A critical evaluation of the impact of Government neoliberal policies on leadership and experiences in English primary schools.

The role and function of primary education are increasingly contested, with recent education policy in England reflecting a neoliberal ideology focusing on market-orientated economics. This orientation places emphasis on accountability, performativity and, in particular, the responsibilisation of individuals and families. Moreover, education is considered by the Government a means to enabling social mobility, with many reforms aimed at closing the educational attainment gap, which idealises education as a means for ‘social justice’. However, whilst education policy aims to raise attainment, the UK Government’s austerity measures impact the poorest in society particularly affecting disadvantaged families, which seemly creates a paradox within education.

This research considered aspects of education policy within neoliberalism, how they are interpreted and enacted by school leaders and experienced by primary school communities. It followed an interpretivist paradigm, gathering data via in-depth and semi-structured interviews across four primary schools. The data analysis followed a thematic approach, resulting in a detailed codebook that formed the basis for the results and discussion chapters. These themes include the onus of leadership; the complexities and challenges in the school-parent relationship; context of learning; and the responsibilisation of the school for the welfare of children and families.

The research found that headteachers were integral to developing school ethos, culture, and values, which were evident in the management of the school. This resulted in various approaches to mitigating social injustices through teaching and learning opportunities and supporting the wider family. It was evident in schools in deprived areas that the headteacher’s approach was instrumental in removing barriers to parental involvement despite the Government’s rhetoric demonising disadvantaged parents. The research exposes an increased emotional burden for school staff, especially for the headteacher, in child welfare and safeguarding areas. The increased thresholds for social welfare intervention further responsibilised the school and staff members for wider child welfare beyond teaching and learning.