In this paper, we focus on some of the ways in which schools are both productive of and constituted by sets of "discursive practices, events and texts" that contribute to the process of policy enactment. As Colebatch (2002: 2) says, "policy involves the creation of order--that is, shared understandings about how the various participants will act in particular circumstances". In schools, part of the "creation of order" takes place around the production and circulation of signs, signifiers and policy symbols. Drawing on the work of Michel Foucault, this paper details and describes some of the discursive artefacts and activities that reflect, and "carry" within them, some of the key policy discourses that are currently in circulation in English secondary schools. Most policy analysis omits the artefactual and in documenting and theorising policy enactment this paper begins to consider the role that artefacts play in this process. (Contains 1 note and 5 figures.)