Collective Co-production in English Public Services: The case of voluntary action in primary education

In this paper we explore the extent and distribution of collective co-production across the single policy area of primary education in England. Whilst much attention has been paid to the virtue of co-production, often drawing on particular, single, case studies, there is less literature exploring the wider impacts. However, ongoing marketisation, fiscal pressures and increased competition in education has led school leaders to turn to co-production as one mechanism for survival, while recognition of some of the potential benefits has led to a surge in efforts to implement co-productive activities. Focussing on collective co-production efforts, this article explores voluntary income data from over 300 primary schools and their respective Parent Teacher Associations, supported by 70 questionnaires exploring volunteer contributions were completed by Head-teachers and 10 in-depth interviews with Head-teachers. Our data reveals three significant findings: the extent of collective co-production in primary education is increasing; this activity is driven by fiscal challenges resulting in schools feeling coerced into co-production which has wider implications and; this is resulting in increasing inequalities. We conclude with a discussion about what this means for the wider policy agenda.