In this presentation about scaling your Trust and my last blog, I highlighted how the central team need to decide on the right balance between a MAT’s desire for alignment and a school’s desire for autonomy, as this will define their systems, processes and, ultimately, culture.
Looking at the diagram below, you can see the 4 different personality types I suggest, and the culture that each one generally has as a result.
How Alignment and Autonomy Influence Culture
Often seen in MATs with a high proportion of turnaround schools who have weak operational processes that need replacing. These MATs have a large central team to help ensure a high degree of alignment with the MAT, and deploy a largely non-negotiable, tried-and-tested set of systems and processes within each school, leaving little variation.
Often seen in MATs with high performing schools and strong headteachers/leadership teams. These MATs have defined, clear goals agreed with their teams and a certain set of core non-negotiable systems and data that they have aligned schools around, leaving peripheral systems and processes at individual schools’ discretion. The central team is relatively small and nimble, able to respond in a timely manner and help schools where they need extra capacity or assistance
Often seen in local, start-up MATs with high performing schools and leadership; people know and trust each other. There is typically only a small topslice, so the central team are small, usually having a dual-role split between an individual academy and the MAT central team. Systems and processes are non-standardised, and schools have wide discretion over how they manage themselves. Data collection is manual and light, often using excel, meaning little central oversight.
This sounds bad, but it’s sometimes necessary. In challenging start-up MATs taking on turnaround schools there is no budget or large central team to roll-out a set of tried and tested systems and processes. The MAT has to take a hands-on approach, often with staff seconded from the lead school into the poorer performing schools. It can feel quite full-on for the schools, but here the entrepreneurial approach may not be viable!
I should say that the framework above is intentionally simplistic - you can’t easily define culture or put schools and MATs in a box. MATs often behave differently with different schools, and there are many more dimensions to culture. But frameworks are useful as they stimulate debate, so where do you sit and how do you plan to scale? My next blog provides some more detail on this. Watch this space.