Special educational needs and disability provision within an English multi-academy trust: capturing the vision of its practitioners

References

• Academies Act. 2010. London: HMSO.
   Google Scholar
• Alexander, R. 2015. “Teaching and Learning for All? The Quality Imperative Revisited.” International Journal of Educational Development 40: 250–258.
   Web of Science ®Google Scholar
• Alvesson, M. 2002. Understanding Organizational Culture. London: Sage.
   Google Scholar
• Alvesson, M., and S. Sveningsson. 2008. Changing Organizational Culture: Cultural Change Work in Progress. London: Routledge.
   Google Scholar
• Ball, S. 2010. “The Teacher’s Soul and the Terrors of Performativity.” Journal of Educational Policy 18 (2): 215–228.
   Web of Science ®Google Scholar
• Banerjee, R. 2010. Social and Emotional Aspects of Learning in Schools: Contributions to Improving Attainment, Behaviour, and Attendance. A Report on Data from the National Strategies Tracker School Project. Accessed January 2019. http://users.sussex.ac.uk/~robinb/SEALtracker.pdf.
   Google Scholar
• Beijaard, D., N. Verloop, and J. D. Vermunt. 2000. “Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective.” Teaching and Teacher Education 16: 749–764.
   Web of Science ®Google Scholar
• Berry, J. 2012. “Teachers’ Professional Autonomy in England: Are Neo-Liberal Approaches Incontestable?” FORUM 54 (3): 397–409.
   Google Scholar
• Black, A., A. Bessudonov, Y. Liu, and B. Norwich. 2019. “Academisation of Schools in England and Placements of Pupils with Special Educational Needs: An Analysis of Trends, 2011–2017.” Frontiers in Education 4. 10.3389/feduc.2019.0003.
   Google Scholar
• Blatchford, P., P. Bassett, P. Brown, C. Martin, A. Russell, and R. Webster. 2007. The Deployment and Impact of Support Staff Project: Research Brief (DCSF-RB148). London: DfES Publications.
   Google Scholar
• Boyask, R. 2018. “Primary School Autonomy in the Context of the Expanding Academies Programme.” Educational Management Administration & Leadership 46 (1): 107–123.
   Web of Science ®Google Scholar
• Boyatzis, R. E. 1998. Transforming Qualitative Information: Thematic Analysis and Code Development. Thousand Oaks: Sage.
   Google Scholar
• Briggs, S. 2016. Meeting Special Educational Needs in Primary Classrooms: Inclusion and how to do it. London: Routledge.
   Google Scholar
• British Educational Research Association. 2018. Ethical Guidelines for Educational Researchers. London: British Educational Research Association.
   Google Scholar
• Burton, D., and R. Goodman. 2011. “Perspectives of SENCos and Support Staff in England on their Roles, Relationships and Capacity to Support Inclusive Practice for Students with Behavioural Emotional and Social Difficulties.” Pastoral Care in Education 29 (2): 133–149.
   Google Scholar
• Children and Families Act. 2014. London: HMSO.
   Google Scholar
• Clayton, T. 1993. “From ‘Domestic Helper’ to ‘Assistant Teacher’: The Changing Role of the British Classroom Assistant.” European Journal of Special Needs Education 8 (1): 32–44.
   Google Scholar
• Coffield, F. 2012. “Why the McKinsey Reports Will Not Improve School Systems.” Journal of Educational Policy 27 (1): 131–149.
   Web of Science ®Google Scholar
• Cresswell, J. W. 2005. Educational Research Planning, Conducting and Evaluating Quantitative and Qualitative Research. Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Day, C., and L. Smethem. 2009. “The Effects of Reform; Have Teachers Really Lost their Sense of Professionalism?” Journal for Educational Change 10: 141–157.
   Google Scholar
• Denzin, N. 1970. The Research act in Sociology. London: Butterworth.
   Google Scholar
• Department for Education. 2010. The Importance of Teaching: The Schools White Paper 2010. London: DfE.
   Google Scholar
• Department for Education. 2012. Academies to Have Same Freedom as Free Schools Over Teachers. London: DfE.
   Google Scholar
• Department for Education. 2014. Special Educational Needs and Disability Code of Practice: 0–25 Years. London: DfE.
   Google Scholar
• Department for Education. 2015a. 2010 to 2015 Government Policy: Academies and Free Schools. London: DfE.
   Google Scholar
• Department for Education. 2015b. Special Educational Needs and Disability Code of Practice: 0–25 Years. London: DfE.
   Google Scholar
• Department for Education. 2016. Multi-Academy Trusts Good Practice Guidance and Expectations for Growth. London: DfE.
   Google Scholar
• Department for Education. 2017. Academy Trust Survey 2017. London: DfE.
   Google Scholar
• Education Act. 1921. London: HMSO.
   Google Scholar
• Education Act. 1944. London: HMSO.
   Google Scholar
• Education Act. 1981. London: HMSO.
   Google Scholar
• Education Act. 1993. London: HMSO.
   Google Scholar
• Education Act. 1996. London: HMSO.
   Google Scholar
• Education Reform Act. 1988. London: HMSO.
   Google Scholar
• Equality Act. 2010. London: HMSO.
   Google Scholar
• Forrester, G. 2000. “Professional Autonomy Versus Managerial Control: The Experience of Teachersin an English Primary School.” International Studies in Sociology of Education 10 (2): 133–151.
   Google Scholar
• Forrester, G., and D. Garrat. 2016. Education Policy Unravelled. 2nd ed. London: Bloomsbury.
   Google Scholar
• Frostenson, M. 2015. “Three Forms of Professional Autonomy: De-Professionalisation of Teachers in a New Light.” Nordic Journal of Studies in Educational Policy 1 (28464): 20–29.
   Google Scholar
• Galton, M., and J. Macbeath. 2008. Teachers Under Pressure. London: Sage.
   Google Scholar
• Gillard, D. 2008. “Blair’s Academies: The Story so Far.” Forum 50 (1): 11–22.
   Google Scholar
• Glatter, R. 2012. “Persistent Preoccupations: The Rise and Rise of School Autonomy and Accountability in England.” Educational Management Administration and Leadership 40 (5): 559–575.
   Web of Science ®Google Scholar
• Gonzalez, N., L. Moll, and C. Amanti. 2005. Funds of Knowledge: Theorising Practices in Households. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Haug, P. 2016. “Understanding Inclusive Education: Ideals and Reality.” Scandinavian Journal of Disability Research 19 (3): 1–12.
   Web of Science ®Google Scholar
• Hellawell, B. 2018. “‘There is Still a Long Way to Go to be Solidly Marvellous’: Professional Identities, Performativity and Responsibilisation Arising from the Send Code of Practice 2015.” British Journal of Educational Studies 66 (2): 165–181.
   Web of Science ®Google Scholar
• Hollins, E., and M. T. Guzman. 2005. “Research on Preparing Teachers for Diverse Populations.” In Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education, edited by M. Cochran-Smith and K. Zeichner, 447–548. Mahwah, NJ: Lawrence Erlbaum Publishers.
   Google Scholar
• Jarkestig Berggren, U. 2011. “The Emergence of a New Profession and Its Impacts on the Action Sphere of Professionals.” Arbetsmarknad & Arbetsliv 17 (4): 109–120.
   Google Scholar
• Keddie, A. 2014. “‘It’s Like Spiderman … with Great Power Comes Great Responsibility’: School Autonomy, School Context and the Audit Culture.” School Leadership & Management 34 (5): 502–517.
   Google Scholar
• Kemper, E. A., S. Stringfield, and C. Teddlie. 2003. “Mixed Methods Sampling Strategies in Social Science Research.” In Handbook of Mixed Methods in the Social and Behavioral Sciences, edited by A. Tashakkori and C. Teddlie, 273–296. Thousand Oaks, CA: Sage.
   Google Scholar
• London Leadership Strategy. 2017. SEND Reflection Framework. Accessed January 2nd 2019. https://www.sendgateway.org.uk/index.cfm.
   Google Scholar
• Lundahl, L. 2005. “A Matter of Self-Governance and Control: The Reconstruction of Swedish Education Policy: 1980–2003.” European Education 37 (1): 10–25.
   Google Scholar
• MacBeath, J. 2012. Future of Teaching Profession. Brussels: Education International Research Institute.
   Google Scholar
• Maxwell, J. A. 1997. “Designing a Qualitative Study.” In Handbook of Applied Social Science Methods, edited by L. Bickman and D. J. Rog, 69–100. Thousand Oaks, CA: Sage.
   Google Scholar
• McGuinness, J. 1989. A Whole School Approach to Pastoral Care. London: Kogan.
   Google Scholar
• Mental Deficiency Act. 1913. London: HMSO.
   Google Scholar
• Miles, M. A., and A. M. Huberman. 1994. Qualitative Data Analysis: An Expanded Source Book. 2nd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Mitchell, D. 2005b. Contextualizing Inclusive Education. Evaluating Old and New International Perspectives. London: Routledge.
   Google Scholar
• Moran, A., and L. Abbott. 2002. “Developing Inclusive Schools: The Pivotal Role of Teaching Assistants in Promoting Inclusion in Special and Mainstream Schools in Northern Ireland.” European Journal of Special Needs Education 17 (2): 161–173.
   Google Scholar
• National Audit Office. 2018. Converting Maintained Schools to Academies. London: DfE.
   Google Scholar
• OECD. 2010. PISA 2009 Results: Learning Trends: Changes in Student Performance Since 2000. PISA: OECD Publishing.
   Google Scholar
• Osgood, J. 2005. “Who Cares? The Classed Nature of Childcare.” Gender and Education 17 (3): 289–303.
   Web of Science ®Google Scholar
• Parker, G. 2015. “Teachers’ Autonomy.” Research in Education 93: 19–33.
   Web of Science ®Google Scholar
• Parsons, S., and L. Platt. 2017. “The Early Academic Progress of Children with Special Educational Needs.” British Educational Research Journal 43 (3): 466–485.
   Web of Science ®Google Scholar
• Perryman, J., M. Maguire, A. Braun, and S. Ball. 2017. “Surveillance, Governmentality and Moving the Goalposts: The Influence of Ofsted on the Work of Schools in a Post-Panoptic Era.” British Journal of Educational Studies 66 (2): 145–163.
   Web of Science ®Google Scholar
• Reay, D. 2001. “Finding or Losing Yourself? Working Class Relationships to Education.” Journal of Education Policy 16 (4): 333–346.
   Web of Science ®Google Scholar
• Richardson, L. 1992. “Trash on the corner.” Journal of Contemporary Ethnography 21 (1): 103–119.
   Web of Science ®Google Scholar
• Salokangas, M., and C. Chapman. 2014. “Exploring Governance in Two Chains of Academy Schools: A Comparative Case Study.” Educational Management Administration & Leadership 42 (3): 372–386.
   Web of Science ®Google Scholar
• Smith, D. E. 2000. “Schooling for Inequality.” SIGNS: Journal of Women in Culture and Society 25 (4): 1147–1151.
   Web of Science ®Google Scholar
• Special Educational Needs and Disability Act. 2001. London: HMSO.
   Google Scholar
• Teddlie, C., and A. Tashakkori. 2010. “Overview of Contemporary Issues in Mixed Methods Research.” In SAGE Handbook of Mixed Methods in Social and Behavioural Research. 2nd ed., edited by A. Tashakkori and C. Teddlie, 1–44. London: Sage.
   Google Scholar
• Warin, J. 2017. “Creating a Whole School Ethos of Care.” Emotional and Behavioural Difficulties 22 (3): 188–199.
   Web of Science ®Google Scholar
• Warnock Committee. 1978. Special Educational Needs: The Warnock Report. London: D.E.S.
   Google Scholar
• Weare, K. 2000. Promoting Mental, Emotional and Social Health: A Whole-School Approach. London: Routledge.
   Google Scholar
• Wearmouth, J., A. Gosling, J. Beams, and S. Davydaitis. 2018. Understanding Special Educational Needs and Disability in the Early Years: Principles and Perspectives. Abingdon: Routledge.
   Google Scholar
• Webb, R. 2006. “Teachers’ Perspectives on Teaching and Learning in a Performative Culture.” In Changing Teaching and Learning in the Primary School, edited by R. Webb, 33–46. London: Open University Press.
   Google Scholar
• Yates, L. 1999. “Transition and the Year 7 Experience: A Report from the 12 to 18 Year Old Project.” Australian Journal of Education 43 (1): 24–41.
   Web of Science ®Google Scholar
• You, Y., and P. Marris. 2016. “Imagining School Autonomy in High Performing Education Systems: East Asia as a Source of Policy Referencing in England.” Compare: A Journal of Comparative and International Education 46 (6): 882–905.
   Web of Science ®Google Scholar