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This paper critically examines the White Paper, Opportunity for all, published by the UK Government's Department for Education (DfE) in March 2022. This has a number of recommendations for schools in an attempt to 'level up'. In particular, there is a promise to deliver 'a fully trust-led system with a single regulatory approach [and] a clear role for every part of the school system'. Such a system provides a serious challenge to the way that Religious Education (RE) structures in England are currently built: in short, when Local Authorities no longer have schools under their control – what is the point of a SACRE? Arguing that the 'local settlement' for RE serves two purposes – a curricular purpose and support and monitoring purpose – this paper will suggest that future RE curricula will be planned at the Trust level, with the monitoring and support functions being moved from the local to the regional. [ABSTRACT FROM AUTHOR]

Presents an article on pressing issues in the dementia and dementia services symposium at the Royal College of Physicians in London, England on January 28 to 29, 1999. Geographical inequities involving care for the elderly; Information on a survey conducted by the Alzheimer's Disease Society on Health Authorities' plans and purchasing intentions for dementia services.

This paper firstly presents Statement Archaeology, an innovative and rigorous method devised to systematically operationalise the approach to historical exploration used by Michel Foucault in pursuit of the question "how do certain practices become possible at particular moments in history?" Drawing on an analysis of the theoretical basis of Foucault's broad – and arguably equivocal – approach, a series of methodological procedures by which it can be systematically operationalised are set out. These focus on the interrogation of "statements", through a series of questions, against three criteria: Formation, Transformation, and Correlation. Secondly, through the use of a specific policy development in English Religious Education as an exemplar, the paper establishes the potential of the approach. Deploying Statement Archaeology in relation to this example reveals that the change under investigation became possible at a nexus of changes in the rules of what is thinkable and unthinkable within different domains of discourse, and complex and messy processes of changing legitimacies and normalisations, with previously unacknowledged policy-influencers playing an important role. Many existing accounts of this change have overlooked these matters. The paper concludes by arguing that Statement Archaeology has potential significance in any domain of enquiry that seeks answers to the question "how did this particular practice become possible at that particular moment?" [ABSTRACT FROM AUTHOR]

This paper outlines the findings of an empirical research study exploring how early years settings support under-threes with their early reading development in England. The data was collected through a mixed methodological approach of a survey (n = 60 respondents), five semi-structured interviews and two focus group workshops to explore the experiences of Early Years Educators (EYEs) working with under-threes, analysed using Schreier's (2012) thematic analysis of coding maps. The main purpose of this research study was to find out what EYEs do with under-threes to support early reading and why. This paper seeks to acknowledge where children's voices and their choices are included in educational settings' early reading policies, and at what point. The data provides some original insights, especially for the under-threes in this study. The data suggests that when it comes to under-threes and early reading, there is no space for their voices to be included, alongside the wider neoliberal reading attainment agenda. This small-scale study offers a distinct contribution to the field of research into early reading with the emphasis on under-threes. This research may be utilised to review ethical pedagogical approaches to early reading policy development and to reflect further on provision for under-threes. [ABSTRACT FROM AUTHOR]

Background: A lifelong gluten-free diet is the only treatment for coeliac disease. The cost and availability of gluten-free substitute food (GFSF) remain challenging. Some local areas in England have stopped gluten-free prescriptions for coeliac disease. The aim of this paper is to present the quantitative findings of the financial impact of prescription withdrawal on people with coeliac disease. Methods: A cross-sectional survey with adults in England who reported having been diagnosed with coeliac disease by a health professional. The postal survey was distributed by Coeliac UK to their members in 13 prescribing and 13 non-prescribing local areas that were matched for geographical location and level of deprivation. Additionally, an advertisement for the survey was placed on social media. The questionnaire contained items on the availability and use of prescriptions; the weekly amount spent on GFSF; amount of specific GFSF bought; affordability of GFSF; demographics and health-related variables. Data were analysed by descriptive statistics, analysis of variance and regression analysis. Results: Of the 1697 participants, 809 resided in areas that provided prescriptions and 888 in non-prescribing areas. Participants self-report of their prescription did not always match the local area prescription policy. There was no statistically significant difference between prescribing and non-prescribing areas in how easy or difficult participants found it to obtain GFSF (p = 0.644) and its availability in various locations. Participants in non-prescribing areas purchased most types of GFSF items in statistically significantly higher quantities and thereby spent an additional £11.32/month on GFSF items than participants in prescribing areas (p < 0.001). While taking into account the self-reported prescription status, the amount increased to £14.09/month (p < 0.001). Although affordability to buy GFSF did not differ based on local area prescription policy or self-reported prescription status, it was dependent on equivalised annual income. However, affordability did not influence spending on GFSF. Regression analysis indicated that males and households with additional members with coeliac disease spent more on GFSF. Conclusions: The study has highlighted that gluten-free prescription withdrawal can have financial implications for people with coeliac disease. Any future changes to the prescription policy of GFSF should consider the impact on the population, especially lower income households. [ABSTRACT FROM AUTHOR]

Teaching children to read is one of the most fundamental goals of early years and primary education worldwide, and as such has attracted a large amount of research from a range of academic disciplines. The aims of this paper are: (a) to provide a new critical examination of research evidence relevant to effective teaching of phonics and reading in the context of national curricula internationally; (b) to report new empirical findings relating to phonics teaching in England; and (c) examine some implications for policy and practice. The paper reports new empirical findings from two sources: (1) a systematic qualitative meta‐synthesis of 55 experimental trials that included longitudinal designs; (2) a survey of 2205 teachers. The paper concludes that phonics and reading teaching in primary schools in England has changed significantly for the first time in modern history, and that compared to other English dominant regions England represents an outlier. The most robust research evidence, from randomised control trials with longitudinal designs, shows that the approach to phonics and reading teaching in England is not sufficiently underpinned by research evidence. It is recommended that national curriculum policy is changed and that the locus of political control over curriculum, pedagogy and assessment should be re‐evaluated. The video abstract for this article is available at https://youtu.be/bJImJ79JKNI. Context and implicationsRationale for this studyTeaching children to read is one of the most important elements of primary education because it is fundamental to children's educational development. For this reason it is vital that the teaching of reading, and curriculum policies on reading, are informed by robust research.Why the new findings matterIf children are not being taught to read in the most appropriate way, because curriculum policy and teaching practices are not informed sufficiently by robust research evidence, then children's education will not be as effective as it should be.Implications for practitioners, policy makers, researchersThe outcomes of the survey of teachers in England, and the new analysis of systematic reviews and meta analyses, and randomised controlled trials with longitudinal designs, reported in the paper show the need for changes to the teaching of reading and to national curriculum policy on the teaching of reading.The teaching of phonics and reading in curriculum policy and practice should more closely reflect the evidence that contextualised teaching of reading, or balanced instruction, is the most effective way to teach reading. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore the prevalence, motivations and support for student sex work within North East higher education institutions. With limited existing research in this area, this study fills a crucial gap in understanding student sex work in the UK and its specific manifestation in the North East region. Design/methodology/approach: To achieve its objectives, this study adopted an exploratory, cross-sectional design conducted entirely online due to the Covid-19 pandemic. A mixed-methodology approach was used, inspired by previous research, gathering quantitative data through a semi-structured questionnaire and qualitative data through open-ended survey questions. Findings: The study revealed that 11.4% of students engaged in sex work, primarily in indirect and online-based forms. lesbian, gay, bisexual and transgender (LGBTQ)+ students were more likely to participate in sex work compared to heterosexual students. Financial difficulties and lifestyle preferences were identified as significant motivations for student sex work. Research limitations/implications: A limitation of the study was the lack of diversity in the sample, with predominantly young, white, heterosexual and cis-gender females, potentially neglecting other demographics' struggles. Future research should include larger and more diverse samples to ensure representative findings. Practical implications: The research highlights the need for greater awareness and support for student sex workers within North East universities. Policies and services should consider the unique challenges faced by LGBTQ+ student sex workers to reduce stigma and potential dangers. Social implications: Understanding the prevalence of student sex work sheds light on the need to challenge societal assumptions and stigmas surrounding sex work, particularly concerning gender and sexuality. Originality/value: This study breaks new ground by providing novel insights into an understudied research area – the prevalence of student sex work in North East England. The findings lay the foundation for future research and can inform policies and support systems to improve the safety and well-being of student sex workers. Furthermore, the study contributes to broader discussions on gender, sexuality and sex work in academic settings. [ABSTRACT FROM AUTHOR]

This paper, a critical examination of educational concepts, policies and practices, presents findings from research into the impact of accountability agendas on teacher professionalism and pedagogic practices. The study, theoretically framed through Halstead's notions of contractual and responsive accountability, and Gramsci's hegemonic practices, examined secondary arts teachers' pedagogical autonomy and professionalism in England and New Zealand. We provide an overview of current education policy contexts in both countries, and their impact upon secondary school arts education (years 11–16). Drawing from interview data from 15 England and New Zealand teachers, we offer a critique and innovative counter-narrative for the accountability measures currently dominating English schooling. Drawing together perspectives from both jurisdictions, we suggest more inclusive, democratic and responsive assessment and performative measures for the English context. [ABSTRACT FROM AUTHOR]

In recent years many countries have created national bodies that provide evidence-based guidance and policy relating to the commissioning and provision of healthcare services. However, such guidance often fails to be consistently implemented. The differing perspectives from which guidance is developed is suggested as a significant contributor to these failures. A societal perspective is, necessarily, taken by policy makers, while patients and their healthcare professionals are primarily concerned with an individual perspective. This is particularly likely to impair implementation where national policy objectives, such as cost effectiveness, equity, or the promotion of innovation, are embodied in the guidance, while patients and healthcare professionals may consider it appropriate to over-ride these, based upon individual circumstances and preferences. This paper examines these conflicts with reference to guidance issued by the National Institute of Health and Care Excellence in England. Conflicts are identified between the objectives, values, and preferences of those who develop and those who implement such guidance, with consequent difficulties in providing helpful personalised recommendations. The implications of this for the development and implementation of guidance are discussed and recommendations are made regarding the ways in which such guidance is framed and disseminated., Competing Interests: Declaration of Competing Interest Both authors declare funding from the NIHR Programme Development Grants Programme (NIHR202042). JM has previously chaired a National Institute of Health and Care Excellence (NICE) Guideline Development Group and been vice chair of the NICE Appraisals Committee., (Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved.)

This paper explores legislative provision and pre-school education policy in England over the course of the twentieth century. The paper argues that there has been a significant ideational shift over this period, from a policy focus on nursery education for poor children to universal early childhood education. Not only have ideas changed but provision and funding have changed. Although there have been major revisions to legislative provision, there are elements of continuity as regards the institutions delivering early childhood education, particularly maintained nursery schools and nursery classes, but with layering of private-for-profit and not-for-profit institutions to 'fill the gap' in provision. At the same time, the central state has taken increasing control of publicly funded early childhood education through legislative provision. [ABSTRACT FROM AUTHOR]

School architecture is often taken for granted both in use (where it is naturalized) and in writing on education policy (tending to feature simply as policy setting.) Built policy instead points up the active and ongoing role of the material environment in shaping education. From financing and procurement to the design of individual classrooms, the paper works across architecture, sociology and policy studies to clarify the relationship between different dimensions of physical and social space and so provide a useful theoretical ground for future work. What is special about school-building and architecture that enables them to do policy? How are they used to do it? By whom? From city planners to students, a range of actors use different space-organizing resources to attempt the instantiation of (and challenges to) policy in built form. These processes are explored first theoretically, then empirically through a new Academy school in England. The paper deepens understanding of what policy is, emphasizing its intimate if taken for granted spatial characteristics, its ongoing-ness in built form and its travel by means of circulating images of buildings and spaces. [ABSTRACT FROM AUTHOR]

The problem of low attainment in mathematics has been an increasingly prominent feature of the policy discourse in England over the last 60 years; however, evidence from comparative studies indicates that little progress has been made in finding a solution. In this paper, we analyse the changing policy discourse of low attainment in mathematics through the main reports and speeches published in England, beginning with the Newsom Report, Half Our Future, in 1963, and continuing to the present day. We chart the evolving perspectives on the nature of ability, expectations, curriculum ideology and frame of reference through the changing language used in these documents, noting tensions and inconsistencies which arise through continuing lack of clarity about definitions and assumptions. [ABSTRACT FROM AUTHOR]

Classroom music teachers in England design their own music curricula for Key Stage 3 (11 − 14 year olds, 6th – 8th Grades). These curricula are designed in a context where policymakers define, regulate and legitimate curriculum formulations. This study traced curriculum development in England, where government has validated a policy driven approach. It explored programs of study, which music teachers in England design as summaries of musical learning for Key Stage 3. The research consisted of documentary analysis in a two-phase study of 13 secondary (high) schools in the English midlands, exploring musical knowledge for musical learning, which is analyzed utilizing qualitative and quantitative methodologies. The paper concludes with a discussion which explores the impacts of music education policy on classroom practices, and presents a proposed model which captures this interaction. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide a synthesis of current and previous government policies and strategies, in relation to people with learning disabilities and employment, to facilitate a better understanding of the current situation and future challenges. Design/methodology/approach – A search was completed to identify government policies relating to the employment of people with learning disabilities. Key policies were identified and their impact was discussed in the paper. Findings – It appears there is a necessity to identify how successful pilot projects can be replicated on a national scale, with clear targets and measures and initial financial support to set up these services. Alongside this there is a need for interventions targeting not just employers, but the general population, educating people about the importance of including and valuing people with learning disabilities in the workforce. Originality/value – It is important that policy is analysed and the impact of it is assessed to determine whether more action is necessary. This paper adds updates to some of the issues discussed in Melling et al.’s (2011) paper about “Supported employment for people with learning disabilities”. [ABSTRACT FROM AUTHOR]

The Coalition Government's ' Green Paper' (DfE 2011) proposes a systemic overhaul of services for pupils with special educational needs in England, with increased parental choice of provision and 'sharper accountability' (p. 67) in schools. Deadlines for various stages of this reform have not been met, and its final nature remains uncertain. This paper reveals SENCOs' insights into their changing role in this turbulent policy context. This is achieved through the thematic analysis of 227 responses to an 'open-ended' question in the national Special Educational Needs Coordinator ( SENCO) Survey 2012. Findings from this sample indicate that SENCOs predict that schools in England will become more inclusive, with greater shared responsibility for achievement for all, and SENCOs' increased involvement in staff training and other whole school capacity-building activities. Respondents predict a greater partnership with parents, for whom they will provide advice and links to other services. They foresee their reduced involvement in direct teaching and an intensification of their work in other ways, especially in terms of paperwork associated with pupil tracking and other accountability measures. These changes are anticipated against a backdrop of resource cuts, requiring SENCOs to show increasing self-reliance and imagination. [ABSTRACT FROM AUTHOR]

Aims: The United Kingdom and Australia have developed highly divergent policy responses to electronic nicotine delivery systems (ENDS). To understand the historical origins of these differences, we describe the history of tobacco control in each country and the key roles played in setting ENDS policy in its early stages by public health regulations and policy networks, anti‐smoking organizations, 'vaper' activist networks and advocates of harm reduction policies towards injecting drug use. Methods: We analysed key government reports, policy statements from public health bodies and non‐government organizations (e.g. cancer councils and medical organizations) on ENDS; submissions to an Australian parliamentary inquiry; media coverage of policy debates in medical journals; and the history of tobacco control policy in Australia and England. Key discourses about ENDS were identified for each country. These were compared across countries during a multi‐day face‐to‐face meeting, where consensus was reached on the key commonalities and divergences in historical approaches to nicotine policy. This paper focuses on England, as different policy responses were apparent in constituent countries of the United Kingdom, and Scotland in particular. Results: Policymakers in Australia and England differ markedly in the priority that they have given to using ENDS to promote smoking cessation or restricting smokers' access to prevent uptake among young people. In understanding the origins of these divergent responses, we identified the following key differences between the two countries' approaches to nicotine regulation: an influential scientific network that favoured nicotine harm reduction in the United Kingdom and the absence of such a network in Australia; the success of different types of health activism both in England and in Europe in opposing more restrictive policies; and the greater influence on policy in England of the field of illicit drug harm reduction. Conclusions: An understanding of the different policy responses to electronic nicotine delivery systems (ENDS) in England and Australia requires an appreciation of how actors within the different policy structures, scientific networks and activist organizations in each country and region have interpreted the evidence and the priority that policymakers have given to the competing goals of preventing adolescent uptake and encouraging smokers to use ENDS to quit smoking. [ABSTRACT FROM AUTHOR]

International migration has a consistently high profile within national and international politics with increased focus on measurement and quantification of migrant numbers, impact on services and contribution to local, regional and national economies. However, the absence of consistency within definitions, categorisations and measurement of international migration and migrant populations create challenges and barriers to both understanding the needs of migrant communities but also the provision of adequate services within specific geographical areas. This paper will present findings from a project designed to map the impact of migration on a settled community within a Local Authority (LA) in the North East of England. As the project encountered routine inconsistencies around definitions, categorisations and measurement of migration within the LA area, this paper demonstrates the complexity of trying to 'measure' migration on the ground and while consistency in measurement is key to accurate data, we conclude with an ethical question about the rationale for collecting data on migrant populations. [ABSTRACT FROM AUTHOR]

Modern Foreign Language (MFL) education has long been described as being 'in crisis' by virtue of a long decline in the numbers of students being entered for exams at age 16 and 18. Whilst this decline is generally attributed to policy, harsh grading and the rise of global English, this paper challenges this view by positioning the decline at the intersection of the feminising of the subject and an othering of the speakers of the languages taught. Using a loosely Foucauldian form of discourse analysis, academic literature, published reports on language needs and language teaching, and original qualitative data from two studies are drawn together. A feminising discourse around the subject of MFL is identified, juxtaposed with a masculinising discourse around education more generally, leading to the devaluing of the subject. Edward Said's orientalism is explored as a framework for the discussion of the media and public 'othering' of the speakers of the languages commonly taught and the 'fetishisation' of less commonly taught languages. It is argued that overcoming the decline in uptake of modern foreign languages will require reconceptualising of the problem at policy level and a change in the media and public discourses surrounding the subject. [ABSTRACT FROM AUTHOR]

This paper explores how nursing education both exemplifies the contradictions of neoliberalism alongside its seemingly all-encompassing influence. We conduct a feminist critical policy analysis to trace the histories of nursing as a feminised vocation located outside the academy, and how this is reflected in recent policy. We then critically explore widening participation and social mobility in relation to nursing education, and demonstrate how a discourse of fairness is used to justify market solutions. The 'special case' of nursing is considered through an analysis of how 'the nurse' as subject is constituted in education policy discourse. Our discussion focuses on the effects of these reforms and demonstrates how historical discourses that centre on women as carers are assimilated into the 'neoliberal social imaginary'. The paper's scope is both local – the gendered history of nursing education in England – and global – the force of neoliberal globalisation in education policy. [ABSTRACT FROM AUTHOR]

Within a new political and economic context, Destination Management Organizations (DMOs) across England are expected to facilitate a more holistic and inclusive approach to destination management and provide core leadership functions, rather than being solely responsible for the marketing and development of destinations. Destination Management Plans (DMPs) are an expression of a government-mandated, current policy-driven approach to guiding the work of private-led DMOs. These DMOs are being challenged to achieve a more sustainable level of performance in times of decreasing state funding. Building on the scarce literature surrounding this new approach to managing destinations, this paper looks into how an emerging destination has approached the development of such a plan in practice. The paper examines the case of Milton Keynes and its local destination management structure, the collaborative approach to policy development and the resultant DMP. The paper concludes by discussing the importance of the key aims of the plan and their relevance to comparable emerging destinations, which are developing DMPs. [ABSTRACT FROM PUBLISHER]

The importance of key legislation in framing religious education in England is widely assumed, and indeed some argue that these Acts – of 1870, 1944 and 1988 – demarcate pedagogical phases, or paradigms. Policy and historical analyses have revealed the political and social disputes around legislation, but often conflate legislation with other policy. This paper reassesses the statutory meanings of 'religious education' through a textual analysis of legislation from 1800 onwards, exploring: the positive entitlement to religious education; the negative freedom not to be subjected to other forms of religious education; curriculum specifications. Sixty-five Acts were reviewed. Presented chronologically, the analysis shows that: the term has a long and varied development that predates compulsory education; several neglected Acts have been pivotal in shaping the subject – notably in 1841, 1869 and 1936; religious education is continuously a marker of religious autonomy for individuals and increasingly for schools, and its curricular use stems from this; the newest related terms are for inspection purposes. The implications are discussed for accounts of the subject, curriculum development and further research, both in England and more widely. [ABSTRACT FROM AUTHOR]

In a neoliberal era of education, there has been a shift of policy focus to performativity and evidence-based practice, coupled with neoconservative ideology of a more traditional knowledge-led curriculum. The resultant, extant education policy context has received criticism due to its teach to test culture, the concomitant narrowing of curriculum and the highly prescribed, scrutinised and 'authorised' pedagogic practices prevalent in schools. The paper draws on empirical qualitative data from three modern foreign languages (MFL) secondary school teachers in high poverty contexts in the North West of England. The study examines how these teachers describe their pedagogical practice within the confines of the current policy landscape and how they respond to curriculum and assessment requirements. The paper concludes that, despite the limiting effects of the prescriptive approaches in the current educational system, there are opportunities for teachers to promote unauthorised pedagogies in their classrooms that respond to their specific contexts. However, it acknowledges a shift in teachers' professional identity and questions the current discourses associated with teachers' professional knowledge. In response to this, I call for better recognition of the politicised and antidemocratic nature of current education policy and for us to equip teachers to become public intellectuals with the professional confidence to act for social change by reclaiming pedagogic discourses and practices that benefit pupils living in poverty. [ABSTRACT FROM AUTHOR]

The focus of this research paper was to explore the early years practitioners’ perspectives on supporting children with English as an Additional Language in England. Using qualitative research methods, underpinning theories, a systematic literature review and personal reflective journal, the research study aimed to highlight the importance of supporting children learning English as an Additional Language through using the parents and community and ecological systems (Bronfenbrenner, 1977) without making one language ‘better’ than the other. The findings of the study revealed the need of systematic reviews in legislation, policies, funding and training for the practitioners. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic suspended established practices that, in normal times, are seen as central to the functioning of education systems. For example, in England, school closures led to the cancellation of national examinations in 2020, and their attempted replacement with an algorithmic model. Following public outcry about what were seen as the unjust effects of the application of that model, there was a very public policy reversal, and examination grades were awarded on the basis of moderated teacher assessments or Centre Assessed Grades, resulting in substantial grade inflation. This paper draws on research that investigated the actors involved in examinations policy in this period and focuses especially on the sources of expertise and the kinds of knowledge that were mobilised - or not - in the decision to cancel examinations, to develop the algorithm and to revert to Centre Assessed Grades. [ABSTRACT FROM AUTHOR]

This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of 'governmentalities', and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the 'stances' that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards 'deference'. Coupling our insights with theorisations of dissent, we consider how 'infra-political dissent' could support key individuals to 'step up' and influence for more effective policy relative to climate change education, and to other areas of education or environment policy. [ABSTRACT FROM AUTHOR]

This paper presents a comprehensive overview of the recording, reporting, and use of data pertaining to school attendance and absence in England. To establish a foundation, we outline the educational context in England, alongside an explanation of the legal framework guiding the collection and use of attendance and absence data. Subsequently, we elucidate the definition and documentation of various types of absence in England, the methodologies employed for data collection and dissemination, as well as the utilisation of this data for benchmarking purposes. Notably, attendance serves as a key performance indicator for schools, Trusts, and Local Authorities, aiming to improve the educational outcomes of young people. Through a critical examination of the current policy and practice in England concerning data on school attendance and absence, we identify strengths and weaknesses. Based on our findings, we propose additional actions to improve the consistency of data collection and foster the effective reporting and use of data to support prompt responses as needed. Through these suggestions, our endeavour is to drive continuous improvement and optimise outcomes for young people in England. [ABSTRACT FROM AUTHOR]

This paper explores the process of policy formulation and implementation in relation to children commonly described as having ‘special educational needs’ and disability (SEND), in Cyprus and in England. Drawing on qualitative research evidence from key primary documentary sources including legislation, statutory and non-statutory guidance and reports, it provides a comparative analysis of the content and the spirit of policy in both countries over the cycle of a century. The findings indicate that Cypriot policymakers have engaged in a process of ‘policy snatching’ from England, following four phases: charitable segregation and categorisation; enlightened legitimisation and categorisation; integration, ‘special educational needs’ and categorisation; inclusion, SEND and categorisation. Using the analogy of Aesop’s well-known fable ‘The Hare and the Tortoise’, the paper concludes that England, symbolically characterised as the hare, appears, overtly at least, to have moved ahead; while Cyprus, characterised as the tortoise, has been following slowly behind. However, progress has been slow in both countries, and the hare may well have fallen asleep. It is argued that whilst some common ground exists between the two countries, there is an inherent danger in transplanting selected elements of policy texts from one socio-cultural historical context to another. [ABSTRACT FROM AUTHOR]

Background: Regular physical activity improves physical and mental health, yet children's physical activity levels were low in England's 2014 Report Card. Within this paper, we update the 2014 Report Card to assess current information for the 9 indicators of physical activity. Methods: A search for nationally representative data on 9 indicators of physical activity was conducted and the data were assessed by an expert panel. The panel assigned grades [ie, A, B, C, D, F, or INC (incomplete)] to each indicator based on whether children across England were achieving specific benchmarks. The 2016 Report Card was produced and disseminated. Results: The following grades were awarded: Overall Physical Activity Levels: D-; Organized Sport Participation: D; Active Play: INC; Active Transportation: C-; Sedentary Behaviors: INC; Family and Peers: INC; School: B+; Community and the Built Environment: B; Government Strategies and Investment: INC. Conclusions: The grades have not improved since the 2014 Report Card and several gaps in the literature are still present. While children's physical activity levels remain low alongside competing sedentary choices, further national plans and investment with local actions are urgently needed to promote physical activity especially via active play, active transport, and family support. [ABSTRACT FROM AUTHOR]

In this article, recent legislative changes that have raised the profile of SENCos in English schools are outlined. Key aspects of the current Government's proposals to reform SEND policy, provision and practice and the possible implications of these for SENCos and the schools they work in are discussed. The view that radical reforms outlined in Support and Aspiration, the SEND Green Paper published in 2011, will benefit the majority of children and young people experiencing difficulties in learning who are taught in mainstream schools is questioned. The article also reflects on whether or not SENCos will need to use their purportedly enhanced status to mitigate the effects of policies that could lead to the needs of some pupils being unmet, and others being marginalised through an expansion of separate forms of provision. Perennial concerns of many SENCos are also identified, and it is argued that these too need addressing if they are to fulfil the pivotal strategic role envisaged for them and avoid having to work as SEND 'firefighters'. It is suggested that these concerns could be addressed through a review of the SENCo regulations. [ABSTRACT FROM AUTHOR]

This paper explores how early years teachers respond to policy, using the case of Baseline Assessment, a new statutory assessment introduced to Reception classes (age 4–5) in England in 2015. Using interview and survey data collected during the period when the policy was introduced, the paper examines how teachers engaged in different forms of resistance to this unpopular policy reform. It is argued that as early years professionals Reception teachers draw on and draw strength from specifically early childhood-based knowledge and understandings, such as the emphasis on the whole child and an ethics of care, which provide them with justifications for resisting policy. This resistance is thus part of their identity as early years professionals and allows for a particular positionality within the school. However, it is also argued that sometimes taking the apparently resistant 'early yearsy' route can actually facilitate policy; this is discussed as compliant resistance. [ABSTRACT FROM AUTHOR]

Purpose: Mental health is an emerging health policy priority globally. The emphasis on closing the treatment gap in psychiatric services is now being complemented by an increasing focus on prevention and health promotion. The purpose of this paper is to describe the programmes and delivery of public mental health in England led by Public Health England (PHE), an arms-length body of the Department of Health and Social Care. Design/methodology/approach: This technical paper outlines the general approach PHE has taken in delivering national work in public mental health and describes several key areas of work: children and young people, suicide prevention, workplace and workforce, strategic engagement with stakeholders, data and information and evidence synthesis. Findings: A description of the various programmes and guidance documents that PHE have produced are described and referenced, which form a substantial body of work in public mental health. Practical implications: The outputs from PHE may assist in informing the approach to public mental health that other government agencies could consider adopting. The resources described and signposted within this technical paper are publicly available for readers. Originality/value: England is one of a small group of countries that have a track record in delivering public mental health at a national level. This paper gives a unique and detailed insight into this work. [ABSTRACT FROM AUTHOR]

This paper reports the number of sex workers in Scotland and England who are in contact with specialist services for sex workers. Then, using methods and multipliers derived from the frequently quoted Kinnell study (1999) the paper provides various updated estimates of the wider population of sex workers. We point out the limits of our estimates and the methodological difficulties of estimating the size of this hidden population. The paper argues that many claims about sex work made by politicians and the media are misleading especially where they conflate sex work with trafficking and abuse. [ABSTRACT FROM AUTHOR]

This paper reports the number of sex workers in Scotland and England who are in contact with specialist services for sex workers. Then, using methods and multipliers derived from the frequently quoted Kinnell study (1999) the paper provides various updated estimates of the wider population of sex workers. We point out the limits of our estimates and the methodological difficulties of estimating the size of this hidden population. The paper argues that many claims about sex work made by politicians and the media are misleading especially where they conflate sex work with trafficking and abuse. [ABSTRACT FROM AUTHOR]

In this paper, I will consider the lessons that can be learnt about literacy policy and its role in large-scale education reform programmes, with particular reference to policy-making in England since the election of New Labour in 1997. New Labour's promise to the electorate in 1997 was that state-funded education could be fixed and turned into a high-quality delivery system from which all would benefit. It could be fixed by direct intervention from politicians committed to overhauling the public sector and applying new principles which would see standards rise. The National Literacy Strategy (NLS) was the main vehicle for change, whilst the target for achievement in literacy became one of the most public and obvious measures of the government's success in reforming education. Over the decade that followed New Labour's election, early optimism about what government could achieve has been tempered by the twists and turn of events, which saw the education performance data plateau just short of the government's targets, and the NLS morph into the Primary National Strategy as it gradually moved from the centre of political action to a more peripheral position. Within government itself the NLS's progress has acted as an important catalyst for reflection on what works in public sector reform more generally and the challenges those running such programmes face. This paper takes as its central points of analysis the evolution of literacy policy within the policy cycle. The paper reflects on the array of actors within government and beyond who have been involved in trying to make that policy work, or who may have acted as (dis)interested bystanders commenting from the sidelines. What are the lessons that can be learnt which might contribute to the development of literacy policy elsewhere? [ABSTRACT FROM AUTHOR]

This paper seeks to show how‘policy’,‘management’ and‘information and communications technology’ (ICT) were constructed for schools in England between 2000 and 2003 and to discuss some effects of these constructions on teaching and learning in the institutions involved in the InterActive Education Project. It argues that their contribution collectively constituted‘ICT’ as a particular kind and form of challenge for schools, and that recognising the nature of this constitution is crucial to understanding the relationship between ICT and teaching and learning. Informed by an abductive methodology, this paper draws on analyses of policy documents and interviews with the head teachers of the educational institutions taking part in the InterActive Education Project to show how the possibilities and opportunities of using ICT were shaped by those constructions. It suggests that the main policy framing ICT in education over the period in question, the National Grid for Learning, had the provision of hardware and infrastructure as its main target, but offered little advice on how they might be used. This constituted the core of the management problem of ICT for schools. The final section of the paper outlines some of the mechanisms through which schools addressed these issues and discusses some possible implications for what counts as‘teaching and learning’ with‘ICT’. [ABSTRACT FROM AUTHOR]

While the historical importance of religion in alcohol treatment is well known, the size, scope and significance of contemporary activities remain unclear. Here we begin to address this gap in knowledge by presenting results from a mixed methods study of faith-based alcohol treatment in England and Wales. The paper begins by mapping location, religious affiliation, organisational structure and service provision. We then discuss evidence regarding challenges, opportunities and tensions bound up with faith-based organisations 'filling gaps' left by long term restructuring of alcohol service provision, recent 'austerity' funding cuts and relationships between secular and faith-based organisations. In the final substantive section, we engage with questions of ethics and care by focusing on the internal workings of a subset of faith-based programs that make requirements for religious participation. Drawing on the variegated experiences of service-users, we reflect on the ethics of religious conversion in faith-based alcohol treatment. The conclusion offers policy and practice relevant insights and outlines areas for future research on religion, austerity, and alcohol treatment., (Copyright © 2020 The Authors. Published by Elsevier Ltd.. All rights reserved.)

About a quarter of the adults living in England have been diagnosed with a mental health condition (for example, anxiety and depression). The purpose of this paper is to discuss the difficulties faced by these people when they travel, and ways in which policy interventions could be used to encourage them to travel more. The main evidence in the paper comes from a weighted sample of 363 people with mental health conditions who completed an on-line survey. The paper concentrates on anxiety issues. The anxieties are considered under five headings: interacting with fellow travellers, interacting with staff and purchasing tickets, wayfinding, needing support, and needing to take urgent action. Policy interventions to improve access to infrastructure and services to help address the anxieties are discussed under these headings. The number of respondents who say that they would travel more if some of the interventions were introduced is then considered. The paper concludes that there are ways in which some of the anxieties that people have when travelling can be addressed and that introducing these types of intervention would increase travel by people with mental health conditions. • Psychological barriers to travel are revealed in an on-line survey. • 99% of the respondents identified aspects of travel that caused them anxiety. • The largest cause of anxiety was interacting with other people when travelling. • Other causes of anxiety included wayfinding and needing to find public toilets. • Policy interventions would encourage the respondents to travel more. [ABSTRACT FROM AUTHOR]

A correction to a paper printed in a prior issue is presented, written by Berridge et al., which discusses policy around electronic nicotine delivery systems.

Purpose – The purpose of this paper is to provide a commentary on “A summary of government initiatives relating to employment for people with learning disabilities in England”. Design/methodology/approach – In her paper, Blamires outlines the development of policy in employment for people with learning disabilities. This commentary explores whether this policy development is having any impact. Findings – The statistics indicate that development of policy does not appear to be making a difference. It is concluded that this is about how it is being implemented and the time it takes for policy to have an impact. What is needed to fully implement these changes is a huge cultural shift, changing people’s mindset about what people with learning disabilities can achieve. Originality/value – This paper provides an individual perspective on the impact of policy on the lives of people with learning disabilities. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to consider the experiences of carers caring for an adult child, particularly as they affect the transition from midlife into older age. It explores aspects affecting the vast majority of carers, such as accessing information and services, but focuses on the specific concerns of those caring for a child with a life-long disability or a child who acquires a long-term health problem in adolescence or adulthood. In the context of the introduction of the Care Act (2014) in England, the paper highlights ways in which support for carers could be improved. Design/methodology/approach – This paper draws on interview data which consisted of 86 face-to-face interviews with purposefully selected participants based in four local authorities. At the end of the study in 2014 the authors held a series of five focus groups for practitioners and carers to explore how the emerging findings chimed with their experiences and to refine the study’s messages for practice. The data from interviews are set in the context of policy and practice developments in social care in England. Findings – The paper draws attention to the need for practitioners to find ways of involving carers in decision making without compromising the rights to autonomy and choice on the part of the person cared for. Both those commissioning services and practitioners need to acknowledge that parent carers need assurances about the long-term viability and quality of the plans that are developed for the person they support. Research limitations/implications – This paper is drawn on interviews with carers and practitioners in four areas of England; most of the carers interviewed were white British and female. The implications of planning research and conducting research with family carers are explored and their similarities with practice encounters identified. Practical implications – The key practice point in this paper highlights the necessity of talking about the future with parent carers, making plans for possible and highly likely events, addressing mortality, and being aware of the potential for a deeply held sense of pessimism and unspoken distress among carers. Some participants seemed to feel that practitioners conveyed a sense that they were inadequate or unwilling to discuss these matters and practitioners who suspect this may apply to them or their team could usefully consider seeking skills development to improve their practice. Originality/value – This paper is the first to consider practice perspectives in the context of the Care Act (2014) and personal budgets in England relating to parent carers. [ABSTRACT FROM AUTHOR]

Health technology assessments (HTAs) are used as a policy tool to appraise the clinical value, or cost effectiveness, of new medicines to inform reimbursement decisions in health care. As HTA organisations have been established in different countries, it has become clear that the outcomes of medicine appraisals can vary from country to country, even though the same scientific evidence in the form of randomised controlled trials is available. The extant literature explains such variations with reference to institutional variables and administrative rules. However, little research has been conducted to advance the theoretical understanding of how variations in HTA outcomes might be explained. This paper compares cases of HTA in England and Germany using insights from Kuhn (1962, The Structure of Scientific Revolutions, 2nd edn. Chicago: The University of Chicago Press) and Hall (1993, Policy paradigms, social learning, and the state: the case of economic policymaking in Britain. Comparative Politics 25, 275-296) to demonstrate how policy paradigms can explain the outcomes of HTA processes. The paper finds that HTA outcomes are influenced by a combination of logical issues that require reasoning within a paradigm, and institutional and political issues that speak to the interaction between ideational and interest-based variables. It sets out an approach that advances the theoretical explanation of divergent HTA outcomes, and offers an analytical basis on which to assess current and future policy changes in HTA.

In an era of global environmental deterioration and income inequity, public health faces many challenges, including the growing number of individuals, especially older people, with chronic diseases. Dementia is increasingly being seen not just as a biomedical problem to solve but as a public and community challenge to address more broadly. Concepts like prevention, brain health, and quality of life/well-being are receiving more attention. The engagement of community in addressing these challenges is being seen as critical to successful social adaptation. Arts programs are reinvigorating cultural responses to the growing number of older people with cognitive challenges. The humanities offer ways of understanding the power of words and stories in public discourse and a critical lens though which to view political and economic influences. In this paper, we report on a panel held in London on the occasion of the conference at the Royal Society for Public Health in March, 2017, in which the authors presented. Key issues discussed included problem framing, the nature of evidence, the politics of power and influence, and the development of effective interventions. In this paper, we review the rejection of two policies, one on dementia and one on the arts and humanities in public health, by the American Public Health Association; the emergence of policies in the UK; and some of the state of the art practices, particularly in training, again focusing on the UK. [ABSTRACT FROM AUTHOR]

This article examines how the policy of funded early years places for 'disadvantaged' 2-year-olds (FNP) in England reconfigures spaces within early childhood and care (ECEC) in new ways of working with young children. Using practitioners' interview data from early years settings in London, this article uses Foucauldian technologies of governmentality to shed light on how FNP responds to the problem of 'disadvantage' as new mobile modes of governance. The paper explores how practitioners reconfigure their established spaces to incorporate provision and practice suitable for 2-year-olds and the challenges practitioners face in implementing the policy. The analysis considers 'space as assemblage' by focusing on three key themes: dividing spaces through split rationality, dividing practices through othering and the reconfiguration of established ways of working. The themes trace how policy-driven technologies re-interpret ECEC in narrow and alternative ways by making a set of practices possible, engendering new pedagogical relationships. This article highlights the complex conditions of (im)possibility for 'doing' ECEC under austerity. When viewed in the broader context, policy reforms are increasingly reaching into ECEC as strategic spaces for new modes of governing, sustained by a global agenda in neoliberal education reforms. [ABSTRACT FROM AUTHOR]

Delivering optimal and equitable palliative care is an international challenge. There are few cross-national comparisons examining challenges in expanding palliative care along public health lines. This paper presents a critical review of palliative care in the USA and England, which share similar challenges but have different contexts of healthcare. Beyond some obvious differences in the organisation of palliative care, a set of underlying common issues can be identified. A key tension in both is balancing attention ‘downstream’ in the dying phase, as well as ‘upstream’ earlier in the course of serious illness. In both, the dominant models of palliative care provision have resulted in excellent care towards the end of life for some patients, but there remain major deficiencies in care for the majority. England has a National Strategy for End-of-life care; the US has no equivalent, although a number of influential agencies have published statements. Achieving a public health approach in palliative care requires international consensus on the meaning and target population of palliative care, replacement of prognosis based understandings of entitlement to palliative care with a needs-based approach and development of an evidence base for cost-effective partnerships between providers across the specialist–generalist divide. [ABSTRACT FROM AUTHOR]

Interventions in the field of early childhood education policy, drawn from global policy flows, are reconfiguring the work of early childhood educators in Australia. One such intervention is the requirement to designate an ‘educational leader’ (EL) in each service for young children and their families. This policy intervention has its origins in England's Early Years Professional Status initiative. This paper compares the pedagogical leader imagined in regulatory reforms with the educational labour described in interviews with childcare educators in Queensland and Victoria, Australia. The paper argues these educators are being called upon to navigate the tension between ‘imagined’ and ‘actual’ policy effects and that this is a key part of the work of educational leadership. Such leadership includes re-constituting ‘teachers’ in early childhood services as ‘learners’ who are ‘led’ by ‘ELs’, requiring major shifts in professional knowledge and practice. [ABSTRACT FROM PUBLISHER]

This paper’s focus is on an alliance of schools in England that came together as part of the National Teaching Schools initiative. Drawing on interviews from Head Teachers within the alliance, the paper explores issues of school collaboration from a premise that such collaboration is paramount to school improvement within the current climate of increased school autonomy and increasingly rigid accountabilities. The Head Teachers highlight key factors that supported effective school-to-school collaborations associated with sharing their expertise and fostering active and cooperative connections. They also, however, highlight factors that undermined genuine collaboration associated with a prioritising of the performative demands and economic imperatives of the audit culture. The impact of this prioritising should, it is argued, be considered in any analysis of school collectives within the current English education system – particularly given their proliferation and the responsibility placed on them in terms of school improvement. [ABSTRACT FROM PUBLISHER]

Purpose The purpose of this paper is to provide an analysis of the changes in child protection policy and practice in England over the last 30 years, in particular to critically analyse the nature and impact of the “refocusing” initiative of the mid-1990s.Design/methodology/approach Policy analysis.Findings While the period from the mid-1990s until 2008 can be seen to show how policy and practice attempted to build on a number of the central principles of the “refocusing” initiative, the period since 2008 has been very different. Following the huge social reaction to the death of Peter Connelly, policy and practice moved in directions quite contra to the “refocusing” initiative’s aims and aspirations such that we can identify a refocusing of “refocusing”. Such developments were given a major impetus with the election of the Coalition government in 2010 and have been reinforced further following the election of the Conservative government in May 2015.Originality/value The paper places the changes in child protection policy and practice in England in their political and economic contexts and makes explicit how the changes impact on the role and responsibilities of professionals, particularly social workers. [ABSTRACT FROM AUTHOR]

The impact of widening participation policy and how it is enacted institutionally is a central concern to Higher Education. It is not simply about the admission of students from disadvantaged backgrounds, but also ensuring that these students complete their courses successfully. This work therefore goes far beyond those departments tasked with access and outreach and has implications for staff across all academic and support service areas. The way in which national policy is interpreted and translated into local policy can therefore affect the whole institution. To bring a spotlight on these issues, this paper will focus on a case study of a single elite institution in England. Focusing primarily on selection of students, it will examine how selection measures can in fact reproduce inequalities. It will therefore demonstrate how this programme may not improve access to Higher Education but instead focuses on ensuring that students already on a path to Higher Education choose this institution in preference to others. [ABSTRACT FROM PUBLISHER]

Drawing on a Levinasian ethical perspective, the argument driving this paper is that the technical accountability movement currently dominating the educational system in England is less than adequate because it overlooks educators’ responsibility for ethical relations in responding to difference in respect of the other. Curriculum policy makes a significant contribution to the technical accountability culture through complicity in performativity, high-stakes testing and datafication, at the same time as constituting student and teacher subjectivities. I present two different conceptualizations of subjectivity and education, before engaging these in the analysis of data arising from an empirical study which investigated teachers’ and stakeholders’ experiences of curriculum policy reform in ‘disadvantaged’ English schools. The study’s findings demonstrate how a prescribed programme of technical curriculum regulation attempts to ‘fix’ or mend educational problems by ‘fixing’ or prescribing educational solutions. This not only denies ethical professional relations between students, teachers and parents, but also deflects responsibility for educational success from government to teachers and hastens the move from public to private educational provision. Complying with prescribed curriculum policy requirements shifts attention from broad philosophical and ethical questions about educational purpose as well as conferring a violence by assuming control over student and teacher subjectivities. [ABSTRACT FROM PUBLISHER]

Purpose The purpose of this paper is to highlight the need for proper involvement of people with dementia and carers in policy making and to suggest practical ways to achieve this.Design/methodology/approach Drawing from personal experience derived from a long career in service development in health and social care, the author outlines the importance of recognising that people with dementia and family carers are experts by experience and the merits of involving people at an early stage.Findings The best ideas come from involved people. Without the insights gained through the lived experiences of people with dementia and family carers, policy makers and professionals run the risk of developing costly services that do not meet the needs of those who will be using them.Practical implications A number of key practical pointers are developed and summarised. Engagement and one-off consultations are not enough. Real involvement has to be part of everyday practice, at all levels. It requires investment to enable people with dementia and carers to have a seat at the table, speak about what matters to them and help professionals develop relevant services that meet their needs.Originality/value The author is able to draw on particular insights gained as Programme Lead for Dementia at the Department of Health during the development of the first English National Dementia Strategy and, more recently, experience of developing engagement strategies in various localities. This included supporting people with dementia and family carers before, during and after key events at which they shared their experiences with commissioners and service providers. [ABSTRACT FROM AUTHOR]