The last 30 years have seen efforts by successive governments, of different political persuasions, to improve the English education system. Common to all of these reform efforts is a concern to close the gap in attainment between students from economically disadvantaged students and their peers, although the approaches tried have varied considerably. More recently, they have involved an increased emphasis on the idea of allowing schools greater autonomy within a policy context based on market forces as the main improvement strategy. In this chapter, we analyse these developments in order to draw lessons for those in other countries who are interested in promoting greater equity within their national education systems. This leads us to argue that whilst school autonomy can be a positive force—particular where it encourages teachers to work together in exploring more inclusive practices—it requires coordination at the local level and the introduction of accountability arrangements that provide space for experimentation, as well as resources to promote the professional development of teachers.