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This article presents an analysis of the construction of reflection in relation to teacher’s practice to be found in some key documents designed to present or Implement the current educational polley in England and Wales. There is evidence in these key texts that t.here is a potentially fruitful approach to the harnessing of reflection and reflective practice in the pursuit of given goals. This is however in tension with bureaucratic and political Imperatives to control and those Imperatives win out in the actual Implementation documents. in so far as these actually determine the experience of teachers training for the Literacy Hour, then in practice teachers will feel that their own reflection is considerably censored rather than legitimated.