When do MATs change systems?

In this presentation about scaling your Trust and my last blog, I highlighted the 4 different basic MAT personality types: Authoritative, Micromanaging, Entrepreneurial and Assistant. I showed how start-up MATs (usually a mixture of Entrepreneurial or Micromanaging) can cope with manual processes and dual staffing, but once they get to a certain size, this starts to break. 

The diagram below, from DfE commissioned analysis, shows when this typically happens. 

When do MATs change their infrastructure?

 

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People start to break before ~5 schools

At the start, MATs are small and can cope with manual processes and procedures, spreading staff across multiple institutions, and allowing schools a certain degree of discretion over how they manage themselves. However, as the number of schools approaches 5, the central team (who often also work within a school) become overstretched. Late nights catching up with their day job in the school, the burden of gathering and analysing data on excel from multiple schools, chasing staff for updates and generally cranking the admin wheel to get management the information they need in a timely manner is too much. People break.

Getting the right infrastructure in place & letting systems take the strain

Typically this is when MATs begin to look at letting the systems they have take the strain. This is so that every additional school the MAT takes on doesn’t increase the challenge exponentially. Most MATs we speak to are defining a core set of non-negotiable systems and processes that all schools will be required to take on to streamline data and processes. Standardising systems gives MATs the infrastructure to grow, whilst allowing schools autonomy in how they use these systems.

Standardise the MIS after finance

The first system to be standardised is typically the finance system, as this helps fulfil basic compliance. Most MATs are opting for PS Financials as it does a good job of aggregating financial information across the Trust. But the next system that MATs tackle subsequently is the MIS as they want to centralise their student and staff information. Just as MATs find their legacy finance system unable to cope with the demands of operating in a multi-school environment, so too over 50% of the largest 10 MATs are changing their MIS, moving away from SIMS or CMIS to cloud-based MIS systems that allow instant access and aggregation of their data across multiple sites. Robert Hill, the former DfE advisor, who has written well on the subject of MAT data makes this point well in his blog.

 

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The case for operating a MAT MIS

Operating across multiple sites presents unique challenges for MATs. MAT leadership need instant access to data to ensure their schools are performing effectively, and at present this is a laborious task to collect. More than just data, MAT leaders need the ability to instantly log in to school systems to audit workflows and ensure consistency, flagging issues and following up with staff where necessary. This demands not just a dashboard, but a better, more efficient system with which to centralise data, streamline workflows and operate your MAT, which is why most of the large trusts are actively moving away from SIMS, RM and CMIS, and many small and mid-sized trusts are now doing similar.

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Arbor has built the first MAT MIS which allows leaders live, instant access to DfE, Ofsted, in-year progress and MIS data in one central dashboard and custom reporting tool. More than just a dashboard, the MAT MIS allows leaders to receive alerts for important events such as exclusions, and drill right down from the group into any school’s MIS and analyse performance in a few clicks. This centralisation of data and ability to action workflows from the MAT saves around 30% on software licenses, and hours of time gathering data and communicating with staff. 

Find out more information by clicking here, or just email me at james@arbor-education.com and I’d be happy to connect you with one of our MATs or come out to show you our MAT MIS myself!