Multi-academy trusts (MATs) as capacity

givers
Examples of practice across South East England and South London
(SESL)
In my work, I am regularly asked by MAT leaders how they can work more effectively with
schools outside of their trust.
Sometimes I’m asked about ‘associate membership’ – MATs developing their own models
of working with schools without them formally joining the trust – as well as more general
questions about how MATs can support schools in their area. This pack has been
developed in response, and is divided into three sections:
The first looks at what MATs in region are offering as ‘associate membership’. The second
section looks at how MATs have led local school improvement initiatives. The third sets out
information on the MAT Development Programme.
Finally, I’ve included an overview of the MAT peer-to-peer support network that my team
facilitates.
I hope you find this pack informative. As always, if you have any questions on how MATs
can contribute to SESL’s school system, do get in touch at RSC.SESL@education.gov.uk.
Dominic Herrington

From the office of the South East and South London Regional
Schools Commissioner
‘Associate membership’
arrangements
This section considers what MATs are offering as ‘associate
membership’, when you might consider such arrangements,
and what you should think about before getting started

From the office of the South East and South London Regional
Schools Commissioner
‘Associate membership’: what is it?
 ‘Associate membership’ is not an official designation, but a
description of the kinds of relationships that have grown up
organically between MATs and schools outside the trust.
 There is no single definition of ‘associate membership’: From
MATs offering paid services, to try-before-you-join
arrangements, to interim school improvement support – MATs
are using the term ‘associate membership’ to describe many
different models of school to MAT relationships.
 We went out and spoke to some of these MATs, to find out more
about their arrangements and whether they had any advice for
others thinking about similar arrangements.

From the office of the South East and South London Regional
Schools Commissioner
There is no one size fits all approach
Every arrangement we came across in research was different, and this related to
differences in the underlying rationale for the arrangements. Below is a table setting
out the themes noticed:

Reason for arrangement Type of arrangement in place

Providing short-term school improvement
support
Showcasing the benefits of MAT-working to
maintained schools/SATs
Time-limited service level agreement (SLA)
with the local authority (LA) or trust,
focused on school improvement services
A one-off payment from school to MAT,
giving access to meetings/training/data

As an interim measure before a school Time-limited SLA with the LA or trust,

joins the trust focused on school improvement services

A way of trading services with a nearby SLA detailing the arrangement between the
school MAT and other party

From the office of the South East and South London Regional
Schools Commissioner
Deciding what model works for you
It is important for each party to be clear about what they are bringing to/expecting
from schools outside their trust. Below are some examples from the MATs we
spoke to:
What will you bring to the What will you expect from the
arrangement? school involved?
 MAT-wide training opportunities  Willingness to share necessary data
 Headteacher mentoring and support and information

 Cross-MAT data moderation  Attendance at MAT events and

training
 Cross-MAT benchmarking of data
e.g. for outcomes, teaching  Willingness to involve MAT leaders
in decision-making
 Joined up sports days and other
pupil events

From the office of the South East and South London Regional
Schools Commissioner
It’s important to be clear about what the
arrangement covers, and to formalise this
Every MAT we spoke to said it was vital that any agreement to
provide services was written down and agreed by the parties
involved:
 Depending on the circumstances, either a memorandum of
understanding or service level agreement may be suitable
 You should ensure any document is agreed and signed at
trustee/governor level
 Do allow some flexibility in any contract: one MAT told us the
circumstances of the school changed, but flexibility in the contract
meant the MAT could react accordingly
 Ensure there is a ‘break clause’ in the contract, which allows either
side to step away should certain circumstances be met

From the office of the South East and South London Regional
Schools Commissioner
What do MATs like about these
arrangements?
The MATs we spoke to said there were various advantages to
embracing an these models. These included:
• Good PR, helping to dispel myths and fears about MATs – at least
one of the MATs had an ‘associate member’ later choose to join
the trust
• Helping when a conversion is delayed (e.g. due to land/PFI
issues), allowing the school to enjoy some MAT benefits while the
issue is resolved
• Being a powerful school improvement tool – but generally by
providing a rapid, short-term response rather than long-term
capacity building

From the office of the South East and South London Regional
Schools Commissioner
Top tips from SESL MATs

 All the arrangements were time-specific. None of the

interviewees considered their work with schools outside their trust a
long-term solution for school improvement
 Relationships are key. Not all of the MATs knew the school or its
leaders before the arrangement, but all did ensure there was buy-in
to the MAT’s ethos and aims
 There can be ‘hidden costs’ to any arrangement – particularly in
the amount of time CEOs/leaders will need to put into the school –
so try and include these in any contract
 Do your due diligence. These arrangements can require
extensive resource from your MAT – so it is best to carefully
consider what you will be able to offer.

From the office of the South East and South London Regional
Schools Commissioner
Schoolsworks’ ‘Associate Academy
membership’
Schoolsworks MAT, in West Sussex has developed an offer for
schools to have the chance to experience the benefits of being in a
MAT without fully committing to joining.
For a given fee, the MAT offers schools opportunities for:
 Staff to visit any of the MAT’s schools to talk to members of staff
about life in the trust
 The headteacher to participate in the MAT’s headteacher forum
 Staff to attend MAT focus groups, based around subject/role (e.g.
Maths, EYFS, SEND)
 Governing body chairs to take part in termly support and briefing
meetings
 Staff to access trust-wide CPD
 School leadership to observe a MAT trust board meeting

From the office of the South East and South London Regional
Schools Commissioner
MATs leading local school
improvement strategies

From the office of the South East and South London Regional
Schools Commissioner
Utilising opportunities to collaborate
and build capacity in the region
Across the SESL region, we have seen MATs utilise opportunities to collaborate and
build school improvement capacity for schools outside their trusts, for example by:
 Sharing school improvement models, proven to be effective within the classroom, with
schools outside of the trust;
 Supporting experienced staff from the MAT to undertake outreach work in other local
schools and develop Maths Mastery, using existing teacher recruitment streams to
‘backfill’ their roles; and
 Recruiting trainee teachers and providing high quality training, with a view to trainees
moving into the local system once qualified.
If you are interested in providing school improvement support please speak to your local
Teaching School Alliance.

From the office of the South East and South London Regional
Schools Commissioner
Ark: a case study
 WHAT? School Improvement project to raise attainment in Maths throughout KS2 and
KS3 (funded via the Strategic School Improvement Fund)

 HOW? Ark is working with a consortium of schools and provider organisations to

introduce mastery-centred teaching, leadership training and focused in-school support

COLLABORATION:
 12 supported schools in Hastings (of which only 3 schools in the Ark chain)
 Participating teachers will be trained to train others - to ensure sustainability
 Partnership with Teach First and Hastings Opportunity Local Area Partnership board to
increased the number of high quality trainee Maths teachers
 Shared Maths Mastery resources
 Consistent training and coaching across all schools
 Parent workshops delivered by Ark
 Support from a senior Maths advocate
The MAT Development
Programme
A national, peer-led programme targeting developing MATs

If you have any questions on the programme, or would like to find out how
you might get involved, please email the team at:
MAT.developmentprogramme@education.gov.uk

From the office of the South East and South London Regional
Schools Commissioner
Key principles of the programme
 Targeting developing MATs: the programme is aimed at helping
the senior leadership teams of developing MATs to raise standards
and improve social mobility.
 Founded on partnerships: around 25 pairs of trusts from different
RSC regions working together, with the more experienced trust
giving support to their partner. These relationships are mutually
beneficial – supporting MATs can learn from their partner.
 Comprehensive support: All aspects of a MATs’ operations can
be developed, for example school improvement, governance, and
financial health. MATs receive support to identify development
priorities; and address them through an actionable plan with
continuing support from their partner and their RSC
 Flexibility: Participants are encouraged to use their professional
judgement to decide on the precise approaches they use.

From the office of the South East and South London Regional
Schools Commissioner
Case study: GLF and The Heath Family

 GLF Schools, a MAT of 27 schools based in Surrey, is supporting The Heath

Family, a MAT of 8 schools based in Runcorn.
 The two trusts were matched together on the basis of similar characteristics
(both mixed phase) and The Heath’s aspiration to grow their capacity over the
coming years.
 After being matched together, the CEOs of both trusts began to form a strong
partnership through phone conversations and an introductory meeting.
 Building on this, the GLF executive team visited The Heath for two days. The
collaborative visit covered all aspects of MAT operations, with regular feedback
throughout and a longer feedback session held at the end of day two.
 Following this session, both trust teams collaborated on a development plan for
The Heath, identifying the areas the trust will develop over the next year with
continued support from GLF.

From the office of the South East and South London Regional
Schools Commissioner
Peer-to-peer support across
SESL
A look at SESL’s peer support network, and how you can get
involved

From the office of the South East and South London Regional
Schools Commissioner
 Linking up to share knowledge and
experience
We have piloted a peer-to-peer mentoring programme for MAT executive
leaders across SESL, currently involving 60 leaders from across the
region. Both mentors and mentees have noted benefits including:
 Learning from one another’s mistakes and successes
 Gaining a different perspective on how a MAT can operate, including
structures and processes
 Acquiring fresh ideas about the process of inducting schools into a
MAT
 Understanding how MATs can market themselves effectively
We are now extending the peer mentoring offer to chairs of trusts, as well as
executive leaders.
If you would like to find out more or get involved, please contact Eamon Evans
(eamon.evans@education.gov.uk).

From the office of the South East and South London Regional
Schools Commissioner