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MAT case studies

A set of diverse case studies that can inform those looking to form or join a multi academy trust

Research
09/05/2019
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In 2019, recognising the need for those governing multi academy trusts (MATs) to share their experiences, NGA put together a set of case studies that can inform those looking to form or join a MAT by shedding light on the approaches others have found productive and some common barriers to success. This includes:

  • What trustees and executive leaders have learned from any obstacles faced
  • What they have found successful or less so
  • How they have adapted over time in response to these challenges and changing circumstances

Overall, these case studies serve as a platform for MATs to share their journeys with others, explain what these journeys have involved and highlight the key lessons learned along the way.

Faringdon Academy of Schools

Location: Oxfordshire.
Size of MAT: Roughly 2,800 pupils across eight schools.
Phase of schools: Mixed (seven primary, one secondary with sixth form).

The MAT grew out of the “Faringdon Partnership”, a school-to-school collaboration which looked to create a collaborative approach to education provision in the local area. The MAT was formed when three of the schools within the partnership formally joined together in 2012.

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The case study explores the following lessons learnt:

  1. It is important to balance having a clear vision and values across the trust with respecting the individual characteristics of schools.
  2. School-to-school collaboration is at the heart of their success and provides a cost-effective and well received solution to school improvement.
  3. Mixed MATs should look to coordinate their provision in order to make transitions between key stages easier for pupils and realise some of the benefits of all-through education.
  4. It is important to choose the right partners, and ensure that the trust has capacity to support the schools it is taking on, before expanding.
  5. Key leadership roles within the trust will inevitably change over time and it is important to remain flexible to facilitate growth.

Sidney Stringer

Location: Coventry, West Midlands.
Size of MAT: Roughly 2,700 pupils across three schools.
Phase of schools: Mixed (secondary, primary and special schools).

The MAT was formed in 2014 when Sidney Stringer Academy, a mainstream secondary school with around 1,350 pupils, was approached by the local authority to sponsor two struggling schools.

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The case study explores the following lessons learnt:

  1. It is vital to be clear with schools on the 'non-negotiables' and to intervene when a school falls short of expectations.
  2. Even with a broad ethos and set of non-negotiables, getting buy-in from schools can be challenging.
  3. While being in a MAT has created opportunities for some staff to progress and export best practice, there is a finite amount of school improvement capacity.
  4. Being the chief executive of a MAT is a very different role to being the headteacher of a school.
  5. Getting communication across the trust right is difficult.
  6. All those involved in governance of the MAT saw the time commitment as significant.

The Evolve Trust

Location: All schools located in Mansfield, Nottinghamshire.
Size of MAT: Roughly 1,750 pupils across three schools.
Phase of schools: Mixed (secondary, primary and special schools).

The MAT was formed in 2014 when Brunts Academy, a mainstream secondary school with around 1,500 pupils, sponsored a local special school, Beech Hill.

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The case study explores the following lessons learnt:

  1. Having a ‘lead school’ does not work in the long term.
  2. Being clear about what the trust stands for in order to withstand pressures to expand.
  3. It is not all about growth; it is possible to develop an identity around being a small MAT and this has significant benefits.
  4. Managing financial expectations across schools can be difficult.
  5. Clear delegation and methods of communication are vital for getting all voices heard while separating the different layers of governance.
  6. LGBs cannot fulfil all of a school’s governance functions, but they play a crucial role.
  7. Trustees need to control the agenda for trust board meetings.

The Spring Partnership Trust

Location: All schools located in Bromley, Kent.
Size of MAT: Roughly 1,850 pupils across four schools.
Phase of schools: All primary.

The trust was founded in 2014 when Hayes Primary School, an Ofsted rated ‘good’ Primary School with 650 pupils, sponsored St Mary Cray Primary School, an Ofsted ‘requires improvement’ school with 225 pupils.

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The case study explores the following lessons learnt:

  1. Changes to the scheme of delegation are part of the process of growth.
  2. Communication between the layers of governance is challenging but crucial.
  3. Moving from a ‘my school’ mind-set to a single organisation mind-set can be challenging.
  4. As a MAT grows, the skills and experience required on the board of trustees will change.
  5. Accept some risk associated with expanding a MAT regardless of due diligence.
  6. Do not underestimate the importance of having a clear vision.
  7. There needs to be one ‘executive leader’ and the role changes as the MAT grows.

The Oxford Diocesan Schools Trust

Location: All schools located in Oxfordshire and Windsor & Maidenhead.
Size of MAT: Roughly 6,000 pupils across thirty plus schools.
Phase of schools: 27 primary schools, three infant schools, one junior school and one middle school.

The trust was formed in 2012 when one of the church schools in the Diocese was identified by Michael Gove, Secretary of State for Education at the time, as requiring an academy solution due to poor standards.

Read the case study

The case study explores the following lessons learnt:

  1. High levels of delegation to local governing bodies relies on robust systems of support and oversight.
  2. Embedding a trust’s values and vision takes work.
  3. Financial challenges are not necessarily resolved by forming or joining a MAT.
  4. It is not always necessary to provide services in-house.
  5. The trust has to be adaptable as it grows.
  6. Positive professional relationships are vital.
  7. Getting the right people around the table matters.
  8. Be equipped to support school improvement and intervene when things go wrong.

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