Trust Leadership Today Winter 2025 by williamclarence

LEADERSHIP ACADEMY TRUST

IMMERSIVE LEARNING

ACADEMY TRUST

Today LEADERSHIP

William Clarence Education

Green Park House, 15 Stratton Street, Mayfair, London W1J 8LQ

Tel: +44 (0)207 412 8988 williamclarence.com

EDITOR

David Moncrieff

david@williamclarence.com

EDITORIAL ADVISORY BOARD

Ann Mroz

Former Editor, Times Educational Supplement (TES)

Louise Bennett

CEO, The Institute of Development Professionals in Education (IDPE)

Alex Russell

CEO, Bourne Education Trust

Samuel Skerritt

Director of Public Affairs and Policy, Confederation of School Trusts (CST)

Andrew Thraves

Chair, Big Education Trust

David Walker

Director, BSA Group

Dr Helen Wright

Educational Consultant and Coach

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PUBLISHER

William Clarence Education Ltd

The William Clarence Education Group is a leading education publisher and provider of admissions, recruitment and careers solutions for parents, leaders and schools across the world. williamclarence.com

DISTRIBUTION

(Print & Digital)

Trust Leadership Today is distributed as follows: all UK Single and MAT Trusts; Schools & Academy Show, NEC. Quarterly print reach: 5,000; digital reach: 65,000; social reach 25,000.

FOREWORD

Change is afoot as 2025 dawns, with the Government’s Children’s Wellbeing and Schools Bill making its way through Parliament.

As Julian Drinkall explains in A Major Overhaul (p6), the legislation will present MAT leaders with a range of new opportunities but also find them confronting a ‘roll back’ of freedoms which will bring many academies into closer alignment with maintained schools.

The availability of sufficient funds to enable MAT leadership teams to pursue their goals will be another constant concern this year. In Financial Visibility and Understanding (p18), Will Jordan provides the low-down on a first-of-its-kind report which offers an insightful analysis of the trajectory of funding within the academy trust sector. This demonstrates the importance of a clear capital funding plan, as Rachel Barrett sets out in Managing Trust Estates (p31).

But education – like life – does not stand still, and the rapid advance of AI and VR is opening up a new world of engagement for students. In Immersive Learning (p37), Julie Kapsalis and Somayyeh Clifton discuss the impact of the new technology at Nescot.

THE EDUCATION SECTOR CONTINUES TO ABSORB AND CUSHION CHANGE.

Cross-sector working remains an important – and beneficial – objective for many MATS as they continue to mature and evolve. In The Value of Cross-Sector Educational Leadership (p9), Alex Russell explains why he believes leaders should prioritise partnership and collective growth, ensuring that all students have access to the highest quality of education possible. This is a theme echoed by Damian McBeath in In Conversation (p13) where he describes the partnership between The John Wallis Church of England Academy and Benenden School in Kent.

As we complete the first quarter of the 21st century, the education sector continues to absorb and cushion change. Many crosswinds buffet the MAT community, making it necessary for our leadership to remain continually alert, agile and focused on delivering the greatest level of benefit to the students in our care. This is, and must remain, our primary goal.

No part of this magazine may be reproduced without the permission of the publisher. The information contained in Independent School Management Plus has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, disappointment, negligence or damage caused by reliance on the information contained within this publication is hereby excluded to the fullest extent permitted by law.

A MAJOR OVERHAUL

THE CHILDREN’S WELLBEING AND SCHOOLS BILL

Julian Drinkall considers the likely impact of the measures contained in the Children's Wellbeing and Schools Bill, which he urges education leaders to navigate carefully.

There’s no doubt that the Children's Wellbeing and Schools Bill, currently making its way through Parliament, presents a range of opportunities but there are also some new challenges for education leaders to navigate.

WELCOME MEASURES

Anyone working in education will undoubtedly welcome the measures to enhance the well-being and safeguarding of children. The Bill encompasses a broad spectrum of reforms, including provisions for breakfast clubs, reducing the cost of school uniforms for families and improving the identiﬁcation and protection of vulnerable children, including those who are not in school and those at risk of exploitation.

Additionally, the Bill introduces a unique identiﬁer for every child, facilitating the sharing of information among relevant agencies and ensuring that no child falls through the cracks.

ALTERED LANDSCAPE

The Bill's impact on academy schools is signiﬁcant, with provisions that will alter the landscape of school governance and accountability in England to a large extent. Since their introduction by former Labour Prime Minister Tony Blair and then Education Secretary Lord Blunkett, academy schools have enjoyed considerable freedoms, including exemption from following the national curriculum and national pay and conditions rules for teachers. The Bill proposes to 'roll back' many of these freedoms, bringing academies under closer alignment with maintained schools.

GREATER CONSISTENCY

The stated aim of these changes is to create greater consistency and raise standards across the school sector. By requiring academies to strictly adhere to the national curriculum and

THE BILL PROPOSES TO 'ROLL BACK' MANY … FREEDOMS, BRINGING ACADEMIES UNDER CLOSER

ALIGNMENT WITH MAINTAINED SCHOOLS.

follow national pay and conditions, the Government seeks to ensure a baseline level of quality and equity across all schools. Furthermore, the Bill grants local authorities greater oversight of academy admissions, requiring closer cooperation in setting admissions criteria and providing new powers to challenge certain admissions policy decisions. It will also allow local authorities to create new schools, which could be academies; an area where our expertise and experience may provide fresh collaboration.

While these changes are intended to enhance accountability and improve standards, critics argue that the increased regulation could stifle innovation and limit the flexibility that has been a hallmark of the academy model. The potential impact on school leadership and governance remains to be seen.

RESPONSIVE LEADERSHIP STRUCTURES

Given this context, I believe we are fortunate at GLF Schools to have designed a leadership structure which can respond to wider changes in national legislation. Our Regional Education Directors, Natalie Broad, John Williams and Bethan Smith, will be playing a central role in navigating these changes. They are new members of GLF’s executive team who work alongside our School Support Services Team and their appointment is very good timing with such fundamental changes on the horizon. They will be best placed to ensure our schools comply with the new regulations, especially regarding the national curriculum, teacher qualifications and pay and conditions.

CLOSER COOPERATION

It seems likely that one key outcome of the legislation will be even closer cooperation between academies and local authorities, particularly in areas like school admissions. Regional education directors will need to enhance their existing strong working relationships with local authorities and navigate the shared responsibilities outlined in the legislation. Regional education directors

will also play a critical role in recruitment, professional development and ensuring that all teachers meet the new required qualifications. Teacher recruitment and retention could be the area impacted the most by these new regulations. A nationwide shortage of teachers has been well documented; the Department for Education missed its targets for recruitment onto initial teacher training courses in ten subjects in 2022-23. Any extra pressures on recruitment are likely to be felt keenly; especially with a demographic ‘bulge’ in secondary pupil numbers.

BEING PREPARED

These are the areas where it will be vital for trusts to have senior leadership team members who have that crosstrust view and the ability to bring in any standardisation required by law, especially where schools have previously enjoyed levels of autonomy.

Like many trusts, we will anticipate the proposed changes with briefings and planning sessions to make sure our leadership/strategic planning teams have the skills and preparation to manage the complex changes ahead. Although parents and pupils will see little significant change in their day-to-day school experience, behind the scenes this is a major overhaul of how schools are administrated in England. The levels of regional leadership we have in place will play a vital role.

CAREFUL CONSIDERATION

The proposed changes to academy powers and freedoms necessitate careful consideration and open dialogue to ensure that the benefits of autonomy and innovation are not lost in the pursuit of greater consistency.

Working in education, we prefer to keep politics on the sidelines, we are focussed on what is best for our students and their families. It's worth noting that, arguably, the recent rises in international education rankings for England are a result of the emergence of academies, one of the most successful cross-party policy development programmes that the country has seen during the last two decades.

Education leaders will need to navigate the changes brought in by the Children's Wellbeing and Schools Bill strategically, working collaboratively, as we always do, with local authorities and other stakeholders to create an educational system that still serves the best interests of all children. ■

JULIAN DRINKALL is CEO of GLF Schools, a multi-academy trust supporting 43 schools in South East England.

SCHOOL LUNCHES REIMAGINED: APETITO’S REVOLUTIONARY STREET FOOD VAN

In the ever-evolving landscape of school catering, apetito is leading the charge with its groundbreaking new street food van.

Schools can now transform their catering with apetito's new grab&-go solution - a distinct servery unit which imitates a ‘street food’ van experience, bringing a breath of fresh air to school catering.

This revolutionary approach to school meals is designed to provide a healthy alternative to traditional grab-&-go offerings, which typically offer pupils unhealthy and uninspiring options like sandwiches, pasties, chocolate and crisps. It also addresses the significant demand for food on the go in large schools with small dining spaces or limited time to complete service.

apetito’s street food van has been designed to cater to the tastes and preferences of KS2 and secondary students, amongst who grab-&-go solutions are increasingly popular compared to the traditional dine-in service.

The van features six interchangeable chef-developed ‘street food’ inspired international restaurant themed menus, with more in development. Utilising the existing apetito catering system, the van enables schools to oﬀer a diﬀerent cuisine every single day such as vibrant Mexican dishes from ‘La Cantina’ or delicious Italian meals from ‘Buon Appetito’. The van brings excitement back to lunchtimes and keeps pupils coming back wondering 'which cuisine will it be tomorrow?'

PROVEN SUCCESS

Launched following a successful trial at The Grange, the school not only found pupils were enjoying the wide variety of

meals on oﬀer but also saw a remarkable 35% increase in hot meal uptake. This impressive statistic speaks volumes about the appeal of the van. In fact, the van has been so popular with older students, that the school are rolling out another van into its sixth form dining room. As Stephen Gauller, Chief Operating Oﬃcer of The Grange School explains:

REVOLUTIONISING SCHOOL CATERING

With its focus on quality, variety, and nutrition, apetito’s street food van oﬀers a compelling alternative to traditional school meals.

“Since having the Street Food Van by apetito in our dining hall, we’ve found the children have been more engaged with their meals and excited to see what cuisine is on the menu that day. The children particularly love La Cantina & The Chippy. We have not only seen an increase in our variety and oﬀering to our older pupils but knowing they’re receiving a healthy and nutritious meal in a grab-&-go format, which is going to provide them with the energy they need to ﬁnish the school day is fantastic.”

Schools that choose to partner with apetito will be at the forefront of transforming school catering. apetito’s dine-in and grab-&go solutions oﬀer schools high-quality school meals that provide guaranteed safety and nutrition, whilst providing schools with substantial commercial and operational beneﬁts. With its premium pre-prepared meal solutions, apetito likes to think of itself as ‘in-house, made easy’ specialists and its meals are already fuelling the learning and wellbeing of over 25,000 children every day. Everything apetito does is designed to simplify your operations and help you gain back control of your kitchen and mealtimes. Discover how apetito can transform your school’s catering by visiting apetito.

link/TrustLeadership or contacting 01223 604505.

Interchangeable cuisine themes

THE VALUE OF CROSSSECTOR EDUCATIONAL LEADERSHIP

Alex Russell, who works across a multi-academy trust and a large independent school, believes that crosssector educational leadership brings profound benefits to both communities. He argues that school leaders should prioritise partnership and collective growth, ensuring that every student from any background has access to the highest quality of education possible.

In today’s rapidly evolving educational landscape, the need for effective leadership across various sectors has never been more critical. As the CEO of a multi-academy trust comprising 27 schools covering primary, secondary and specialist schools, alongside my role as the Chair of Governors at a large independent secondary boarding and day school, I have witnessed firsthand the profound benefits that cross-sector educational leadership brings to our communities.

BY BREAKING

DOWN SILOS,

WE CAN CREATE A MORE HOLISTIC EDUCATIONAL ENVIRONMENT.

BRIDGING GAPS AND SHARING BEST PRACTICES

Cross-sector educational leadership fosters collaboration between diﬀerent

types of institutions, be it academies, maintained or independent schools or mainstream and specialist schools. This collaboration allows for the sharing of best practices and innovative teaching methods. For instance, the flexibility and creative approaches often seen in independent schools can inspire academies to adopt more personalised learning models, while academies can offer insights into effective resource management, data analytics and community engagement strategies.

By breaking down silos, we can create a more holistic educational environment

AI IN EDUCATION: CROSS-SECTOR COLLABORATION IN PRACTICE

AI in Education is a partnership between Epsom College and Bourne Education Trust. The initiative brings together senior and experienced figures who have worked in both state and independent schools. It is motivated by the belief that if schools and colleges are to optimise the benefits of AI, they will need to supplement guidance from government and the tech industry to provide real-time, specific and informed advice to the sector.

Such collaborations can provide staﬀ and students with broader opportunities – be it through joint extracurricular programmes, shared resources, or collaborative projects that encourage a wider perspective. Such initiatives not only enhance academic performance but also promote technical and social skills and emotional intelligence, preparing students for life beyond school.

THE FLEXIBILITY AND CREATIVE APPROACHES OFTEN SEEN IN INDEPENDENT SCHOOLS CAN INSPIRE ACADEMIES TO ADOPT MORE PERSONALISED LEARNING MODELS.

that not only meets the diverse needs of students but also enhances the overall quality of education. This exchange of ideas leads to more informed decision-making and the ability to tackle challenges collectively, whether it’s improving student outcomes or addressing mental health needs.

CULTIVATING LEADERSHIP SKILLS

Cross-sector engagement also provides invaluable opportunities for leadership development. Leaders in education must navigate a complex array of challenges, from funding issues to curriculum changes and stakeholder expectations. Working across different types of schools exposes leaders to varied governance structures, operational models and community dynamics, enriching their skill sets. For instance, a leader in an academy might gain insights into the strategic planning processes of an independent school, particularly those developing local or international groups, while an independent school leader might learn about the importance of community involvement and public accountability from their counterparts in the academy sector. This cross-pollination of ideas and experiences cultivates adaptive leaders who are better equipped to drive change in their own contexts.

ENHANCING STUDENT OUTCOMES

At the heart of our efforts in cross-sector educational leadership is the ultimate goal of improving student outcomes.

By collaborating, we can better address the challenges that our students face, particularly those with diverse needs. Specialist schools, for example, can share expertise in inclusive practices that benefit all schools involved, ensuring that every child receives the support they need to thrive.

BUILDING A SUSTAINABLE FUTURE

ALEX RUSSELL is CEO of the Bourne Education Trust and the Chair of Governors at Epsom College. He was previously Headteacher of three secondary schools and is Chair of Surrey County Council’s Inclusion Roundtable.

In an era where educational funding is often constrained, collaboration across sectors can lead to more sustainable practices. By pooling resources and expertise, schools can develop joint initiatives that maximise impact without duplicating efforts. For instance, a shared training programme for teachers across different types of schools can reduce costs while enriching professional development.

Additionally, engaging with various stakeholders such as local businesses, community organisations and government entities can lead to innovative funding solutions and community support initiatives that benefit all schools involved.

A NECESSARY EVOLUTION

Cross-sector educational leadership is not merely a trend; it is a necessary evolution in our approach to education. By embracing collaboration and sharing our diverse experiences, we can create a robust and dynamic educational ecosystem that benefits students, staff and communities alike. As we continue to navigate the complexities of modern education, let us prioritise partnership and collective growth, ensuring that every student has access to the highest quality of education possible. ■

LET US PRIORITISE PARTNERSHIP AND COLLECTIVE GROWTH.

MOUNT COOK ADVENTURE CENTRE

IS LEADING THE WAY IN OUTDOOR EDUCATION

Based on the edge of the Peak District, near Matlock, Mount Cook provides high quality residential experiences to schools all over the country in it’s new, ecofriendly centre. This highly accredited centre has access to amazing landscape and outdoor activities like rock climbing, zip wire and abseiling in their private quarry on real rock faces. The Via Ferrata is an exciting new activity, that allows participants to traverse across a cliff as a team.

Other activities include history curriculum packages where students can travel through time to discover Romans, Vikings or Pre-Historic Britain through fancy dress and hands on activities.

Mount Cook offers more than just fun and lifelong memories – they take learning seriously and produce a free report on how your students have progressed in key areas throughout their residential.

As a totally independent and not-for-proﬁt outdoor centre, a small, friendly team of professionals will help you through every step of the booking process, and highly experienced instructors will lead your students safely through activities and encourage thoughtful participation in the outdoors.

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Discover how we can partner with your Multi Academy Trust

LEADER PROFILE DAMIAN MCBEATH

Damian McBeath, Principal of The John Wallis Church of England Academy and Member of the Council at Benenden School, talks to Zoe MacDougall about the benefits of crosssector partnerships from his dual perspective.

A DUAL EXPERIENCE

Damian McBeath enjoys an insightful perspective when it comes to cross-sector discussions. He is at once Headteacher of The John Wallis Academy and Member of the Council, a governing role, at Benenden School.

He explains how Benenden’s partnership with The John Wallis Academy began:

“The John Wallis Academy was a failing school in desperate need of improvement. One of the Council members at Benenden was keen to get involved and was instrumental in setting up the school as an Academy. From the outset, Benenden was one of four sponsors for the new Academy, alongside the Church of England, Kent County Council and Christchurch Canterbury University.

"All new academies need sponsors, it’s part of their funding agreement with the Department for Education. Sponsors are responsible at a strategic level for the overall improvement of the school, supported by governors and senior leadership. It was Benenden School which proved to be a real catalyst for change at the Academy where, for the last ten years, it has been on a journey to an Ofsted Good rating and is well on the way to improving even further.”

SHARED CHALLENGES

When Damian first joined the Council at Benenden School, he was initially unsure what his contribution would be. He modestly explains that he “didn’t know a lot about boarding schools or about the independent sector”. However, this initial hesitancy F

DAMIAN MCBEATH

Damian is a committed teacher, whose career began in the primary classroom before progressing into leadership roles in the maintained sector. In 2010, he became the founding Headteacher of Ark Conway, a free school primary, which went on to become one of the top performing primary schools in the country and the first free school to be recognised as Outstanding in an Ofsted inspection.

As Regional Director for Ark Schools, he went on to oversee 11 primary schools, nine of which were in economically deprived areas in London. After ten years in this role, in 2020 Damian moved to John Wallis Church of England Academy, Ashford, as Principal. A Single Academy Trust, John Wallis has 1,800 children on roll, with an age range of nursery to Sixth Form. Damian was subsequently invited onto the Council at Benenden School, where he continues to play a governing role.

was soon to change: “Working with Benenden has given me real insights into some of the challenges within the sector. Samantha Price, Benenden’s previous Headmistress, was facing challenges very similar to those that John Wallis was also experiencing. To be able to pick up the phone to her and have a frank conversation at an equal level was invaluable. Being a Headteacher can be quite a lonely position; because of the partnership, I had a trusted colleague at the end of the telephone who I could lean on, and vice versa. As a Headteacher, you’re responsible for the budget, and we’d often talk about budget challenges; recruiting and retaining teachers and the use of resources. The scales were diﬀerent, but the challenge of managing a budget eﬀectively in order to get the best possible outcomes for the children is the same.

PARTNERSHIPS ARE A LOGICAL FRAMEWORK FOR INCREASED OPPORTUNITIES.

For our teachers, it was particularly important that we created a system where our heads of subject meet with each other regularly. They work together at a very practical level, creating resources to support the GCSE speciﬁcation, and sharing moderation in joint grading activities. Recent joint training has been to explore Artiﬁcial Intelligence together, and to estimate its possibilities as more resources become available.”

IT’S ENRICHING FOR CHILDREN FROM ALL BACKGROUNDS TO EXPERIENCE DIVERSITY.

The mutual beneﬁts of the cross-sector partnership are widely recognised across the two school communities, with all stakeholders upholding the value of the relationship. Damian illustrates the wider view:

“I’ve been to fundraising events at Benenden as a Council member, and I feel humbled by how often The John Wallis Academy is mentioned, and how often the importance of the partnership is reiterated. It’s a really important message that Benenden gives out – they have a social impact beyond the school; they’re doing more than just teaching the girls,

they’re making a diﬀerence to children beyond the Benenden school gates. From a John Wallis point of view, our parents appreciate hugely the opportunities that the partnership facilitates. We’re always talking to our academy students about being ready to embrace any opportunity that comes your way.”

CO-CURRICULAR AND ENRICHMENT OPPORTUNITIES

The co-curricular and enrichment opportunities oﬀered by independent schools are extraordinary – but in fact a cross-sector partnership can elevate these experiences even further.

Damian extolls the virtues of running Combined Cadet Force (CCF) companies in both Benenden School and The John Wallis Academy, where students work alongside each other on parades, camps and other adventures. It’s a healthy team, where social diﬀerences are secondary to shared experiences. A highlight of the CCF year is the annual Black Tie Dinner, attended by cadets from both companies. Damian describes this special event: “When the John Wallis students walk into Benendon for the Black Tie Dinner, they grow an extra inch, their shoulders come back, they feel like they belong.”

CROSS-SECTOR MENTORING

Peer-to-peer mentoring, with Benenden School Sixth Formers oﬀering support to The John Wallis Academy GCSE students, proves to be of special value to everyone involved. Damian outlines some of the beneﬁts of this aspect of the partnership:

“Peer-to-peer mentoring is really powerful and close friendships often develop. It’s a really healthy programme which feeds into student well-being. It’s enriching for children from all backgrounds to experience diversity. It’s great when a 16-year-old from John Wallis recognises that a 16-year-old from Benenden shares many of the same emotions as they go through similar stages of their lives. Everyone’s eyes are opened that little bit more to the world around them, and this gives everyone the conﬁdence to consider getting involved in things outside of their own experience. Our role as educators is more than just giving young people the skills they need to pass a test; you want to open their eyes to diﬀerent experiences and show them things that they may not have come across before.”

CROSS-SECTOR OR CO-SECTOR PARTNERSHIPS?

Although The John Wallis Academy is a stand-alone school, multi-academy trusts (MATs) consist of as F

many as 50+ schools offering primary, secondary and Sixth Form provision. Economies of scale, shared resources, joint training – in fact, many of the benefits that The John Wallis Academy enjoys through its partnership with Benenden School – are part of the MAT DNA. So what, in particular, makes a cross-sector partnership different to a co-sector partnership within a MAT?

Damian explains: “When I was working for Ark Schools as a Regional Director, part of my role was to pull our headteachers together, make sure that they were talking to each other and sharing best practice. I’ve seen that work really well. But a cross-sector partnership provides something really powerful for the students themselves. They are able to see themselves in different settings and situations.”

EXCITING IDEAS IN CHALLENGING TIMES

As the changes to VAT and business rates come into play in January 2025, many independent schools are going to have to make cuts. Might some schools choose to place limits on partnership work? Damian’s description of the benefits to Benenden of the John Wallis partnership indicate that cutting back in this area would be to the detriment of the independent student and staff experience. And the financial implications of the shared experiences that Damian describes are minimal, whilst the social and academic implications are maximal. Damian is very clear: “Why would an independent school move away from something that’s clearly so beneficial to itself? I don’t hear that argument. Or at least, I hear the argument but I don’t understand it.”

Conversely, then, might independent schools actually see partnerships as an area for growth, something that stakeholders value as an integral part of an independent education? Damian’s response to this question is very positive: “Yes. I think all independent schools have the opportunity to work closely with the maintained sector. We’re all looking at how you teach children, how you transmit knowledge and lots of issues that we’re facing are the same. Closer networking brings benefits for everyone. Partnerships are a logical framework for increased opportunities.”

It’s perhaps no surprise that at the end of this conversation Damian points us towards future investment in partnerships by Benenden School. Wearing his Principal’s hat, Damian explains: “There’s work I’m already doing around growth as a Single Academy Trust. I don’t think the current model where some schools are in trusts and others aren’t is sustainable. We have been exploring a concept of taking the model that’s been so successful here and growing that. We’d work with our sponsors, we’d work with Benenden; we’ve been talking about what our model would look like on a different scale. If we grow as a trust, then our sponsors grow with us.” ■

ZOE MACDOUGALL is an educational commentator with extensive teaching experience in the independent and maintained sectors.

FINANCIAL VISIBILITY AND UNDERSTANDING

BUILDING FORWARD-LOOKING MATS

Will

Jordan gives the lowdown on the first-of-its-kind MAT Finance Sector Insight Report, which compiles budget forecasts from over 260 trusts across the UK for the 2024-25 to 2026-27 financial years.

In a rapidly evolving educational landscape, and in a period where challenging economic conditions imposed on Multi-Academy Trusts (MATs) have led to tough decisions, effective financial management is more crucial than ever. However, as the trust sector matures, we need to provide further innovative solutions that will help build even greater financial visibility and understanding.

But what has been missing until now is access to forward-looking data at a MAT level.

THE 2024 REPORT

The MAT Finance Sector Insights Report 2024 compiles future budget forecasts from 267 trusts and is the only forwardlooking analysis of trust finances to cover the three-year period from 2024-25 to 2026-27. The data sample represents more than 3,000 schools, offering an insightful snapshot of the financial trajectory of the academy trust sector.

Our findings are based on data from trusts which met the pre-requisite requirements for our own IMP MAT Finance Benchmarking Reports. The purpose of these personalised reports is to give our customers a clear understanding of where their trust stands compared to similar MATs in the sector. By analysing

key financial metrics, we aim to equip MATs with insights that reveal strengths, uncover opportunities for improvement, and support their strategic planning.

In the report we present summary analysis of revenue reserves for the sector as a whole and the diverging picture of primary-majority and secondary-majority trusts. We also consider the teacher pay award and associated grant funding, the relationship between deprivation levels and financial sustainability, and evaluate how trusts that are forecasting surplus and deficit budgets compare.

SO, WHAT DID WE FIND?

Trusts expect reserves to drop – and it’s worse for primary-only MATs

According to the Education and Skills Funding Agency (ESFA), reserves below 5% of a trust's income can be a sign of financial instability, leaving such trusts vulnerable to unforeseen challenges.

The report paints a worrying picture, especially for trusts that serve predominantly primary schools. Here, nearly 40% of MATs expect their revenue reserves to dip below the 5% safety margin by the end of 2026. This is a clear indicator that many primary-majority trusts foresee rising costs outpacing income growth, leading to budget deficits.

On the other hand, MATs with a majority of secondary schools expect to fare somewhat better. Fewer than 15% of these trusts are predicted to experience a similar dip in reserves over the same period, suggesting secondary trusts might have more room to absorb rising costs.

Diﬃcult decisions on staﬃng are inevitable

Among primary-majority MATs, a nearly 5% reduction in teacher numbers is predicted, along with almost 6% fewer teaching assistants (TAs) by 2027. For a trust serving ten primary schools, this could equate to a loss of six teachers and six teaching assistants; these are signiﬁcant cuts that could impact class sizes and the level of support for pupils with additional needs.

Secondary-majority MATs, while still anticipating staﬀ reductions, are projecting smaller cuts of around 1% in teacher numbers and nearly 2% in TAs. While reductions are less dramatic, they still highlight the strain that trusts are under to balance rising costs with declining reserves.

A key factor driving these cuts is the projected 17% increase in teacher costs over the next three years. With the average cost of a teacher rising from just under £60,000 in 2022-23 to over £70,000 by 2026-27, many MATs will find themselves making painful decisions about staff levels just to stay afloat financially.

Declining pupil numbers and ﬁnancial pressures

For primary-majority MATs, a forecast 2% decline in pupil numbers by 2026-27 adds further ﬁnancial pressure. The national trend of falling birth rates is likely to be contributing to this decrease in student enrolment, with less pupils leading to less funding of course. This compounds the need for staﬀ reductions as trusts attempt to balance their budgets.

Secondary-majority trusts, however, are expecting a 3% increase in pupil numbers, which could help oﬀset some of the ﬁnancial challenges. However, even these

trusts are not immune to cost-cutting measures, as the overall ﬁnancial outlook remains precarious.

The cuts to primary teaching staﬀ are more than double the projected drop in pupil numbers, and secondaries are still projecting staﬀ cuts, even though their pupil numbers are growing, suggesting that MATs are having to make deep cuts for reasons beyond just declining enrolment.

THE DATA SAMPLE REPRESENTS MORE THAN 3,000 SCHOOLS, OFFERING AN … INSIGHTFUL SNAPSHOT OF THE FINANCIAL TRAJECTORY OF THE ACADEMY TRUST SECTOR.

The impact of the Core Schools Budget Grant

On a more positive note, the Government’s announcement of the CSBG in July 2024, designed to help cover a 5.5% increase in teachers' pay, has provided some relief for MATs.

Before this announcement, more than 60% of trusts forecast that their reserves would dip below the 5% threshold. After the increased CSBG was factored in, this number dropped to 37%, indicating the funding boost has helped prevent some of the worst-case scenarios for many trusts.

However, despite this ﬁnancial lifeline, earlier knowledge of the funding increase could have spared trusts from making tough decisions, such as cutting staﬀ or trimming services that are essential for maintaining quality education.

THE ROAD AHEAD: HOW CAN TRUSTS NAVIGATE THESE CHALLENGES?

In the report, Leora Cruddas CBE, Chief Executive of the Confederation of School Trusts (CST) which supported this work, acknowledges the worrying forecasts but also sees opportunities.

“We know the funding landscape is challenging and balancing the books is a never-ending task, but this report equips us for the ﬁrst time with a trustspeciﬁc view of the sector, the scale of the challenge and how together we can tackle it head on,” she says.

While the ﬁnancial future of MATs remains uncertain, the report underlines the importance of strategic planning, collaboration and eﬀective resource allocation to weather the storm. It also highlights the need for ongoing dialogue F

...AS THE OVERALL FINANCIAL OUTLOOK REMAINS PRECARIOUS.

between trusts and government to ensure funding keeps pace with rising costs to safeguard quality education.

Overall, the MAT Finance Sector Insights Report 2024 provides a unique window into the future financial health of the sector and the budgetary decisions that trusts are planning to implement to safeguard teaching and learning over the next three years.

In the examination of MATs’ three-year budget cycles outlined in our sectionby-section findings, the critical human factor that drives the success of a trust must not be overlooked. The creativity and resilience of the people who work in this sector – and their unwavering commitment to deliver the best outcomes for children in the face of political, financial and educational pressures – is both vital and commendable.

The financial situation MATs have forecast in the next three years is a wakeup call for an overhaul of school funding to better reflect the reality they face. Delivering a great education is about more than budgets and spreadsheets. But the financial decisions which trusts want to make are those which give children a better chance to meet that teacher who encourages them to aim high and achieve. The clock is ticking… ■

KEY TAKEAWAYS

• Funding must keep pace with rising costs and cover the additional expense required to ensure all pupils get the help they need. Without this, difficult decisions will be inevitable as revenue reserves are stretched.

• Sadly, painful cuts to education staff will be essential to plug financial gaps. Decisions on staff cuts will need to strike the delicate balance between optimal teacher levels and future financial sustainability, without sacrificing the quality of education or a school’s ability to provide additional support to the children who need it.

• The percentage cuts to primary teaching staff are more than double the projected drop in pupil numbers expected over the next three years, while secondary schools are reducing staff despite student numbers increasing. This strongly suggests that reductions in teaching staff are being considered to address wider financial challenges within these trusts.

• It is worth noting that while trusts with mostly primary schools are forecasting pupil numbers to fall in line with DfE projections, secondary majority trusts in the sample are forecasting growth that is higher than the national pupil projections; consequently, they will need to put contingency plans in place to mitigate any unexpected financial shocks if pupil numbers and the resulting funding fall short of their growth forecasts.

• It is clear that without the additional funding from the CSBG, the budget forecasts in our report could have been significantly more challenging. This underscores the need to maintain funding at levels that will continue to ease the financial pressures facing trusts and schools in the future.

WILL JORDAN is Co-Founder and CEO at IMP Software, which builds software specifically for MATS that transforms how they manage their budgets.

• The report underlines the outstanding work that goes into balancing the books in a MAT, particularly in challenging financial times. The CSBG announcement represented a stay of execution for the sector. However, knowing the level of this funding much earlier would have enabled trusts to avoid difficult decisions which can have a major impact in the classroom and on morale across a school.

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LOCALISM AND ACADEMY TRUSTS

WHAT’S IT ALL ABOUT?

Andrew Thraves believes that it is important for academy leaders to engage with their local stakeholders so that they harness the right people and embed their schools in the local community.

Alot is talked about multi-academy trusts and their important role in driving ‘localism’. However, localism can mean different things to different people.

ANDREW THRAVES is a Trustee of Lift Schools, Chair of Big Education Trust and a Non-Executive Director of the Confederation of School Trusts.

Some parts of this article originally appeared as a blog published by Anderson Quigley, the leading recruitment company for MATs.

National education associations which promote good governance feel that high-performing local governing bodies form the vital bridge between the trust board and its schools. The Confederation of School Trusts (CST) goes further, with the view that MATs are ‘anchor institutions’ with a wider civic responsibility to create strong, stable schools that work in tandem with other local services to serve their communities, not only now but also for generations to come.

COMMUNITY ENGAGEMENT

Central to the concept of localism is this idea of community engagement. Trusts that embrace localism actively involve parents, teachers, students and other stakeholders in decision-making processes. By seeking input and feedback from the local community, MATs ensure that their initiatives and policies are relevant and reflective of the aspirations and values of their young people.

Localism also empowers school leaders to respond more closely and creatively to the real needs of their pupils on the ground. Making the most of their local knowledge, MATs can harness the right people from their local communities with the influence and power to make things happen.

NATIONAL MATS

And even though most multi-academy trusts might still be small and consist of schools located more or less in the same area, localism is also very relevant to the large, national MATs too. This is where the importance of a trust’s mission or ‘philosophy’ comes in.

For MATs with many schools located all over the country, its philosophy, clearly and widely understood by all stakeholders, is very important. It acts as the ‘glue’ that provides a common mission for all schools in the trust. At the same time, the glue should be flexible enough to allow the school to take its own view on how to interpret and implement the mission for its local area, according to the needs of the community.

THE PANDEMIC

I spend a lot of time talking to the senior executives of MATs, as well as visiting schools. It's noticeable that something has changed over the past few years when it comes to the relationship schools have with the local community. During the pandemic, pupil, parental and community engagement reached very high levels, partly out of necessity of course. Whether planned or not, schools became even more of a trusted source of information and support and began to take on a new place and role at the centre of the community. Some schools went even further and began providing services that might usually have been expected to be delivered by local social services.

Subsequently, in our post-pandemic education system, what’s clear is that there is significant variation regarding what schools now feel their role should be. Many academies I’ve talked to recently are continuing with what they see as their ‘civic duty’, continuing to provide services themselves, for example food banks, or parental support classes.

Other schools are very unsure of their role in stepping into the shoes usually ﬁlled by social services, and question whether they have the right skills to do that, let alone the time to do it.

FORWARD-LOOKING STRATEGIES

What we might begin to see over this next period of time is MATs reflecting more widely and deeply on what localism means for them as they develop their forward-looking strategies and create their own definitions accordingly. Their plans may also need to consider evolving education policy initiatives. The new government is likely to create a whole new set of social initiatives which it is felt are necessary to tackle the key barriers to learning. These will only become properly embedded if schools, trusts and the community at large work even more effectively together on their successful implementation.

In such an event, trusts and schools will need to begin to undertake signiﬁcant reviews of their requirements when it comes to continuing professional development, recruitment and retention. They will need to ensure that they have the right mix of skill sets moving forward.

Whichever way you look at it, the role of MATs and their schools will become increasingly important, when it comes to serving their local communities. But one thing’s for sure: the deﬁnition of ‘localism’, what it means for the community, and how trusts deliver it, will continue to evolve. ■

MATS ARE ‘ANCHOR INSTITUTIONS’ WITH A WIDER CIVIC RESPONSIBILITY TO CREATE STRONG, STABLE SCHOOLS.

CASE STUDY: LOCALISM AND BIG EDUCATION TRUST

The Big Education Trust is a small MAT of three schools in London and consists of School 21, School 360 and Surrey Square school.

The Trust is dedicated to reimagining education through the delivery of a curriculum that emphasises the development of the whole child, integrating academic study with social, emotional and life skills. Big Education’s mission is to deliver education with a focus on the ‘heart, head and hand’. This also means creating close links with local communities. One of these initiatives is the Old Kent Road Family Zone (OKRFZ) which is supported by Surrey Square school. It’s a communitydriven project designed to help children and families in one of London’s most underserved areas. Surrey Square won Primary School of the Year 2024 in the Pearson National Teaching Awards.

OKRFZ focuses on breaking the cycle of poverty and educational under-achievement by providing tailored support to families in the local area. The initiative oﬀers a range of services, including early years support, parenting classes, mental health resources, and workshops that promote literacy and numeracy. These services are designed to empower parents to take an active role in their children's

education and development, thereby fostering a supportive home environment conducive to learning. The initiative also provides after-school activities and holiday clubs, which oﬀer young people a safe and enriching environment to learn and grow. This holistic approach ensures that pupils can achieve their full potential – evidenced by the number of pupils being ‘on track’ jumping from around 26% when they start in the nursery to around 85% by the end of their time at the school. Another initiative is School 360’s Community Panel that connects the school with its immediate community. The panel consists of school staﬀ, parents, local residents and representatives from local businesses and social enterprises, charities and community and religious leaders. Meeting regularly, the panel shares stories and experiences, feedback on school policies, contributes ideas for community-based projects and helps organise events that strengthen ties between the school and its neighbourhood. By focusing on the whole family, the Big Education Trust not only supports children's academic success but also enhances the overall wellbeing of the community, creating a more equitable and supportive environment for all.

FLEXIBLE WORKING AND THE RIGHT TO SWITCH OFF H1111HHH

AN UPDATE

Louise Brenlund updates readers on the latest changes to the flexible working rules and looks ahead to a possible new right for employees to ‘switch off’.

The new ﬂexible working rules introduced by the Employment Relations (Flexible Working) Act 2023 came into eﬀect from 6th April 2024. As a reminder, the current position is that:

• from day one employees can request to work ﬂexibly; employees no longer need to have a period of 26 weeks' continuous service to make a ﬂexible working request

• employees can make two ﬂexible working requests in any 12-month period

• employers must respond to requests within two months, unless an extension is agreed

FLEXIBLE WORKING: A BROAD TERM

Flexible working is a broad term that describes any working arrangement that meets both the needs of the employee and employer regarding when, where and how an employee works. This can include but is not limited to:

• part-time working

• homeworking

• hybrid working

• ﬂexitime

• job sharing

• compressed hours

• annualised hours

• ter-toe working

• team-based rostering.

• employers must deal with requests in a reasonable manner

• employers must consult with employees before rejecting a request

• an employee is no longer required to set out the impact of the request on their role and/or others.

It should be remembered that this only remains a right to ‘request’ and requests can be refused on one or more of eight speciﬁc grounds set out in legislation.

CODE OF PRACTICE

The scheme is supported by a statutory Code of Practice issued by ACAS, Code of Practice on requests for ﬂexible working. This addresses how employers should deal with requests under the law and outlines good practice in handling requests in a reasonable manner. When deciding complaints brought under the statutory scheme, tribunals must take the Code into account where relevant.

It is therefore essential that any senior leaders, trustees, governors and staﬀ dealing with ﬂexible working requests and/or involved in developing policies are familiar with the law and this Code as well as legal duties under the Equality Act 2010.

CONSIDERATION

Schools may decide to agree arrangements informally, but the statutory procedure and Code must be followed where an employee makes a statutory request.

CLEAR EXPECTATIONS

The April changes are likely to place further pressure on the school recruitment process, with employers and employees both needing to be very clear from the outset what their expectations are. The applicant will need to explain what they want and the school will need to conﬁrm whether or not that is likely to be compatible with the role.

If the nature of the role does not allow for ﬂexible working, the onus will be on schools to make this known. This could result in opportunities for indirect discrimination claims to be brought, or for a greater gender pay gap to arise, so schools will need to monitor any trends carefully and be able to justify why certain roles cannot be carried out in a ﬂexible manner.

It is unwise for schools to reject ﬂexible working without consideration. Some schools may consider having two job F

OF ADAPTING WAYS OF WORKING AND POSSIBLE ALTERNATIVES SHOULD BE ON THE AGENDA FOR ALL SCHOOLS.

shares to be costly but, if successful, experienced employees may be retained, reducing overall recruitment and induction costs. There are also often concerns about pupil attainment and impact on pupils; however, there is little evidence to support this provided that the flexible working is fully supported by the school, including time for handovers and continuity in other staff.

The Department for Education has produced non-statutory guidance to assist schools and multi-academy trusts in developing and implementing policies and to support employees.

BENEFITS

Whilst flexible working can be difficult, there is growing evidence of schools successfully introducing flexible working arrangements. An example is the United Learning group with over 80 primary and secondary schools across the UK, including a number of independent schools, who since 2021 have designed and implemented innovative flexible working solutions. There are many benefits for schools that have implemented flexible working, with those which have done so reporting the following:

• combining work in a school with professional development or study.

FUTURE DEVELOPMENTS? Four-day-week

The Government has recently denied plans to impose a right for full time workers to work a four-day working week unless ‘not reasonably feasible’. This can of course already be made as a request under current flexible working legislation. Therefore, even if imposed, assuming the right remains only to ‘request’ rather than to ‘demand’, it would mean nothing new.

The Government has indicated that any changes to employment legislation will be consulted on, working in partnership with business. A four-dayworking week has already been embraced in countries such as Australia and Belgium. In recent UK trials, 89% of a pilot group made a permanent switch. It will be interesting to watch how this develops in the UK and the possible impact on the education sector.

Right to switch off

• retaining experienced staff

• recruiting from a broader pool of teachers

• promoting wellbeing

• improving work-life balance. It can also help to ensure that teaching as a career suits employees at different stages of life, such as those:

• with caring responsibilities

• planning a phased retirement

• returning from a career break

Labour has pledged to give employees the right to switch off. Aiming to prevent the unintended blurring of boundaries between work and home life, particularly given that many employees are now working from home.

Employers are already obliged to provide a safe and healthy working environment which is free from excessive stress. Failing to meet these requirements could expose employers to claims of unfair constructive dismissal if an employee resigns due to a breach of trust and confidence. There is currently no specific law giving the right to switch off but employees retain a human right to privacy. Many businesses already have policies in place that limit and address out of work contact.

With changes driven by the rise in flexible working following the pandemic, many countries have already successfully implemented this right. In Belgium, the rule applies to companies with 20 or more employees, it is believed that the UK Government is considering an exemption for smaller firms. It is understood the Government is exploring different approaches for different types of business which could include industry-specific or role-specific-exceptions.

In Portugal, from 2021 there have been strict regulations prohibiting employers from contacting workers by phone, message or email outside of shift hours, except in exceptional circumstances. It is suggested that this right will be contractual so breach may lead to compensation awards.

Following introduction of the Employment Rights Bill on 10th October 2024, it has been indicated that these proposals will be taken forward via a new statutory Code of Practice, yet to be published.

What seems clear is that if the education sector is unable to adapt to the continuing flexible working changes, this may simply compound the existing issues with retention and attraction into the industry of staff. Consideration of adapting ways of working and possible alternatives should be on the agenda for all schools. ■

LOUISE BRENLUND is a Partner and Head of Employment at Warners Solicitors. If you are looking for advice, support or training on flexible working, contact Louise on 01732 375325. Her email is l.brenlund@warners.law.

ASK THE RECRUITER

HOW CAN INTERIM MANAGERS ADD VALUE TO YOUR TRUST?

We have had a number of questions around the use of interim managers posed to Anderson Quigley (AQ), our executive talent partners, for this edition’s Ask the Recruiter feature. Paul Horgan, who specialises in interim recruitment at AQ, shares some of his insights and expertise to answer readers’ queries.

WHAT IS AN INTERIM SCHOOL LEADER (MANAGER)?

An interim school leader is someone who is brought in for a short to medium-term ﬁxed period to complete a designated piece of work. This tends to range from a school term up to an entire academic year in length. The interim manager may provide support as an academic or in a professional services capacity. These include interim executive principals, principals, vice principals, assistant principals and business managers at academy level and interim directors of ﬁnance/HR/ estates/IT at trust level, along with interim education and regional directors and interim CEOs.

WHY WOULD YOU ENGAGE AN INTERIM MANAGER?

There are many reasons that a trust might engage an interim manager. One common need is to ﬁll a leadership gap, often due to a late resignation, until a permanent recruitment campaign gets completed.

INTERIMS BRING EXPERIENCE AND EXPERTISE TO CHALLENGING SITUATIONS.

In other situations, it could be a case of adding leadership capacity when a leadership team is depleted due to long-term sickness or when a new or inexperienced leadership team lacks particular skills. In worst case scenarios, a poor Ofsted inspection may result in a principal moving on and there is a need for an experienced and credible interim headteacher to come in, providing stability from the oﬀ.

WHAT VALUE WILL AN INTERIM MANAGER BRING TO YOUR TRUST?

First and foremost, interims bring experience and expertise to challenging situations. They ‘hit the ground running’ and need little time to bed in. They can add value from week one. They bring a totally objective viewpoint. They are not bound up with internal politics. Most are experienced strategic leaders and understand and appreciate the corporate demands of a trust environment.

IS AN INTERIM MANAGER THE SAME AS A CONSULTANT?

Interim managers diﬀer from consultants. Consultants advise, interims do. Interims are viewed as being part

of the leadership structure and there is generally more buy-in all round from the school community than there is with consultants.

ARE INTERIMS NOT TERRIBLY EXPENSIVE, WORKING ON EXORBITANT DAY RATES?

The truth is that many interims are now happy to work on ﬁxed-term contracts on salaries similar to their substantive counterparts. Others will work on competitive day rates via umbrella companies. The vast majority of interim roles are inside IR35, which academy interims appreciate, so you can feel conﬁdent that engagements are HMRC-friendly. Some may look for reasonable travel and accommodation expenses if working away from home.

DO I NEED TO ENGAGE INTERIM MANAGERS ON A FULL-TIME BASIS?

The simple answer is no. Many suitable candidates are career interims who have a portfolio of oﬀerings. Some prefer full-time positions, but many prefer to be part-time where they can bring often relevant experience and expertise to their interim roles from working in parallel as school improvement advisers and Ofsted Inspectors, etc.

IF I HAVE A SENIOR GAP, COULD I MAKE AN INTERIM APPOINTMENT FROM WITHIN MY

TRUST?

Yes, this is of course a way of ﬁlling an SLT gap and could prove to be a good leadership development opportunity. However, the availability of such candidates can sometimes be an issue when a particular skill is needed – and, even if there is such talent available within a trust, it can often be to the detriment of the home academy of the senior leader appointed to the interim role.

WHY DO PEOPLE CHOOSE TO BECOME INTERIM LEADERS? CAN THEY NOT SUSTAIN A SUBSTANTIVE POST?

Many of my interims have several substantive principal/vice principal roles behind them. They have superb track records. They have chosen interim work because they don’t want to commit to another five-year project and prefer the variety of going into different challenging environments where they can make a real difference in a relatively short period of time before moving on to their next assignment.

WHAT SUPPORT IS GIVEN TO AN INTERIM MANAGER?

Any interims appointed by Anderson Quigley are contacted on a regular basis, initially by phone. We check in at the beginning of the assignment (week one) to ensure that the interim is settling in okay, and we also check in with the client trust to confirm they are happy. We then keep in touch by phone and email, arranging to meet with the appointee either on site or for a coffee off site mid-way through their assignment. In parallel, we visit the trust leadership team.

At the end of the period of the appointment, we conduct an end of assignment review to learn how things have gone as well as seeking to understand how we could do better next time both from the interim and client’s perspective.

IS PROPER DUE DILIGENCE

COMPLETED ON INTERIM MANAGERS?

Yes. For those going on ﬁxed-term contracts, Anderson Quigley will carry out relevant reference checks as well as social media and right to work checks via Veriﬁle. For those on day rate engagements, we carry out all the relevant compliance and safeguarding checks that you would do as an employer. ■

CASE STUDY

PAUL HORGAN is a Partner at Anderson Quigley specialising in interim recruitment. If you’d like to discuss any of the points made above, have any further questions or require support with interim management, you can contact Paul by emailing paul.horgan@ andersonquigley. com.

Recently, Anderson Quigley had a MAT client which had just appointed a principal who needed support as they were facing many challenges in their ﬁrst headship in a demanding inner city school. The trust approached Paul to ﬁnd them someone to assist on an interim basis.

The brief was to source a candidate who could coach and support the new principal while also leading the academy from the front. This would free up the MAT’s central team leaders who were currently being pulled into supporting the particular academy at the expense of other, trust-wide matters.

From the delivery of the initial brief to appointing the interim took just two weeks.

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MANAGING TRUST ESTATES

A CLEAR POLICY ON CAPITAL FUNDING IS KEY

Rachel Barrett urges academy trusts to track and manage their reserves effectively in order to ensure that capital investment in their estates is undertaken in line with a clear plan which, should it be necessary, assists them to secure additional funding.

In our challenging ﬁnancial times, many academy trusts are concerned about funding and reserve levels. With reserves shrinking and funding streams unpredictable, the stakes have never been higher.

As a result, one of the primary concerns – and something that should be on every academy trust’s risk register – is the upkeep of estates. Risk registers should have a plan for all expected estate costs, as well as those inevitable unexpected costs. Not addressing and planning for the upkeep of estates is storing up trouble for the future.

So, when should academy trusts be making investments in their estates? How should they plan for this? And how can they prepare for the inevitable surprises that lie ahead?

IMPLEMENTING GOOD ESTATE MANAGEMENT

the importance and value of good estate management (1.19), and includes links to Good Estate Management for Schools (ﬁrst published in April 2018 and updated in April 2024) and the Estate Management Competency Framework (published and updated at the same time).

An understanding of good estate management is one of the most important things for trustees to possess when it comes to building investments, and this is backed up by the Academy Trust Handbook.

The Academy Trust Handbook places importance on the forward planning of capital projects and maintenance works, with the ﬁrst prominent reference to this in the 2023 edition. Here, it emphasises

In the updated version of the Handbook, the emphasis on good estate management was further reinforced, with an extension to the list of examples where a Notice to Improve (NtI) may be issued (6.16). It said: 'Examples of when a NtI may be issued on ﬁnancial management grounds include: "… trustees and the executive failing to manage their school estate and maintain it in a safe working condition strategically and eﬀectively".'

This makes it clear that not doing anything about estates is not an option for academy trusts. F

GOVERNMENT GUIDANCE ON CAPITAL FUNDING

'We expect bodies responsible for schools to manage their school estate strategically and maintain the estate in a safe working condition.'

MANAGING RESERVE LEVELS IS KEY

All academy trusts should have a reserves policy in place. What we’re talking about here is the combined total of unrestricted funds and the restricted income funds from unspent GAG plus other funds from sponsors or donors. A lot of trustees set their reserves policy at one month of normal expenditure.

The Department for Education (DfE) does not set a speciﬁc level of reserves, instead its guidance outlines what they consider to be low levels and high levels, so trustees need to consider what is appropriate for their own trust and the reason for holding that level of reserves. Low levels of reserves are considered to be 5% of income or less, and high levels are considered to be 20% of income or more. Whatever level trustees decide is appropriate, and the reason for this, trusts must include this information in the trustees’ report of their annual ﬁnancial statements.

estate and prioritise the maintenance and building works that need to be undertaken. This can then be used to build a budget for future spending on the estate. Without this, it will be impossible to understand just what funding is required and whether there are suﬃcient reserves available for this.

Larger trusts that are eligible for School Condition Allocation (SCA) funding will already be well-versed in planning ahead. These trusts generally have higher reserves and much more certainty over future capital funding, but when they do find a financial hole, knowing about it is the first step towards resolution. They will then have more scope to look at other spending and make adjustments accordingly. This is where longer-term planning comes in – it ensures that trusts are able to meet their future estate improvement and maintenance requirements.

This can be a much more challenging task for smaller trusts and single academy trusts. This is because funding is through the Government’s Condition Improvement

WITH RESERVES SHRINKING AND FUNDING STREAMS UNPREDICTABLE, THE STAKES HAVE NEVER BEEN HIGHER

LOW RESERVE LEVELS

The Kreston Benchmark Report 2024 states that 75% of trusts say their reserves will either reduce or run out entirely in the next three years. So how can academy trusts with low reserve levels adapt?

A good place for them to start is to ensure they have a management plan for the next two years, and a vision for both the next three- to ﬁve-year and ﬁve- to ten-year periods, as well as having a strategic review process in place. Although this applies to all academy trusts, whatever levels of reserves they have, it’s particularly important for those where reserves are limited because it allows for careful planning.

To do this, trustees will need to conduct an audit of the current

Fund (CIF) and there is often uncertainty around whether they will win a bid to undertake the work required.

The chances of a bid succeeding can be increased by:

• planning ahead

• being clear about priorities

• considering designating a proportion of reserves to contribute towards a capital project

• factoring in the cost of a CIF loan to enhance a bid.

But even after all of this, there have been some question marks over the competitive nature of funding, as seen from recent reports. This has resulted in what were originally thought to be secured bids, now coming under investigation.

75% OF TRUSTS SAY THEIR RESERVES WILL EITHER REDUCE OR RUN OUT ENTIRELY IN THE NEXT THREE YEARS.

On 10th December, the Competition and Markets Authority (CMA) launched an investigation under Chapter 1 of the Competition Act 1998 (CA98) into suspected anti-competitive conduct. This was in the form of bid-rigging in connection with the supply of rooﬁng and other construction services to schools eligible to apply for CIF funding.

However, aside from this, there will be academy trusts out there whose reserves are already in a position where they are unable to contribute to a project or emergency. So, what can be done in this case?

For these trusts, Urgent Capital Support funding is an option. Trusts which do not receive SCA are eligible for this, but it is only for very urgent issues, as the name suggests. This funding should not be the default position for managing an academy estate and, if a trust is at the point of applying for this funding, there could be some question marks over its oversight of estate management and ﬁnancial planning unless the application for funding relates to an issue that could not have been anticipated.

HIGH RESERVE LEVELS

The ﬁndings of the Kreston Benchmark Report 2024 reveal that all except primary trusts seem to be maintaining or increasing their reserve levels. Primary trusts are the exception to this because they are struggling with a combination of falling school rolls and less opportunity to be as agile as secondary education providers regarding staﬃng and general overheads.

These high reserve levels are likely to have come about from a combination of unexpected additional funding and, in some cases, the delaying of capital projects due to the uncertainty about future funding levels and salary increases. Added to this over recent months was the

possible change in government, which came to fruition in the summer.

We must also remember that there was a considerable amount of time throughout the COVID-19 pandemic where capital projects were put on hold, due to the scarcity of building supplies, rising material costs and the logistics of ﬁnishing projects on time and on budget. However, this didn’t mean that these projects don’t ultimately need to be undertaken.

We are now a couple of years beyond the pandemic which, in some cases, means more years of deterioration of the estate – so these projects may now need to get underway. So, although it may seem that reserves have grown, this is less likely to be due to ‘hoarding’ and more likely to indicate a delay in spending on necessary maintenance and upkeep.

PRIORITISE AND MAINTAIN A STRATEGIC PLAN

When we consider when and how academy trusts should be making investment in their estates, it very much boils down to prioritisation and having a strategic plan. This ensures that expected costs are understood and planned for, reducing the chance of the unexpected costs increasing.

Whatever level of reserves trusts have, not having a plan is not an option. Having a clear plan and being able to demonstrate that the trust has followed DfE guidance will put them in a much stronger position when speaking to the DfE should they ﬁnd themselves in a situation where funding is not suﬃcient for their needs.

NOT ADDRESSING AND PLANNING FOR THE UPKEEP OF ESTATES IS STORING UP TROUBLE FOR THE FUTURE.

One trend we are seeing more recently is that some trusts have started to move towards designating reserves, which shows that trustees are thinking about the future use of these funds. The Kreston Benchmark Report shows that 6% had designated funds as of 31 August 2023. If trusts are holding reserves of 20% or more because they have delayed capital projects or major maintenance work, they should consider designating these funds now.

For those trusts that do have high reserve levels, the task for the trustees is to familiarise themselves with the relevant guidance, complete an estates audit and start planning and setting aside the funds. This will help to ensure the best outcomes and that students continue to learn in a well-maintained, welcoming and safe environment.

Finally, trusts must ensure that all spending – including that on capital projects – is compliant with the regulatory framework. In particular, they should pay attention to the Procurement Act 2023, which is due to come into force on 24 February 2025. This will bring with it changes in procurement regulation and practices, which trusts should embed into their policies and procedures.

If you need additional support with estate management and ﬁnancial planning, qualiﬁed accountants and business advisers can help ease the pressure and ensure the best outcomes for your academy trust. ■

RACHEL BARRETT is Head of Academies at Duncan & Toplis. To ﬁnd out more about Duncan & Toplis and how they can support your academy trust, please visit duncantoplis.co.uk

HEAT DECARBONISATION ON A SHOESTRING

Nigel Aylwin-Foster explains the grants which are available to MATS wishing to pursue a heat decarbonisation plan.

Iwas recently asked to talk on this topic at a MAT CPD and networking session. Of course, it’s a trap: it can’t be done! Heat decarbonisation means replacing the school’s fossil fuel boilers with a lowcarbon alternative, and that’s going to be expensive. But, on the other hand, it must be done because trusts are required to achieve net-zero carbon, and heat decarbonisation is the core challenge in that task.

GRANTS

The good news is that there are now two grants speciﬁcally designed to cover most of the costs. Item one on a limited budget, therefore, is to ensure that a trust makes maximum use of these grants. Both grant schemes are run annually by Salix, for DESNZ. Both are competitive and require careful study.

TRUSTS ARE REQUIRED TO ACHIEVE NET-ZERO CARBON, AND HEAT DECARBONISATION IS THE CORE CHALLENGE IN THAT TASK.

The Low Carbon Skills Fund (LCSF) provides 100% cover for the consultancy support required to develop a school’s heat decarbonisation plan (HDP). This scheme now oﬀers a comprehensive, progressive syllabus for the development of the strategy, feasibility studies and detailed designs needed prior to undertaking the required capital works. But the LCSF is competitive and has hitherto been heavily oversubscribed. The current practice is that all compliant bids go into the hat and are then drawn at random until the total scheme budget has been allocated.

The Public Sector Decarbonisation Scheme (PSDS) funds the capital works, which is where the bulk of the outlay will be required. This is a relatively generous scheme but has an element of mandatory applicant contribution: currently a minimum of 12% of the project total but in practice likely to be more than that if a grant application is to be competitive. Compliant bids are graded according to their Grant Carbon Cost, which is a formula for determining the total reduction in greenhouse gas emissions achieved per £ of grant outlay over the life of the new systems being installed. The lower the Grant Carbon Cost, the more chance there is of a place in the queue for the available budget. But technical scrutiny of grant applications and intended project schemes is also exacting before a grant is conﬁrmed.

The LCSF runs in the spring and the PSDS in the autumn. Unsuccessful applicants can bid again in subsequent years.

THE GATEWAY

Securing the grant for the capital works is the ultimate goal, but a comprehensive HDP provides the key engineering and commercial foundation for a competitive PSDS bid.

Because the HDP is the gateway to the capital works, it may be worth a trust self-funding its highest-priority HDPs rather than relying on the LCSF. It will pay to invest time in finding a reliable ally who can not only develop a first-class HDP but also has a clear, detailed understanding of both grant regimes, and can guide

the trust through each application process accordingly. There is, of course, much that can be done through other means to reduce energy usage but access to the PSDS is critical. ■

NIGEL AYLWIN-FOSTER is the Business Development Director at ReEnergise. He focuses on the early analysis of school estates and has assessed scores of schools for their general suitability for conversion to lowcarbon technologies.

T: 07496 950531 E: nigel@reenergisegroup.com W: reenergisegroup.com

Above: Ground array at a major GSHP project at a listed site, funded by the PSDS.

IMMERSIVE LEARNING

HOW AI AND VR CAN OPEN A WORLD OF ENGAGEMENT

Julie Kapsalis and Somayyeh Clifton

describe the positive impact which immersive learning technology has had on students who have struggled to engage in other educational environments.

North East Surrey College of Technology (Nescot) has invested significantly in technology over the past two years – including a focus on Virtual Reality (VR) and Artificial Intelligence (AI). In 2024, the college opened new facilities as part of the Sussex & Surrey Institute of Technology – a collaboration with the universities of Chichester, Brighton and Sussex and Chichester College Group. Nescot’s delivery focuses on digital technologies with courses and apprenticeships from software development, cyber security, AI and networking to cloud computing and data handling. Employer partners in the venture include Gatwick Airport, Roche, NatWest and Wates. Nescot also utilised Local Skills Improvement Funds to open an i-immersive learning suite, igloo and vehicle simulators. These facilities are having a huge impact on teaching and learning across the college, which supports over 6,000 learners each year – from entry level through to a Master's degree.

EXCEPTIONAL ENGAGEMENT

This investment is transforming learning and access to learning for those who find more traditional approaches difficult. Sessions utilising these technologies are seeing attendance increase alongside exceptional engagement, behaviour and widening participation. Whilst it is too early to monitor impact on achievement, indications are that the facilities are driving ambition and innovation. Students have fed back that the immersive classrooms feel like a safe and controlled environment for learning where they can take calculated risks and challenge themselves more freely. Ed platforms with AI embedded tools such as Practice Sets in Google Classroom and Nearpod provide instant feedback to students as well as teachers. Students are able to see the F

THESE FACILITIES ARE HAVING A HUGE IMPACT ON TEACHING AND LEARNING ACROSS THE COLLEGE…

answer and relevant resources whilst teaching staff are able to instantly identify the gaps in learners' knowledge and adapt their teaching accordingly. Learners have reported that they value more personalised learning and that this is resulting in greater engagement which in turn is ensuring they have futureready skills such as critical thinking, problem-solving, creativity, collaboration and emotional intelligence, which are crucial for success in the digital age.

Our 14-16 students have been pioneers in using the spaces. There is a small provision at the college for Years 10 and 11 where we offer an alternative to school. Recently, these students have been able to immerse in different cultures by taking virtual tours ‘in’ the 360-degree content.

IMMERSIVE SPACE

Curriculum Co-ordinator, Genevieve shared: “The immersive room provides a unique and engaging way for students to learn about different topics such as religious studies. It creates a feeling of actually being present at the pilgrimage sites, enhancing the students' understanding and connection to the subject matter. The immersive experience evokes emotional responses from the students, such as the feeling of being part of the crowds or the sensation of flying over a site, offering an engaging and novel learning experience.”

Nescot’s plumbing department have been champions for using VR and AI to enhance teaching and learning through visualising in a different space and environment. Immersive technology is providing their students with a space where they can see how different systems are connected in a house or commercial space, identify complex faults, take different units apart without fear of making mistakes and price up a specific system through direct access to the supplier's site for each specific part. This enables a sense of curiosity to have no visual boundaries and builds confidence. It also encourages constructive peer challenge, support, self-reflection and review.

Plumbing lecturer Dan shared: “The immersive space is revolutionising the way students learn at Nescot, by creating engaging and interactive experiences. This heightened engagement leads to improved focus and motivation within sessions. By being able to simulate real-world scenarios, immersive tech allows students to grasp complex concepts more easily. For example, our plumbing students could experience driving a van and using the digger to lay main water pipes. Immersive technology prepares students for the future by equipping them with the skills needed for the digital age.”

STUDENTS HAVE FED BACK THAT THE IMMERSIVE CLASSROOMS FEEL LIKE A SAFE AND CONTROLLED ENVIRONMENT …

THE ART OF THE POSSIBLE

Key to the success has been investing in two specialist e-learning facilitators. They have been instrumental in training staff, developing our own content using a 360-degree camera and providing technical support. But above all, they have become our champions, seeing the art of the possible and opening a world of learning to some of our learners who were at risk of disengaging or who had joined us having struggled with more traditional learning environments. We are seeing this in our new programme in Construction Skills for Highways, where we work in partnership with Ringway. The students studying at Level 1 and Entry level are able to develop their skills driving excavators and diggers on our VR simulators – before they are even old enough to drive a car! Our student, Keymar, shared: “Immersive spaces and their technology has made me feel confident in many ways. The hands-on experience with the simulators has made it possible to get a feel for the machinery, get lots of practice and not to be afraid of using them when working on the actual site.” ■

is Principal and CEO and SOMAYYEH

is the Head of Quality Improvement and Innovation at North East Surrey College of Technology (Nescot) in Surrey. Nescot supports around 6,000 learners each year and has recently opened a new Institute of Technology to focus on digital skills.

JULIE KAPSALIS

CLIFTON

CHARACTER EDUCATION BUILDING A SENSE OF BELONGING

Simon Hart argues that it is only by supporting positive character development that schools can equip students to have happy, healthy lives where kindness matters.

At Springwest, we have developed a Character Education based on Aristotle’s belief that Eudaimonia, a state of serene and permanent happiness, is the purpose of life. We have created a ‘Culture of Kindness’ and have built a sense of belonging where students and staff can flourish.

OUR CHARACTER EDUCATION JOURNEY

In February 2024, we received the School of Character Quality Mark from the Association for Character Education in recognition of our dedication and

commitment to character education. The assessor commented that ‘character runs through Springwest like the centre of a stick of rock’, highlighting that character education underpins all aspects of our school life.

We chose to prioritise character alongside academic development because we recognise that good character is fundamental to living a full and happy life. We also wanted to inspire our students to be intrinsically motivated to act virtuously and to engage in and reflect on their moral growth.

HOW DID WE START?

We embarked on our journey to become a school of character with a vision and a framework. Our vision is the Martin Luther King Jr. quote ‘Intelligence plus character – that is the goal of true education’. The character framework we chose was from the Jubilee Centre which takes an Neo-Aristotelian approach to character development. The framework outlines four virtue types: Intellectual Virtues, Civic Virtues, Moral Virtues and Performance Virtues, all of which are needed to become a virtuous person. A further helpful distinction provided by the framework is between Character Taught, Character Sought and Character Caught. In order to successfully implement character development, all three of these opportunities must be provided for students.

‘INTELLIGENCE

PLUS CHARACTER –

THAT IS THE GOAL OF

TRUE EDUCATION.’

MARTIN LUTHER KING JR

CHARACTER TAUGHT

Our Character Curriculum Students in Years 7-9 have Character lessons over the year. Half of these lessons are dedicated to theory where students learn about the virtues and virtuous behaviour through lots of discussion around moral dilemmas. They are also introduced to key ideas and thinkers in philosophy and ethics, such as Aristotle, Plato, Kant and Utilitarianism. The other half of the Character Curriculum involves students undertaking group projects. In Year 7, students design and market a board game which promotes virtuous behaviour and in Year 8, students design a product that would change the world and then consider how they can best spend £1 to help others. In Year 9, students connect with a local charity through First Give.

Character Days Students have three off-timetable days over the year which we call 'Character Days'. During these days, KS3 students participate in activities which help them develop the four different virtue groups. Our Year 7 students especially enjoy developing their Performance Virtues by learning circus skills and performing in a circus tent that is pitched on our school field by Circus Sensible. Students have also undertaken many rewarding activities with Timegivers to develop their Moral and Civic Virtues such as designing handkerchiefs for a local homeless shelter and planting trees.

Assemblies Our assemblies usually begin with our Character Framework and teachers discuss which virtues their topic embraces. Our Heads of Year deliver assemblies throughout the year which focus on virtue development and case study students who have shown virtuous behaviour in relation to the four virtue groups.

Rewards Our rewards system is based on the four virtue groups, which provides teachers and students with a shared

language. When students accumulate points they are awarded with badges for that virtue group. These points also count towards their house totals. Our annual ‘Celebration of Success’ evening also recognises students that have demonstrated excellent Civic, Moral, Performance or Intellectual Virtues. Furthermore, every term SLT walks around school giving out vouchers and prizes as part of ‘Kindness Matters’, which recognises students who have been nominated by teachers for always being kind.

CHARACTER SOUGHT

Co-curricular Clubs and House Events

At Springwest, we have over 40 cocurricular clubs and activities that students can take part in. On the timetable, we make it clear which clubs link to which virtues. We also have house events every few weeks with optional participation.

Reflection Weeks At the end of each term, we have a ‘Reflection Week’. During this week, students complete their ‘Character Portfolio’ in order to reflect on their character development and to set themselves targets for the next half term. This includes a reflection on their participation in co-curricular activities. We also ask students and staff to write gratitude slips for at least three people, two at school and one at home, during this week.

Springwest Baccalaureate

In September, we were accredited by the National Baccalaureate Trust to run the Springwest Academy Baccalaureate. We have a KS3 SpringBacc for Years 8-9 and KS4 for Years 10-11. One of the three strands is character development and students are using the platform UniFrog to record all of the activities they are undertaking to develop their characters.

Student Leadership At Springwest, we provide students with many F

leadership opportunities. Our Year 11 students are able to apply to become student leaders including prefects and head students. As part of the application process, they need to provide a character reference and staﬀ are encouraged to reﬂect on the Springwest virtues when writing these. We also have Anti-bullying Ambassadors, Sports Leaders, Creative Arts Leaders, an Eco-Committee and a Student Council. In order to improve our students’ leadership skills, this year we launched ‘Leadership Academy’ which is open to all students and run by SLT.

Civic Virtues Our recent whole school charity campaigns have been collections

for Little Village and Feltham Foodbank. As part of our Year 9 Character curriculum, students take part in First Give. Although they complete some of the project in timetabled lessons, they are encouraged to reach out to local charities and fundraise in their own time. KS3 students can also join our Bite Back Club, a youth activist movement.

CHARACTER CAUGHT

Teachers as role models In order for Character to be ‘caught’ by students, our teachers consistently model the positive behaviours that we expect students to develop. We have regular

character CPD for staﬀ throughout the year.

Staff culture At Springwest, we have created a ‘Culture of Kindness’ amongst staff, promoting the moral virtues of forgiveness and gratitude. Two of our staff mottos are ‘no blame culture’ and ‘we teach as one’. We have a ‘Gratitude Journal’ where staff can publicly thank each other; staff briefing starts with thank yous and we encourage random acts of kindness. In order for students to flourish, staff need to be able to flourish too.

Displays We have displays around school which deﬁne our Springwest Virtues and give examples to students of how they can develop that particular virtue.

A HUGE IMPACT

Prioritising character has had a huge impact on our school. Our culture, behaviour and outcomes have all improved, as evidenced by our results, behaviour data and feedback from staﬀ, families and students. Our admissions have grown as our reputation for being a ‘School of Character’ spreads. Our students want to engage in virtue development: from joining co-curricular clubs, attending non-compulsory sessions like Leadership Academy before school, speaking about and modelling our ‘culture of kindness’ to regularly litter-picking at lunchtime. We will continue to work with our school community to develop and enhance our provision.

Aristotle believed that the purpose of life is Eudaimonia, a state of serene and permanent happiness. As educators, I believe we have the immense privilege to prepare young people for life and if we develop their characters and aim for phronesis, practical wisdom, then we can help them have happy, healthy lives where kindness matters. ■

SIMON HART has been the Principal at Springwest Academy, a school of character, since September 2020.