ABSTRACT
This chapter provides an analysis of developments at Parkside, which was part of one of the first group of academies created in England during the early 2000s. The analysis was structured around a framework designed on the basis of a series of theoretical tools developed from international research literature. The chapter focuses on the extent to which the various stakeholders had freedom to influence decision making regarding both educational and administrative matters. It also focuses on the idea that school autonomy will provide freedom to innovate. The chapter describes the scope of action Parkside stakeholders had with regard to administrative work. Stakeholder groups assigned with administrative duties, rather than educational roles, included: school leaders, local governors and the Education for Future Trust (EfET) central administration. The chapter begins by focusing on constraints framing senior leaders' practice. Formal EfFT and Academy level policy and direct interventions set a framework for practice at Parkside.
