Phase 2 of MAT growth: Creating an integrated MAT (5-15 schools)

Chris Kirk - 29 November, 2018

Category : Blog

Phase 2 of MAT growth: Creating an integrated MAT (5-15 schools)

This blog, the fourth in our series offering a new vision for MATs, describes the second growth phase of MATs.  At this pivotal stage, a large number of changes are often needed to capabilities and systems across the MAT in order to create an “integrated MAT”. Management style: Growth through Direction Overview As the MAT

This blog, the fourth in our series offering a new vision for MATs, describes the second growth phase of MATs.  At this pivotal stage, a large number of changes are often needed to capabilities and systems across the MAT in order to create an “integrated MAT”.

Management style: Growth through Direction

Overview

As the MAT grows larger, there is a need for more integration between Academies, to improve educational impact, and start to achieve efficiencies.  Common systems, processes and policies need to be put in place. This is a big strain on the central team, requiring discussion, collaboration and expertise.  

In a MAT which has grown primarily through Convertor Academies, supporting services will typically be standardised more readily than education activities.  In a Sponsored MAT, the opposite may be true, with a strong set of educational practices and non-negotiables in place before supporting systems are centralised.  Most MATs will create commonality around formative and/ or summative assessment, but with a variety of models to achieve this. Some will run central/ regional School Improvement teams, with intervention where required.  Others will set up Subject Leadership roles, or working groups/ communities for other types of improvement.

Capabilities

Support

Most MATs of above 4 Academies will create a central team with professional leadership of Finance, HR, and Operations (typically covering ICT, Estates and Governance).  These leaders are responsible for working with Principals to put in place the central systems, policies and processes below. In many MATs, these leaders have dotted rather than direct line management responsibility for Academy teams who are implementing the policies (e.g. the local finance staff, caretakers, ICT Technicians).  Some MATs are comfortable to stay in this arrangement. Others find that the cost of running a central team as well as Academy teams is unsustainable, and that the Academy teams start to become confused about whether to take ultimate direction from their Principal, or Head Office, and move to end-to-end functional management of support staff.  This allows much more scope to redesign roles, processes and systems.

These organisational arrangements need to be supported with strong systems, which could incude:  Cashless catering, Asset management, IT system User Authentication, Biometrics, Digital signage, Parent Payments, Building Management System, Applicant tracking system, Management Information System.

Standardised and centralised processes should be put in place for Finance, ICT, Estates (Health and Safety, Premises Management), Workforce policies (including Abuse, Fraud, Pay& Reward, Capability, Disciplinary, Equality, Flexi time, expenses, hospitality, performance management, redundancy, Code of Conduct, Teacher Training, Recruitment and Induction), and governance (MAT and Academy standard Governance policies, Schemes of Delegation).  

There should also be centralisation of Procurement & Contract Management of ICT infrastructure, software, broadband/ telephony, insurance energy, break fix, construction, Agency supply, catering, photocopying, legal services, audit, hard and soft Facilities Management.  This will include consideration of Cloud-based systems, supporting Academies to have the right devices to achieve the educational vision, and delivery affordably, whether through a shared service within the MAT, or an outsourced contract.

Learn

Shared systems to support learning will be a priority for many MATs at this stage, although some will chose to leave some of the below to Academy level decision making.

Shared learning systems include:  Admissions; Attendance management and reporting; Behaviour management and reporting; SEN planning; Learning management system/ VLE; Interventions tracking; Library/ resource management; Classroom management; Timetable generation; Seat planning.

A number of shared process should also be considered, including: development of curriculum resources/ Lesson planning and preparation/ SoW; Research to understand practices and theories within and outside the MAT; behaviour management and reporting.

Some MATs will provide support for the improvement of physical learning spaces to support educational philosophy (e.g. lighting, audio, availability of charging for ICT, wireless networks), although others will find this difficult to impossible depending on available funds and existing estates conditions.

Shared policies at this point should typically include Admissions, Attendance , Student Behaviour/ Pastoral support, Inclusion/ Special Educational Needs.  There will be legitimate exceptions due to context.

Assess

A Mat of this size should consider shared systems for Formative/ summative Assessment, Progress tracking, Data analysis, Examinations Results Analysis.  There may also be shared systems for marking, and an alignment of Primary Assessment models/ Exam Boards. Alongside this, MATs should convene teacher led groups to investgate shared policies for marking (or not marking!).

Communicate

MAT-wide systems can be put in place for communicating with parents and students, Parents evening booking, Homework setting, Reporting to parents and Visitor management.  There could also be alignment or centralisation of some communication processes, allowing for efficiencies and improvements to quality. Home school agreement policies can also be aligned.

Develop

Shared development systems can include staff CPD/ lesson observation, and staff performance management.  By aligning on a system, more time and energy can be spent on the more value-adding activity of refining which types of approach to development and support hae the most positive impact.

Collaborate

A number of systems can support, or get in the way of, collaboration for a MAT of this size.  MATs should consider standardising Office productivity applications, Email, storage, and Collaboration tools (student-student/ student-adult/ Adult-adult)

In terms of processes, at this point a MAT will need to have formal roles or groups to support collaboration and alignment.  These roles may be distributed amongst Academy Principals, middles leaders, teacher or other staff, or held centrally/ regionally.

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