Following re-organization of the Zone, this situation changed significantly. Headteachers became central to its policy-making process. At this point, not unnaturally became central to its policy-making process. At this point, not unnaturally, there emerged an alignment between Zone priorities and strategies and the priorities and strategies of those working in schools. Interviewees indicated this provided a powerful lever to support improvement. It appeared that schools often had clear strategies to raise attainment, and to tackle difficult social issues, but had lacked the resources to deliver these. The re-organized Zone was able not only to provide the resources to make things happen, but also to facilitate collaborative working between schools