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Abstract

Free schools in the UK, like international ones, were established to promote autonomy, innovation, and diversity in education. This case study explores how one such school in the South of England, leveraged these freedoms to co-construct a distinctive and socially just curriculum. Data collected through semi-structured interviews and focus groups with school leaders, teachers, trustees, and parents was analysed thematically and revealed how leadership, curriculum design, and the hidden curriculum intersect to support holistic development, equity, and community cohesion. Particular attention is paid to how extended opportunities in the arts, sport, and enrichment activities contribute to cultural capital and wellbeing. The findings reveal that shared leadership and inclusive governance structures have enabled sustained innovation, rooted in a clear values framework and strong parental engagement. Drawing on theoretical frameworks from Dewey, Freire, and Bourdieu, the study illustrates how autonomy, when combined with reflective, community-based practice, can produce meaningful and contextually relevant educational outcomes. The school exemplifies an approach to innovation that balances academic rigour with care, creativity, and stakeholder voices. The paper concludes by discussing implications for policy and practice, offering a conceptual model for inclusive curriculum leadership in the context of school reform.

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