References
- Apple, M. 2005. “Education, Markets and an Audit Culture.” Critical Quarterly 47 (1–2): 11–29. doi: https://doi.org/10.1111/j.0011-1562.2005.00611.x
- Ball, S. J. 2003. “The Teacher's Soul and the Terrors of Performativity.” Journal of Education Policy 18 (3): 215–228. doi: https://doi.org/10.1080/0268093022000043065
- Biesta, G. J. J. 2010. “Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education.” Studies in Philosophy and Education 29 (5): 491–503. doi: https://doi.org/10.1007/s11217-010-9191-x
- Bradbury, A., and G. Roberts-Holmes. 2016. They Are Children … Not Robots, Not Machines: The Introduction of Reception Baseline Assessment. National Union of Teachers. http://www.teachers.org.uk/files/baseline-assessment--final-10404.pdf.
- Bradbury, A., and G. Roberts-Holmes. 2017. “Creating an Ofsted Story: The Role of Early Years Assessment Data in Schools’ Narratives of Progress.” British Journal of Sociology of Education 38 (7): 943–955. doi: https://doi.org/10.1080/01425692.2016.1202748
- British Educational Research Association. 2011. Ethical Guidelines for Educational Research. London: BERA.
- Campbell-Barr, V. 2018. “The Silencing of the Knowledge-Base in Early Childhood Education and Care Professionalism.” International Journal of Early Years Education 26 (1): 75–89. doi:https://doi.org/10.1080/09669760.2017.1414689.
- Cooper, P. 2008. “Nurturing Attachment to School: Contemporary Perspectives on Social, Emotional and Behavioural Difficulties.” Pastoral Care in Education 26 (1): 13–22. doi:https://doi.org/10.1080/02643940701848570.
- Davies, B. 2005. “The (Im)Possibility of Intellectual Work in Neoliberal Regimes.” Discourse: Studies in the Cultural Politics of Education 26 (1): 1–14.
- Deleuze, G. 1995. Negotiations. 1975–1990. New York: Columbia University Press.
- Deleuze, G., and F. Guattari. 1994. What is Philosophy? London: Verso.
- Deleuze, G., and F. Guattari. 2004. A Thousand Plateaus. London: Continuum.
- DfCSF (Department for Children, Schools and Families). 2009. Achievement for All: Guidance for Schools. Nottingham: DfCSF Publications.
- DfE (Department for Education). 2011. Support and Aspiration: A New Approach to Special Educational Needs and Disabilities: A Consultation (The Green Paper). London: DfE.
- DfE (Department for Education). 2014. Early Years: Guide to the 0 to 25 SEND Code of Practice. London: DfE.
- DfE (Department for Education). 2016. Educational Excellence Everywhere. London: DfE.
- DfE (Department for Education). 2017. Primary Assessment in England Government Consultation Response: September 2017. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/644871/Primary_assessment_consultation_response.pdf.
- DoH/DfE (Department of Health and Department for Education). 2015. SEND Code of Practice 0–25 Years. London: DfE.
- Done, E., M. Murphy, and H. Knowler. 2015. “Mandatory Accreditation for Special Educational Needs Co-Ordinators: Biopolitics, Neoliberal Managerialism and the Deleuzo–Guattarian ‘war Machine’.” Journal of Education Policy 30 (1): 86–100. doi: https://doi.org/10.1080/02680939.2014.905872
- Foucault, M. 1977. Discipline and Punish. London: Allen Lane.
- Foucault, M. 1982. “The Subject and Power.” Critical Inquiry 8 (Summer 1982): 777–795. doi: https://doi.org/10.1086/448181
- Humphrey, N., and G. Squires. 2011. Achievement for All: National Evaluation: Final Report. DFE-RR176. London: DfE.
- MacNaughton, G. 2004. The Politics of Logic in Early Childhood Research: A Case of the Brain, Hard Facts, Trees and Rhizomes. http://files.eric.ed.gov/fulltext/EJ689638.pdf.
- Magnusson, M., and N. Pramling. 2018. “In ‘Numberland’: Play-Based Pedagogy in Response to Imaginative Numeracy.” International Journal of Early Years Education 26 (1): 24–41. doi:https://doi.org/10.1080/09669760.2017.1368369.
- Marshall, J., S. Ralph, and S. Palmer. 2002. “‘I Wasn’t Trained to Work With Them’: Mainstream Teachers’ Attitudes to Children with Speech and Language Difficulties.” International Journal of Inclusive Education 6 (3): 199–215. doi: https://doi.org/10.1080/13603110110067208
- Massumi, B. 2002. Parables for the Virtual: Movement, Affect, Sensation. Durham: Duke University Press.
- Mroz, M., and E. Hall. 2003. “Not Yet Identified: The Knowledge, Skills and Training Needs of Early Years Professionals in Relation to Children’s Speech and Language Development.” Early Years 23 (2): 117–130. doi: https://doi.org/10.1080/09575140303109
- Murphy, M., and E. Done. 2016. “Autism and Intuitive Practice as the Art of the Prevailing Middle.” Journal of Research in Special Educational Needs 16 (4): 272–279. doi: https://doi.org/10.1111/1471-3802.12084
- Nolan, A., and L. Paatsch. 2018. “(Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling.” International Journal of Early Years Education 26 (1): 42–55. doi:https://doi.org/10.1080/09669760.2017.1369397.
- Ofsted. 2010. The Special Educational Needs and Disability Review: A Statement is Not Enough. Manchester: Ofsted.
- Ofsted. 2017. Bold Beginnings: The Reception Curriculum in a Sample of Good and Outstanding Primary Schools. Manchester: Ofsted.
- Peters, M., and M. Tesar. 2017. “The Philosophy of Early Childhood: Examining the Cradle of the Evil, Rational and Free Child.” In Troubling the Changing Paradigms: An Educational and Philosophy and Theory Early Childhood Reader, Volume IV, edited by M. Peters and M. Tesar, 2–15. Abingdon: Routledge.
- Protevi, J. 2001. Political Physics: Deleuze, Derrida and the Body Politic. London: Athlone.
- Rose, N. S. 1990. Governing the Soul: The Shaping of the Private Self. London: Routledge.
- Rose, N. S. 2007. The Politics of Life Itself. Biomedicine, Power and Subjectivity in the Twenty-First Century. Princeton, NJ: Princeton University Press.
- Scott, C. L. 2015. The Futures of Learning 3: What Kind of Pedagogies for The Twenty-First Century? Paris: UNESCO.
- Slee, R. 2015. “Beyond a Psychology of Student Behaviour.” Emotional and Behavioural Difficulties 20 (1): 3–19. doi:https://doi.org/10.1080/13632752.2014.947100.
- Standards and Testing Agency. 2016. Early Years Foundation Stage Profile: 2017 Handbook. www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook.
- Standards and Testing Agency. 2017. 14 September 2017: Schools. https://www.gov.uk/government/publications/sta-assessment-update-14-september-2017/14-september-2017-schools.
- Thompson, G., and I. Cook. 2012. “Spinning in the NAPLAN Ether: ‘Postscript on the Control Societies’ and the Seduction of Education in Australia.” Deleuze Studies 6 (4): 564–584. doi: https://doi.org/10.3366/dls.2012.0083
- Thompson, G., and I. Cook. 2013. “The Logics of Good Teaching in an Audit Culture: A Deleuzian Analysis.” Educational Philosophy and Theory 45 (3): 243–258. doi: https://doi.org/10.1080/00131857.2012.732010
- Thompson, G., and I. Cook. 2014. “Manipulating the Data: Teaching and NAPLAN in the Control Society.” Discourse: Studies in the Cultural Politics of Education 35 (1): 129–142.
- TSO (The Stationary Office). 2014. Children and Families Act 2014. Norwich: TSO.
- UNESCO. 1994. The Salamanca Statement and Framework on Action for Special Needs Education. Paris: UNESCO.
- Ward, H. 2016. “Baseline Assessments Dropped as Accountability Measures in Major DfE U-turn.” Times Educational Supplement, April 7. https://www.tes.com/news/school-news/breaking-news/baseline-assessments-dropped-accountability-measures-major-dfe-u-turn.
- Ward, H. 2017. “DfE Planning to Spend £10 million on Reception Baseline Test.” Times Educational Supplement, November 21. https://www.tes.com/news/school-news/breaking-news/dfe-planning-spend-ps10m-reception-baseline-test.