This article examines how education policy, in the form of a statutory assessment system used first year primary schools, defines 'ideal learner'. ideal model is important because it prescribes characteristics and skills child needs to display order be recognisable as learner. An analysis content itself alongside ethnographic data from classrooms where conducted, demonstrate values inherent its associated practices reflect neoliberal discourses. Rational choice, self-promotion individual...

This paper examines processes of datafication in early childhood education (ECE) settings for children from birth-five years England and how this relates to increased formalisation. Unusually, ECE includes a standardised curriculum formative statutory assessments; thus it has been described as subject both 'schoolification', term used describe the adoption school-like practices values ECE. Using interview data over last decade theoretical framework drawing on Foucault Deleuze, sets out ways...

Abstract Teaching children to read is one of the most fundamental goals early years and primary education worldwide, as such has attracted a large amount research from range academic disciplines. The aims this paper are: (a) provide new critical examination evidence relevant effective teaching phonics reading in context national curricula internationally; (b) report empirical findings relating England; (c) examine some implications for policy practice. reports two sources: (1) systematic...

In this paper we attempt to critically ‘make visible the flow and circulation of data’ through analysing datafication early years education sector in England (children aged 2–5). The concept is used understand processes impacts burgeoning data‐based governance accountability regimes. This analysis builds upon childhood researchers who were influenced by Foucault others, have noted ways which surveillance performative culture both affirms, legitimates seduces discourses quality while...

Abstract This article argues that the concept of rationality is undergoing significant revision in UK education policy-making, influenced by developments several academic fields. focuses on take up behavioural economics policy as one aspect this rationality, discussing how has happened and its implications. Framed a wider debate regarding significance 'crisis' neoliberal approaches to social change, suggests reliance rational choice insufficient individuals need be 'nudged' make good...

There is an ongoing debate over the nature and necessity of teacher ‘professionalism’, particularly in early childhood education. In England, this sector was a particular focus education policies Labour governments 2000s, had significant impact on teachers classrooms. This article examines specific policy: introduction statutory assessment system called Early Years Foundation Stage Profile (EYFSP) for working with children aged four to five years primary schools England. Data from year-long...

The study reported on here had two main objectives:- To investigate patterns of minority ethnic teachers’ employment across English schools.- explore the reasons behind low rates teacher retention through perspectives teachers from different demographics and professional backgrounds. used 2018 School Workforce Census related administrative school census datasets to model distribution non-White British schools. We also conducted 24 narrative interviews with backgrounds working in urban...

This paper explores the enactment of government policy during Covid pandemic in primary schools England. Based on interviews with school leaders and teachers across period 2020–21 (n = 66), drawn from two major studies schools' priorities crisis, we argue that leaders' responses can be understood as a distinct form particular to an unprecedented crisis. Policy arrived differently, was enacted differently. Our findings suggest enacting crisis process dominated by need act at speed, informed...

This paper explores the growing importance of measures progress in judgements schools' effectiveness England, with a focus on role early years (settings for children aged 2–5) providing data these measures. Qualitative from research project involving three diverse school-based and pre-compulsory settings are used to explore how teachers school leaders prioritise collection their every-day practice, order show make continual progress. The need narrative as move up through primary school, an...

This article raises important questions about whether the increasing control of early years education through performance data is genuinely a means for school improvement. composite article, examines pervasiveness attainment in professional activity, its impact on teachers’ consciousness and identity narrowing instrumentalisation pedagogy. The authors argue that, rather than improving quality, current obsession with stretch down age range has potential to undermine foundations children’s...

This paper recounts the experiences of 24 primary and secondary teachers from a number minoritised groups in education system England, using interview data collected for project exploring retention minority teachers. The teachers' racism are discussed alongside other intersectional aspects their identities – including gender, class, accent, subject they taught to emphasise variety racisms experienced by these stories teachers, both early careers with decades teaching experience, provide...

This article aims to look at the intersection of policy and lived experience level individual child by dissecting how primary education in England demands expects a particular learner subjectivity. The focus is on children first years school, statutory assessments provide model 'ideal learner' who self-regulating able make choices which are self-improving. uses data collected through qualitative research projects conducted late 2000s 2017, involving interviews with teachers school leaders...