Hugh Greenway, The Elliot Foundation: my guide to running a successful MAT (part II)

Hugh Greenway, CEO of the Elliot Foundation, recently spoke at our MAT conference Scaling Sustainably: Centralisation vs. School Autonomy. This blog is the second part of a two-part blog series on his presentation - in Part 1, Hugh spoke about the challenge of scaling a MAT without adequate funding. Here, he goes on to say that creating trust among the people in your MAT is crucial to running a successful operation. We’ve transcribed part two of his presentation below.


Creating something from nothing
In order to successfully create a school-led system, we must ask ourselves two questions:
Question 1: Am I doing everything I can to improve outcomes for as many children as possible with the resources available to me today? 
Question 2: Are the outcomes good enough? 

The difficulty with Q1 is that it can make it difficult to get out of bed some mornings. Therefore, you have to find different ways and different people to help you ask the question in different ways. This is my latest version:

The questions that need to be asked are as follows: Are all children safe? Where do they learn? What do they learn? How do they learn? Who do they learn from? Can we pay for it? Does it work? Is it compliant? 

Each of these questions relates back to a relevant operational part of the MAT, about which we can ask various questions to see if we are creating the best learning environment for our children using what we have available to us.  

Think about your finances, for example. If you think that you’ve saved money on photocopiers and/or stationery, you probably haven’t. You just think you have. I can tell you that by implementing print management and switching off colour printing, you can save up to 50% on your print costs now. Schools don’t actually need to print in colour. But here’s the thing: your photocopy costs will be less than 1% of total costs, so even saving you 50% will only deliver a 0.33 of 1% point saving - which might not be worth the uproar you will face from teachers!

The benefits of good governance
The real savings come from building trust with your people. At the beginning of the previous blog, I said that there were no volume discounts on teachers. Well, you can save money on them by treating them better. 

This in turn leads to systems which transcend individual schools. If you think about your trust as a tent that needs to be kept upright against any inclement weather, then you need guy ropes. Each guy rope represents a golden thread that runs through the organisation.

In order to be sure that things are as good as they can be you need to check the tension on the guy rope. The inputs and the outputs.

How do we know that all children are safe or that the provision of education is improving? What evidence do we have? And what do we then do with that evidence? Which employee is responsible? Which trustee and which committee has oversight and what does good look like?

For example:

  • The inputs to ‘educationally improving’ are simple: OFSTED reports, phonics, KS1 & KS2 results, RSC letters etc. 
  • The outputs are academy improvement plans linked to budgets, TATA reports, and trust/school improvement priorities. The employee responsible for this is me. The Committee is “Standards” and the Trustee is the Chair of Standards. But stakeholders engaged with a sense of agency is more nuanced

Obviously there needs to be a limit to the number of guy ropes, because otherwise you’d spend all your time running round and never get to sleep in your tent.

For those who find that analogy a bit fluffy, here is a slightly harder nosed way of looking at the current way I look at our system:

In brief, the Trust board is accountable to the DfE, which in turn is accountable to the children and the community. Within the the MAT, the staff are accountable to the principal, who reports to regional directors, who report to the CEO. There is then a web of support and representation that links the finance committee, LGBs, the audit committee and the standards committee, as well as NUC unions, an ops group and the principals’ council. A feedback loop runs through the MAT, connecting children to staff, staff to principals and principals to the CEO & trust board. 

No roadblocks or concentrations of power.

But, at the end of the day it comes down to trust, and that is where we turn our greatest weakness into our greatest strength. Because if we can deploy our values in such a way that they generate value, then we all have a chance.

We’ll be posting the rest of the presentations from our MAT conference over the next few weeks, so keep an eye on the blog for updates! In the meantime, take a look at what Dominic Norrish, Group Director of Technology at United Learning, has to say about scaling systems within your trust

Recommended reading:
Why schools & MATs are moving to Arbor
Why you need an operating model for your MAT (and 6 steps to build one!)