Two significant strands of education-policy reform dominate the English system: an emphasis on the power of market forces to facilitate school improvement and the development of new governance structures that may not be based around traditional localities (Author, 2020). These policy moves are both positioning schools in a competitive market and loosening the links between schools and their local communities. In this context, new forms of area-based partnerships have emerged, where schools are encouraged to work together with neighbouring schools and community partners (Author, 2018). In this paper, we report on the Area-Based Partnerships Project (ABPP), which investigates examples of collaborative working in eight regions in England. Our case-study research is framed by the following questions: What are the conditions that facilitate the establishment and sustainability of area-based school partnerships? What are the features and benefits of these partnerships? What barriers do they face? And, what are the implications for effective forms of local coordination within education systems? A multiple case study design was adopted encompassing eight area partnerships located in different regions in England. Data were generated through documentary analysis followed by interviews and focus-group seminars with key actors, including governors and Trust members, Chief Executive Officers, local- (district) authority representatives and school principals. Key factors underpinning the purposefulness of such partnerships, include the establishment of professional networks, often led by experienced school leaders; the contribution of local-authority officers; a commitment to collaborative working; and a clearly-articulated statement of principles. Our findings underline the importance of contextual factors in shaping area-based cooperation. In particular, how the historical, political, and cultural characteristics of a locality shape how and why the partnerships evolved, and the extent to which they can be seen as purposeful and sustainable. We argue that these are crucial factors that need to be acknowledged, understood, and accounted for in addressing social justice within education and wider society (see also Kerr et al, 2014). This highlights the importance of localised policy enactment (Braun et al, 2011). Notably, these partnerships have no formal status or mandate, instead drawing their influence from soft power and the social capital of local educational leaders and professionals. While the extent to which these partnerships can be seen as ‘successful’ and sustainable is variable between regions, there are lessons we can draw from this project that will inform thinking around how school systems are structured in ways that promote equity and excellence.

Author (2018) Removed for review Author (2020) Removed for review Braun, A., Ball, S. and Maguire, M. (2011). Policy enactments in schools introduction: towards a toolbox for theory and research. Discourse: Studies in the Cultural Politics of Education, 32(4), 581-583. Kerr, K., Dyson, A. & Raffo, C. (2014). Education, disadvantage and place: Making the local matter. Bristol, UK: Policy Press. Raffo, C., Dyson, A., Gunter, H.M., Hall, D., Jones, L. and Kalambouka, K. (2007). Education and Poverty: A Critical Review of Theory, Policy and Practice. York: Joseph Rowntree Foundation