This paper represents our understanding at an early stage in the process of an ongoing research project. It incorporates an initial review of the development of school structures in England over time, with a focus on the growth of school autonomy within a context of high accountability. We are seeking to explore the connections between autonomy in schools and the leadership of curriculum innovation that is related to an understanding of the learning needs of young people growing up in the twenty first century. We are interested to know and understand how school leaders are responding to the opportunities afforded by an increase in freedoms and choices. Our review of the literature is suggestive of a reticence among school leaders to avail themselves of freedoms introduced within the context of high stakes public audit of school performance. Accordingly, this paper describes the government’s focus on developing a school-led self-improving system in which school autonomy is increased significantly, with a concomitant reduction in external support. In parallel it maps key developments in the curriculum, including the introduction and subsequent updating of the National Curriculum, and what is known about how school leaders in England make use of their autonomy in relation to the curriculum. We are very aware of the need for effective leadership to be enacted within a cultural context that is locally driven, as well as in response to national developments for change. The work of school leaders at any given point in time is shaped by the culture of the school. As leaders initiate changes in work structures, management processes, curriculum, community relations and instructional practices, they do so with the constraints, resources and opportunities afforded by the school’s current capacity for improvement in mind. (Hallinger and Heck, 2011:475) We have begun to hear the stories of school principals navigating the system and taking initial steps for curriculum change. We have learned from an evaluation of a curriculum development programme designed to support leadership of curriculum innovation as well as from a parallel study that is exploring the wider development of the self-improving school-led system in England. The paper concludes with our future research activity plans, and reflections on the imperatives of trustful and resilient leadership practice for optimistic and hopeful innovation.

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