This article seeks to clarify the place of policy studies in education in the meta-field that it terms LAMPS. It is argued that this canon of work has undervalued the merits of a humanistic approach and in doing so has tended to minimize the part played by people. To illustrate what might be possible, it reports on aspects of a longitudinal study, the first of its kind, that set out to examine, evaluate and categorize to what extent, and how, permanent secretaries influence policy. Based on recorded interviews with those who held this office at the DES between 1976 and 2002 and others (senior cabinet members, secretaries of state, junior ministers, special advisers) it argues that while the role of such senior civil servants can be described as "meta-political" they do nevertheless influence policy in significant ways. As such it suggests that their praxis may be located on a continuum of "centrism", five forms of which are identified. From this standpoint, much of the text represents a search for the architect/s of the Education Reform Act 1988 and in doing so focuses on the thinking and contribution of Sir David Hancock--its "principal project manager". (Contains 12 notes.)