Collective co-production in English public services: the case of voluntary action in primary education

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