School policy actors and their policy work in a multi-academy trust

Abstract

This paper reports on data and analysis from a case study examining policy enactments in a multi-academy trust (MAT) in England. I draw on a semi-structured interview with an assistant headteacher in a secondary school which is part of a MAT. I use a framework created by Ball et al. (2011) which established a typology for describing policy actors in schools as narrators, entrepreneurs, outsiders, transactors, enthusiasts, critics and receivers. I argue that the policy work of school senior leaders in a MAT can be highly precarious. They are required to act as policy entrepreneurs and enthusiasts. However, there is little opportunity for critical engagement with the work being undertaken as the implementer of policy, and they bear a heavy burden of responsibility in a depoliticised system which places blame for policy failure with individual schools and school leaders.