ABSTRACT
In this chapter we look more closely at the processes that took place within network schools as they struggled to make sense of policy tensions and were prompted to think about the inclusive development of their schools. We draw on the experience of the Newcastle team, working with schools in Northfields LEA. We explain how the schools decided on their areas of focus and how they saw these in relation to notions of inclusion and, indeed, the wider context of government reforms. We then describe the variety of activities taken up within the schools and points to the factors that influenced these developments. These differed from the developments discussed in Southminster in being focused more directly on activities to support student learning.
