The influence of policy texts upon learners depends largely on how much influence such texts wield. Policy discourses are one of the main means whereby policy texts, in the settings in which they operate, influence the value, the implementation and the inscribing of those texts on learners. The Economic and Social Research Council-based research project described in this article examines the ways in which Lyotard's performative practices affect the identities of primary school learners and how they are constructed by Key Stage exam process; it also examines performative progression through a system of learning targets. It uses a Foucauldian approach to show how learners are influenced by performativity discourses and how they take part in constructing these performative identities. Employing an ethnographic approach, it illustrates how Foucault's social relations characteristic of extra/intra/inter dependencies is explicated through governmentality and the construction of knowledge and subjectivity, which act as major relays through which learners' performative identities become embedded. (Contains 2 tables.)