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In this article, we examine education policymaking in England during the COVID-19 pandemic, focusing on the period from 2020 to 2022. We argue that the pandemic, while obviously damaging materially, economically and psychologically, seemed to have provided a rare opportunity for a step change, a chance to recalibrate and reconsider values assumed as 'truths'. However, policymaking in England appears to have been driven by a desire to return to normal as soon as possible or to double down on control. Through a rigorous policy analysis of two specific areas of policy -- initial teacher education and inspection -- we review policy and ministerial speeches, as well as academic papers, media articles and social media blogs published from the start of the pandemic in England, to analyse the extent to which policy formation was reactive in an attempt to maintain a steady state and return as quickly as possible to pre-pandemic normality and to previously stated intransigent policy positions. We suggest that this policy formation reflects a broader trend in policymaking, which seeks to use power and sustain privilege, underpinned by a constructed evidence base, to present a particular 'truth' about what needs to be done to improve education outcomes.

This article examines the influence of Stephen Ball's work through the eyes of two former teachers turned academics who met through a mutual interest in his paper, 'The teacher's soul and the terrors of performativity'. We note our personal reactions to this particular paper and how Ball's body of work has and continues to influence our thinking, careers and research. We note that his highly readable, provocative style of writing and passionate denunciation of league tables, inspections and the associated paraphernalia of control that appear central to neoliberal models of educational governance continue to prove useful in understanding global educational policy. This article also critically engages with the effects of such a seminal paper on the lived experience of the teaching profession. The first author argues that while Ball's writing is useful to understand the pressures and struggles that teachers face, Ball's use of Foucauldian notions such as 'docile bodies' and 'subject-position' can be seen to flatten out teachers, rendering them passive bystanders rather than agentic professionals. The second author revisits and recalls the influence of the paper on her early work, particularly on her concept of 'panoptic performativity', and the impact that the paper, and Stephen Ball's work in general, continues to have on the wider field.

A longstanding problem in the teacher workforce, internationally and in the UK, is the continuing and substantial numbers of qualified teachers who leave the profession within five years. This paper uses data collected from a survey to the last five years of teacher education graduates of UCL Institute of Education (IOE) in London, to explore what originally motivated them to teach, and the reasons why they have left or may consider leaving in the future. We discovered that despite claiming to be aware of the challenges of workload before entering teaching, workload was the most frequently cited reason for having left, or for leaving in the future. The data spoke to the reality of teaching being worse than expected, and the nature (rather than the quantity) of the workload, linked to notions of performativity and accountability, being a crucial factor. This paper draws on a substantial new source of data and explores reasons for leaving in the context of reported initial motivation of individuals who have left teaching, individuals who are planning to leave and individuals who are planning to stay in teaching.

Quality education is of major public and private interest and, understandably, considerable effort is paid to the quality of schools and improvement of the level of education in society. Many governments recognize the limitations of centralized policy in motivating school improvement and turn to 'network governance' to coordinate school systems. Relying on school-to-school collaboration to coordinate education systems has far-reaching consequences for existing accountability structures, most of which were developed to support hierarchical control of individual school quality. This paper reflects on the accountability of networks of schools and on appropriate arrangements to improve the effectiveness of partnerships; our contribution starts with unpicking the question of 'who is accountable to whom and for what' in a network of schools? We discuss some common problems in the accountability of networks and describe frameworks to evaluate network-level outcomes and functioning. Examples from the accountability of Multi-Academy Trusts in England are included to contextualize our contribution.

As well as high levels of teacher attrition, most countries around the world report some form of teacher recruitment crisis, exemplified by failed recruitment targets and high levels of demand for new teachers. These issues have reached crisis point in England. The impact of the controversial ITT Market Review, and subsequent accreditation process has left parts of the country as "cold spots" with no established providers and the formation of new national "super-providers" with no track record or experience of initial teacher education. This policy initiative is an urgent issue of spatial injustice, exacerbating teacher recruitment and supply issues in areas already suffering from educational isolation. Through the application of spatial theory, we conclude that these developments have specific spatial effects: not only on the locus of teacher education (narrowly conceived around individual classrooms and practices), and on the shifting of provision to urban centres but also on the centralisation of power and control. Such spatial effects have the capacity to exacerbate the supply and retention of teachers in hard-to-staff places. [ABSTRACT FROM AUTHOR]

The normal lives of schools were significantly affected by the recent global pandemic. Some countries closed all schools nationally, others such as the USA closed at a local level according to state law. Much of the focus of research in this area is on the effect on children and learning loss, but this paper uses secondary analysis of data from a project on primary/secondary school transition in England to examine the experience of teaching in a pandemic, with a particular focus on pedagogy and professionalism. It presents our findings of a significant impact on teachers' professional lives in England; from the pedagogic difficulties of teaching online, dealing with the anxieties and fears of themselves and others, providing support in ways hitherto beyond their experience, increased and different workloads. Some embraced the positive challenge, but many found their mental health suffered. [ABSTRACT FROM AUTHOR]

This paper asks the question: to what extent do inspection regimes, particularly the Office for Standards in Education (Ofsted), influence the work of a school, and how might that influence be conceptualised? It draws on an ESRC-funded study of 'policy enactments in secondary schools', which was based on case-study work in four 'ordinary' schools. Here the data set is re-examined to understand the extent to which Ofsted had an ongoing influence on the work of the leadership, management and teachers in these schools. We undertook a process of secondary analysis of the data from the project and found that the influence of the inspection agenda was strong in the schools, policy decisions were often being made to conform to Ofsted's expectations and the influence on leadership and management was clearly apparent. In resisting this agenda we also found that schools to some extent performed 'the good school' for inspections. Finally, we relate this empirical evidence to conceptions of governmentality and post-panopticism to shed new light on their theoretical relevance to contemporary inspection regimes.

This paper deploys some concepts from the work of Michel Foucault to problematise the mundane and quotidian "practices" of policy translation as these occur in the everyday of schools. In doing that, we suggest that these "practices" are complicit in the formation of and constitution of teacher subjects, and their subjection to the "morality" of policy and of educational reform. These practices are some ways in which teachers work on themselves and others, and make themselves subjects of policy. We conceive of the processes of translation, its practices and techniques as a form of ethics, the constitution of a contemporary and contingent version of professionalism through the arts of self-conduct. In all of this, it is virtually impossible to separate out, as Foucault points out, capability from control. We argue that the development of new capacities, new skills of classroom management, of pedagogy, bring along with it the intensification of a power relation. We are primarily concerned with Foucault's third face of power, pastoral power or "government" and how this interweaves and overlap with other forms of power within processes of policy and educational reform.

In this paper, we explore the benefits of new forms of in-school grouping for children moving from primary to secondary school during the COVID-19 pandemic in England. Our three-phase study with over 400 students and teachers found that protective measures to limit COVID-19 though year group 'bubbles' generated an environment more aligned to children's previous primary school experience. This natural experiment smoothed the process of transition by providing a better correspondence with students' developmental needs, especially for those on the cusp of adolescence. We recommend that physical, administrative and pedagogical school structures are reimagined for this age group to this end. [ABSTRACT FROM AUTHOR]

With decentralisation becoming increasingly widespread across Europe, evaluation and accountability are becoming key issues in ensuring quality provision for all (Altrichter & Maag Merki, 2010; Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school inspections. The purpose of this research is to identify and analyse the ways in which school inspections in The Netherlands impact on the work of schools. The results of 2 years of survey data of principals and teachers in primary and secondary schools show that inspection primarily drives change indirectly, through encouraging certain developmental processes, rather than through more direct and coercive methods, such as schools reacting to inspection feedback. Specifically, results indicate that school inspections which set clear expectations on what constitutes "good education" for schools and their stakeholders are strong determinants of improvement actions; principals and schools feel pressure to respond to these prompts and improve their education.

This paper, based on ESRC-funded research work in four case study schools, explores the "pressures" to "deliver" which bear upon English secondary schools in relation to GCSE performance. It further illustrates the ways in which pressure is transformed into tactics which focus on particular students, with the effect of "rationing" education in the schools. Foucault's analysis from "Discipline and Punish" is deployed to examine these tactics and to relate them to more general changes in the regime of techniques and "play of dominations" operating in English schools. (Contains 1 figure and 3 notes.)

This paper outlines the methodological issues I faced during my research as a "returning native" in an English secondary school. The empirical research took the form of a three-year case study and used some ethnographic methods, as it comprised interviews carried out over a period of three academic years in the school in which I was once employed as a teacher. I was also given the opportunity to work in the school as a consultant in the lead-up to and during its Office for Standards in Education, Children's Services and Skills (OfSTED) inspection. This enabled me to conduct interviews, observe, interact in informal conversations and participate in the inspection week. In this paper I explore the unique role of the insider-researcher, or returning native. Not only was this a school in which I had previously worked, but actually participating in the inspection added new layers of complex loyalty. (Contains 10 notes.)

This paper is based on case-study research in four English secondary schools. It explores the pressure placed on English and mathematics departments because of their results being reported in annual performance tables. It examines how English and maths departments enact policies of achievement, the additional power and extra resources the pressure to achieve brings and the possibility of resistance. (Contains 3 notes.)

In this paper we describe some of the complexities involved in the construction of a sample of "ordinary" schools. We outline the policy context in England that produces pressures to resist "ordinariness". The paper then explores two theoretical tools, fabrication and rhetoric, that are deployed in an analysis of some key artefacts of fabrication from schools in England. Through an examination of artefacts such as school brochures and websites, this paper asks whether there are any "ordinary" schools in these performative times? (Contains 1 note.)

This article is based on a case study of one English secondary school in the three years following its release from Special Measures. Having followed the school's successful improvement (in inspection terms) while under Special Measures, I was interested to know if the school would be able to sustain its improvement once the inspectors had departed. Data used are from interviews with middle and senior management detailing responses to the essential question "is the school improving?". I found that, although in many respects the school was maintaining its improvement, some middle and senior managers were suspicious about the long-term effects of becoming an institution so seemingly built around passing inspection. (Contains 5 notes.)

This paper is about the issue of the performance of inspection. Based on research conducted in an English secondary school in the years following its time under Special Measures, I discuss the idea that during an inspection the school becomes focussed around performing for inspection. I discuss performance theory here as well as notions of performativity. I set the scene with middle and senior managers' recollections of life under Special Measures, in effect the time in which they learnt to perform. I then use data from time spent in the school before and during the school's OfSTED inspection, and discuss inspection as performance. (Contains 4 notes.)

In this paper I explore the emotional impact of inspection on the staff of a school in the two years between Ofsted inspections. Using data from one school undergoing inspection, I argue that the negative emotional impact of inspection of teachers goes beyond the oft-reported issues of stress and overwork. Teachers experience a loss of power and control, and the sense of being permanently under a disciplinary regime can lead to fear, anger and disaffection. This perhaps calls into question the whole issue of seeking school improvement by way of a system which creates such a negative emotional impact. (Contains 6 notes.)

This paper looks at Ofsted and particularly special measures regimes as part of a disciplinary mechanism. It examines issues such as school effectiveness theories, the increasing powers of Ofsted, and life under special measures and links it to performativity, discipline and surveillance using the metaphor of the panopticon. The change in teachers' accountability is traced, along with the rise in the audit culture in teaching, and the increase in the power of Ofsted. The research context is a case study of a school over the period 1999-2003. During this time the school was placed into special measures and provided an opportunity to examine the effects of a key Government policy. The issues researched were Ofsted, special measures and the effects that these had on schools and teachers. The paper argues that a special measures regime is an example of panoptic discipline which I call panoptic performativity. The primary research is echoed by much of the existing research and first hand accounts of Ofsted inspections. I also locate special measures regimes in the context of Lyotard's "performativity", Foucault's "normalization", and the school effectiveness literature.

This article is concerned with the medium-term effects on management structures and styles following a period in the disciplinary regime of Special Measures, a regime of intensive inspection applied to a school which is deemed as "failing". In it I discuss the techniques used by the management of one school to continue the school's improvement after the inspection team had departed. In particular I consider the prolongation of a system of 'panoptic performativity' in disciplining the staff body in a number of ways. I argue that in order to ensure that the school continued to make progress, the school management behaved as if the inspectors were still there by establishing other disciplinary mechanisms, and there is clear evidence that this was successful in the first nine months following Special Measures. However, there was a definite weakening of the panoptic pressure, and it took the return of inspectors to restore the disciplinary regime. This is not intended as a criticism of the management of the school, but rather a comment on the difficulties the school had in maintaining a framework of externally imposed discipline once the external pressure was lifted.

A longstanding problem in the teacher workforce, internationally and in the UK, is the continuing and substantial numbers of qualified teachers who leave the profession within five years. This paper uses data collected from a survey to the last five years of teacher education graduates of UCL Institute of Education (IOE) in London, to explore what originally motivated them to teach, and the reasons why they have left or may consider leaving in the future. We discovered that despite claiming to be aware of the challenges of workload before entering teaching, workload was the most frequently cited reason for having left, or for leaving in the future. The data spoke to the reality of teaching being worse than expected, and the nature (rather than the quantity) of the workload, linked to notions of performativity and accountability, being a crucial factor. This paper draws on a substantial new source of data and explores reasons for leaving in the context of reported initial motivation of individuals who have left teaching, individuals who are planning to leave and individuals who are planning to stay in teaching. [ABSTRACT FROM AUTHOR]