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Drawing upon a national database of unimplemented planning permissions and 18 in-depth case studies, this paper provides both a quantitative and qualitative analysis of the phenomenon of stalled sites in England. The practical and conceptual difficulties of classifying sites as stalled are critically reviewed. From the literature, it is suggested that planning permission may not be implemented due to lack of financial viability, strategic behaviour by landowners and house-builders, and other problems associated with the development process. Consistent with poor viability, the analysis of a national database indicates that a substantial proportion of stalled sites are high density apartment developments usually is located in low house value areas. The case studies suggest that a combination of interlinked issues may need to be resolved before a planning permission can be implemented. These include; the sale of the land to house-builders, renegotiation of the planning permission and, most importantly, improvement in housing market conditions. [ABSTRACT FROM PUBLISHER]

This article analyses early years education policy in England from 1918 to 1972, applying the theoretical ideas of John Kingdon. Throughout this period, the educational needs of young children were a low political priority, but they did occasionally rise on the agenda. When the issue gained prominence, politicians considered two key policy alternatives for potential investment: the expensive, self-governing nursery school, orientated towards promoting children’s physical health, and the cheaper nursery class, attached to an infant school, perhaps better at easing transition to formal education. After an initial period of damaging indecisiveness, the choice fell first on nursery schools and then on nursery classes. The reason that such fundamental changes in approach were possible was that an underlying lack of political commitment meant policies were only ever partially implemented. This chaotic pattern of development has had a damaging effect on the coherence of early years services offered today. [ABSTRACT FROM PUBLISHER]

The school system in England is undergoing rapid change, with the government creating more than 4000 ‘independent publicly funded schools’, known as academies, since 2010. The potential for fragmentation is considerable with diversity of governance emerging as a key feature of the new schooling landscape. Consequently, a major and widely recognised issue to which these reforms give rise concerns the future of the ‘middle tier’ –that layer between individual schools or groups of schools and central government. There are competing visions of how a future middle tier might evolve: one focuses entirely on a middle tier of individual schools and chains as a ‘self-improving system’; others conceive a continuing but revised role for the local authority (LA). The aim of this paper is to begin to explore the latter position, and in particular the potential role of the LA as a ‘broker’ of new patterns of school organisation. Drawing on interview data from three very different LA areas, the findings show that LAs differ in how they conceive their role and, consequently, on the strategies that they pursue. [ABSTRACT FROM PUBLISHER]

The establishment in Westminster of royal and national government was the prime force behind most changes in that locality, particularly in the medieval and early modern periods, and this was particularly true of the spread and type of buildings in Westminster. The so-called bishops' palaces which stood in the Strand in the Middle Ages have received much notice because of their distinctive grouping and antiquity. This article re-examines their origin and purpose and shows that their creation was linked with royal government and was the work of royal ministers, rather than as part of episcopal property. It also shows that the necessities of royal government continued to underpin their later history in the sixteenth and seventeenth centuries, including their transfer to lay ownership. [ABSTRACT FROM AUTHOR]