itz, 2003). This culminates in desirable institutions entering an upwards spiral of progression and less desirable institutions entering a spiral of decline (Gibbons, Machin and Silva, 2008; Taylor, 2009), illustrated by Fig. 2 (p.8), that can be somewhat challenging to halt once it has begun (Hirsch, 2002). Therefore, whilst equity is an immediate issue that the government has taken steps to address, this can be broadly described as efforts to put a plaster over a continually growing societal wound. Consequently, it is the potential long-term damage that maybe caused to both institutions and communities (Ball, 2008; Ballion, 1991) as a result of neoliberal principals that evokes the most notable sense of concern.

Performativity and Accountability:

Despite presenting a largely symbiotic relationship (Bates, Lewis and Pickard, 2011), it is necessary to differentiate between performativity and accountability when striving to assess their influence. Within the literature, performativity is considered to be a culture that utilises measurements and judgements as a means of control and change (Ball, 2003), typically through the use of performance indicators such as observations and targets, along with the publication of national league tables. Accountability, however, is more accurately concerned with professionals upholding absolute responsibility for the outcomes of those for which they are responsible (Dean, 2010). Whilst both must be given consideration, Wilkins (2011) notes that it is first and foremost a culture of performativity that is derived from the application of neoliberal principals, producing a discourse around three key features: an audit mentality that advocates performance driven mechanisms; interventionalist regulation, achieved in education through the inspection of schools by Ofsted; and a market environment in which parents become consumers. It is useful to synthesise these features with the thoughts of Ball (2008), that such discourse has re-professionalised individuals, forcing the creation of school managers or what Foucault (1977, p.294) would consider ‘technicians of behaviour’. Therefore, whilst a drive towards greater efficiency may offer clear advantages, the collateral effects of this drive creates significant discussion regarding its suitabilit