Every Child Matters: ‘tinkering’ or ‘reforming’—an analysis of the development of the Children Act (2004) from an educational perspective

Abstract

This article presents an analysis of the factors shaping implementation of the Children Act (2004). Specific attention is given to examining the reoccurring themes and debates generated through a number of child abuse inquiries. A connection is made between these themes and debates and the emergence of the Every Child Matters agenda. The implications of the Act are considered from an educational policy and practice perspective. Three specific areas of development concerned with multidisciplinary work, workforce reform and ‘extended schools’ are considered, demonstrating how aspects of the Every Child Matters agenda appear to be unfolding in practice.