When I started teaching, I applied for a position at an academy. After looking around and talking to some of the staff and students, I was won over and, when I started there as an NQT, I had no regrets. However, it’s disconcerting to think back to all of the warnings I was given by colleagues in my placement schools, on twitter and in my social groups. Even more worrying was the reaction I got from teachers at teachmeets in the area, where I felt I had to defend my choice of school. At this point, it was clear that there was a lack of trust towards academies and I feel that this is now extended to multi-academy trusts (MATs).
Partially, this could be due to a fear of the unknown, since colleagues who have been working outside of MATs might be unaware of what working in a MAT is like. However, when you think about the stereotype of a MAT that’s common amongst teachers, it’s easy to see that there are monsters in the deep (whether they be the dubious dealings of leaders on luxurious salaries, or the perception of a corporate approach where schools become little more than clones). Yet, there is a lack of coverage of how a MAT might have benefit for students or staff, thus impacting the views of the few teachers who might have been interested.
These ideas about MATs are also reflected in social media. Recently, I polled 1,228 tweeting teachers on their opinion of working for a MAT and 51% of them said that they’d feel unhappy with it, with 39% seeing it as a positive thing and 10% having a more nuanced view. The comments that followed this up suggested that views were based largely on personal experience, with a dislike for ‘chains’ that constrict teacher autonomy and an emphasis on the the idea that it’s leadership that matters. In this sense, a MAT school is no different from any other school: strong, consistent leaders who put their students and staff first create an environment that teachers enjoy being a part of. One teacher (Kate, who tweets at @AlwaysBeMarking) even highlighted how different large MATs can be, as she’d had experience with both a ‘living nightmare’ of a place to work versus the ‘supportive partner’ she works with now.
I worked in a academy that started to support other schools in difficult circumstances, as well as starting its own primary to cater for a boost in new housing. From this, a small MAT grew where schools kept their own identities but worked together to do the right thing by their students and staff. Since then, I’ve moved to another school in the MAT and the trust has evolved to become a more collaborative group.
Staff benefit hugely from being part of this MAT: as a new Director of English, I had support from the trust leadership team for two days a week. This meant that I had an opportunity to develop as a leader, rather than drown in an endless list of jobs to do. Similarly, staff are also able to complete various qualifications through opportunities created by being part of the trust. However, it isn’t just about developing staff who are hoping to lead. Being part of the trust means that it’s easy to collaborate, as we can share resources and come together for external training/speakers at cross-trust meetings or training days. It’s also a great way for staff to see excellent practice in other schools; this has been particularly useful for the media staff I line-manage, who have benefitted from peer observations across two schools instead of just one.
Students are also able to enjoy the benefits of the above, as well as making the most of additional subject expertise across several schools- a priority when the teacher recruitment crisis looks set to get worse. In English, it’s meant that I’ve been able to utilise specialists to deliver targeted interventions. In Science, A Level students have been able to access experts for the topics they study.
However, the really amazing thing about the MAT I work in with is its focus on doing the right thing by staff and students. This even boils down to the CEO working closely with the unions when developing our workload charter. Overall, this means that the well-being of staff is valued, and the impact it has on students is acknowledged.
I realise that my experience with a MAT isn’t comparable to other trusts, not by far. But I also know that it isn’t the only trust effectively capitalising on the MAT model to best support staff and students. The stereotype of a ‘typical MAT school’ needs to be challenged; nobody should be made to feel they need to defend working in one. Instead, we should be allowed to feel proud.
