ABSTRACT
As I explained in the opening chapter, this book tells a story of who gets to succeed at school and who does not. In many ways, this is a story that is very familiar in the sociology of education, but what I have aimed to elaborate on is how, within this simple story, there lies great complexity: a multitude of different discourses and practices operate in classrooms to regulate who succeeds at any one time. In this concluding chapter, I summarise my arguments in relation to the making of intelligible learners and intelligible results, and discuss the implications of these arguments and the possibilities for interruption of the practices. I begin with the notions of learning implicit in the EYFS Profile and its related practices, before moving on to discuss the lessons that can be learnt from this policy in early childhood education in the UK and internationally, and (in my view most importantly) the role of assessment in the reproduction of educational inequalities.
