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This study considers, from the perspective of the Local Education Authority Officers working there, how one English Shire County, Trentshire', promotes equality in its primary education service. Set in the wake of the Macpherson Report, it investigates the pressures for local government of implementing a social justice agenda alongside other initiatives in an existing framework of neo-liberal legislation promoting effectiveness, `performativity' and school improvement. It is not concerned with pedagogic practice, but considers how LEA administrators promote equality and diversity while working in a context where LEAs have lost most of their former power but are still expected to take a leadership role, where relationships with school Heads and governors are frequently uneasy and where parents increasingly insist on their individual 'rights'. A Trentshire' LEA Officer myself, I argue that, although the power of LEAs in relation to schools has diminished, individual officers retain a key role in promoting equality. I research from the 'inside', and adopt a critical theory perspective shaped by my personal desire for a just society free from inequalities of race, gender or disability. Arguing that policy implementation is complex, messy and dynamic, involving social action by real people, I reject a positivist strategy based on quantitative outcomes analysis, claiming that insight into the views and behaviours of key players is a stronger basis for researching policy. My principal evidence comes from interviews with colleague LEA Officers whose day-to-day role brings them into contact with schools and parents, and I also use evidence from meeting notes to critically consider the actions taken by 'Trentshire' Officers in three separate scenarios. My findings reveal 'Trentshire' Officers' personal commitment and their pragmatic determination to solve dilemmas and make policies 'work' in spite of political and structural tensions inherent in their roles and the conceptual tensions within the equality and diversity agendas; they are required to uphold weak 'equal treatment' procedures grounded in neo-liberal legislation whilst increasingly delivering a social inclusion / diversity agenda based on postmodern conceptions of difference. They use their discretion to develop working definitions of equality and to adopt their own ad hoc 'first-order' strategies for change, and as the LEA's role extends into partnership with public sector and voluntary agencies, have a wider opportunity to contribute positively to the promotion of social justice. My study concludes with brief thoughts on building strategies to make equality a reality in 'Trentshire'.

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The investigation is based on the premise that there is a need to create primary schools whose success can be sustained long term. It is thought that creating such schools would be of direct benefit to pupils, schools, the education system and society. Education has been a major priority of the government since 1997: it has invested significantly in schools in the expectation that standards would continuously improve. Short term actions to raise standards and improve performance in primary schools are both necessary and valuable. However by themselves they are inadequate. They need to be supported by a more strategic and sustainable approach. To ensure sustainability of success, schools need a dual commitment to the short term and the long term. Crucial to a school’s sustainable success is the effective leadership of the headteacher and leadership within the school at all levels. In particular it is the quality of the strategic dimension of the headteacher’s leadership, what strategic capacities he or she models and how they are developed in leaders at all levels. The investigation focuses on the headteachers of successful primary schools and is essentially about leadership and how it impacts upon success. It is assumed that success is the desired outcome for all schools and government, although the criteria for success may vary considerably. While there is much common ground between ‘sustainability’ and ‘strategy’, it is perceived that sustainability is the continuous and long term goal and strategy is a means of achieving it.

Although there is limited research into the success of primary school networking initiatives in the UK, there seems to be an unquestioning faith displayed at national Government level for school collaborative working arrangements as a key means for driving forward whole school improvement. This research considers the possible benefits and challenges of one such initiative – Primary Strategy Learning Networks (DfES, 2004a). The research focuses on a reliance on school networks as power bases for promoting a national standards agenda. It considers the impact of an imposed model of school collaboration on the fluid nature of networking. It also acknowledges the benefits of a ‘network balance’ between the positive and negative features that impact on a network’s success and sustainability. Furthermore, the research explores the impact of power, authority and influence on the sustainability of networks. This is a qualitative study and data is gathered through interviews with network headteacher participants in two Primary Strategy Learning Networks over the course of an academic year. The research is also informed by an initial study of a Networked Learning Community (Hopkins and Jackson, 2002). Following an analysis of the findings, a number of recommendations are made. A suggested ‘ideal’ model for productive networking relationships among key stakeholders is offered for consideration and a Realistic Approach (Pawson, 2006) to evaluating such initiatives is argued to ensure a higher degree of success in implementing collaborative working practices for school improvement