understandings of scalar practices and illustrates how they can enrich studies of policymaking, in particular for the area of education policy. It achieves this by integrating a focus on ‘scalecraft’ with an approach to ‘policy as practice’ featuring in critical policy studies. The paper draws on one of the few empirical studies of England’s academy schools policy and analyses the work of actors tasked with implementing the policy in two local authority case studies. Analysis presents a new critical perspective on the academies policy by revealing how policy actors’ work is underpinned by scalecraft practices. The analysis also reveals how scalecraft intersects with marketisation politics to create scalar tensions which profoundly shape the work of policy actors. The paper uses its analytical findings to conceptually develop the relationship between scalar practices and the politics of the market, and to propose new conceptual dimensions for understanding the practice of scalecraft. [ABSTRACT FROM AUTHOR]