In this article, I present a new conceptual framework constructed using sensemaking theory and Actor-Network Theory (ANT) to demonstrate layers of policy enactment. The framework reimagines policy enactment as a sociomaterial ethico-political activity by considering the factors that mediate policy enactment and the assemblages facilitating the translation of policy into action. The framework forms an idealised cycle, using concepts from sensemaking theory including sensegiving and the system builder and Actor-Network Theory; problematisation, interessement, enrolment, mobilisation and stabilisation. This framework is then applied to research focussing on a forming Multi-Academy Trust and the attempt to establish joint 6th form provision. This highlights the potential human, contextual and material difficulties faced by schools as they attempt to translate national policy into practice and work together. The conceptual framework provides an alternative way of thinking about policy enactment, one that allows a reflection on the difficulties associated with translating policy into practice whilst also offering insights to help these to be overcome.