Drawing on continuing research, and in particular, interviews during 2017-18 in two contrasting local authorities, this article reflects on changing power dynamics and their implications for state schools, local authorities, multi-academy trusts and DfE officials at all levels. In the light of changes recently announced by the Secretary of State, with potential radical implications for school governance and leadership, rapidly implemented without the need for secondary legislation because of the (now) highly centralised nature of the English Education State, the article considers the implications for longer term stability in a depoliticised system.