Although standards and accountability continue to be at the centre of education policy in England, there has been a shift in emphasis encouraging practitioners to take ownership of and deliver a broader curriculum. This article explores specific projects in one primary school that highlight the way in which staff are embracing, extending and appropriating policy within their own setting. While standards and accountability are still firmly controlled by government policy-makers, the case study demonstrates that practitioners can use their agency to make innovative input into the curriculum and its delivery at grass-roots level. (Contains 6 notes.)