Academies

New academy trust descriptors could stifle innovation

Trust boss fears descriptors could become the 'Ofsted handbook' of the MAT world

Trust boss fears descriptors could become the 'Ofsted handbook' of the MAT world

24 Nov 2023, 9:00

More from this author

The boss of a prominent academy chain fears the government’s new trust quality descriptors could become the “Ofsted handbook” of the MAT world.

Tom Campbell, the chief executive of E-ACT, said the sector could “miss a lot of innovation and diversity” if leaders stuck rigidly to the Department for Education’s definition of trust strength.

The guidance surfaced in last year’s schools white paper, with ministers basing it around five “pillars” to help potential expansions.

Their definitions were fleshed out in April, with MATs told they would be expected to support flexible working, operate collaboratively and “take action to promote equality and diversity”.

Tom Campbell
Tom Campbell

Officials use the descriptors for commissioning decisions related to academies.

But speaking at the Schools and Academies Show on Wednesday, Campbell said the descriptors “don’t sit easy with me because surely it’s up to a trust to define itself”.

“Some trusts run all schools the same…other trusts, like E-ACT, think of schools as their own school and make decisions that relate to their context.

“It’s quite difficult to find a catch-all set of descriptors…I welcome some clarity, but I’m nervous about it becoming the Ofsted handbook of MATs.”

Trusts ‘evolve’

Campbell reasoned that his 28-school chain had “evolved” and changed the way it defined itself since its launch 16 years ago.

He was concerned “a lot of innovation and diversity” would be missed if too much time was spent “trying to build our trusts to these descriptions”. They should be used as a “conversation starter” instead.

Rowena Hackwood, the chief executive of the Astrea Academy Trust, said she had used the guidance as a loose framework when talking to regional directors.

Rowena Hackwood
Rowena Hackwood

But they should not be used to judge the “performance” of an MAT.

The five pillars are: high-quality and inclusive leadership; school improvement; workforce; finance and operations; governance and leadership.

When the DfE published more details seven months ago, it said the guidance “represents a clear and ambitious vision for the academies sector”. It also hoped it would help to “inform trusts’ improvement and capacity-building priorities”.

Anita Notta, the chief executive of the Khalsa Academies Trust, said the descriptors helped her two-school chain after it was issued with a financial notice to improve.

This culminated in the notice – imposed before Notta started running the trust – being lifted in May.

“We had a visit from a regional director who said ‘18 months ago we wouldn’t consider you, however now, we are actively having conversations with local authorities to say is this a trust you would consider [for expansions]’.”

Indicators not a ‘binary checklist’

Responding to Campbell’s concerns, David Withey, the chief executive of the Education and Skills Funding Agency, insisted the indicators were not  “a binary checklist” but a “really helpful” guide, particularly for smaller trusts.

David Withey
David Withey

“What we’ve tried to do … is play back to the sector the sorts of things we are looking at. They are really helpful as a bit of a guide for people, particularly in smaller trusts.

“The organisation has found it really helpful because they allowed them to have clearer conversations with trusts about the sorts of things we’re thinking about.”

New commissioning guidance published by the DfE during the summer sets out how regional directors should assess “strategic need” and trust quality before ruling on academisation plans.

The document said the five pillars would underpin decisions. Regional directors would link various evidence to each pillar, including “headline metrics” – drawn from MAT performance tables – which would then be used to “form a hypothesis about a trust’s quality”.

These include phonics pass rates, the percentage of ‘good’ and ‘outstanding’ schools in a chain and attainment trajectories. 

Latest education roles from

Chief Education Officer (Deputy CEO)

Chief Education Officer (Deputy CEO)

Romero Catholic Academy Trust

Director of Academy Finance and Operations

Director of Academy Finance and Operations

Ormiston Academies Trust

Principal & Chief Executive

Principal & Chief Executive

Truro & Penwith College

Group Director of Marketing, Communications & External Engagement

Group Director of Marketing, Communications & External Engagement

London & South East Education Group

Sponsored posts

Sponsored post

AI Safety: From DfE Guidance to Classroom Confidence

Darren Coxon, edtech consultant and AI education specialist, working with The National College, explores the DfE’s expectations for AI...

SWAdvertorial
Sponsored post

How accurate spend information is helping schools identify savings

One the biggest issues schools face when it comes to saving money on everyday purchases is a lack of...

SWAdvertorial
Sponsored post

Building Character, Increasing Engagement and Growing Leaders: A Whole School Approach

Research increasingly shows that character education is just as important as academic achievement in shaping pupils’ long-term success. Studies...

SWAdvertorial
Sponsored post

Educators launch national AI framework to guide schools and colleges

More than 250 schools and colleges across the UK have already enrolled in AiEd Certified, a new certification framework...

SWAdvertorial

More from this theme

Academies

Pioneering free school censured over ‘inaccurate’ budget forecasts

Notice to improve issued to one of England's first free schools amid string of rule breaches

Jack Dyson
Academies

20 leaders appointed to DfE trust CEO advisory group

Bosses of United Learning, Lift Schools, Ark and Star academy trusts appointed to advise minister amid schools bill reforms

Freddie Whittaker
Academies

OGAT staff set to strike for 10 more days in July

Staff are on strike over plans to extend the teaching day by 30 minutes

Lydia Chantler-Hicks
Academies

Who are the CEOs batting for Labour’s schools bill?

Labour’s schools bill has been heavily criticised, but who are the CEOs who support the bill – and why?

Jack Dyson

Your thoughts

Leave a Reply

Your email address will not be published. Required fields are marked *