The DfE has outlined a long-term goal that all schools should join or form a Multi-Academy Trust (MAT) in its recent white paper. For leaders outside a MAT structure, this may raise concerns. Paul Banks, CEO at the Chelmsford Learning Partnership, challenges some of common misconceptions about becoming part of a MAT

The ‘Every Child Achieving and Thriving’ white paper, published earlier this year, unveiled the government’s major plans for the future of our schools. The changes promise to overhaul the education system over the next decade, with key proposals aimed at SEND, curriculum, and most importantly for this article, multi-academy trusts (MATs).

As the CEO of a MAT made up of 11 schools in Essex, I was intrigued to see the government’s plans to have all schools join a MAT. However, this is not the first time such an ambition has been set out. The former Conservative government made similar recommendations in a series of white papers – most recently in 2022 – which called for all schools to be part of a ‘strong’ MAT by 2030. Against this backdrop, Bridget Philipson’s proposal has prompted renewed debate, particularly amongst school leaders outside a MAT structure, many of whom are expressing concerns about what this change may mean for their school, career and their day-to-day work.

Whether through LinkedIn posts or during face-to-face conversations, I have encountered a number of persistent misconceptions amongst school leaders. These concerns are understandable, but they also highlight a clear gap between policy intent and sector understanding. If the government is serious about its ambitions, far more needs to be done to provide clear, factual and accessible information – both to address the practical questions leaders have and to challenge some of the enduring myths surrounding MATs.

To bridge this gap, I hope to provide clear, transparent guidance in this article on what the changes will mean for schools as the government progresses with its plan, highlighting some of the opportunities, addressing the key concerns and challenging some of the most common misconceptions along the way.

Myth – Schools lose their character and autonomy when under a MAT

The belief that once a school joins a MAT, it is unable to act independently and loses all autonomy and individual character is a common misconception I hear from school leaders.

Yes, trusts provide strategic oversight, but individual schools will often retain autonomy over many core aspects. Once within a MAT, trust leaders work closely with school senior leaders to improve operational efficiency and enhance underperforming areas. However, much of what defines each school’s distinct character remains. Culture and identity play a vital role in building a sense of belonging and inclusion, and these qualities are valued and preserved rather than replaced when a school joins a MAT.  

Autonomy varies from trust to trust, and is covered in the schemes of delegation, an essential document that can be read to fully understand the delegation of governance to CEOs, board committees and governing bodies. Because of the potential for variation, it’s essential to do due diligence and ensure the trust is right for your school.

It is also worth noting that the white paper’s recommended shift to a broader curriculum means MATs will need to ensure consistency across schools, which could lead to some changes to teaching, in the form of schools adopting trust-wide curriculum frameworks, coordinating enrichment programmes or centralising digital strategies.

Myth – Schools have little control over whether a trust is the right fit for them

Just as no two schools are the same, no two MATs are either. When MATs receive funding to cover their schools, decisions around centralised functions (such as estate management, human resources and IT), will split funding differently, depending on the MATs policy of allocating funding to each school and what functions are carried out centrally. So, even two trusts that oversee the same number of schools can operate in vastly different ways due to their individual contexts and student cohorts. Therefore, it is imperative that school leaders undertake comprehensive research into a trust’s background to assess whether it will be the right fit.

I’d recommend face-to-face meetings and visits to the trust’s schools. This will allow you to speak with staff, headteachers and governors to answer any queries you have. This is greatly beneficial in understanding what autonomy looks like in practice and the changes that will be implemented as the school joins the MAT. For example, one of our priorities during transition is operational alignment and streamlining systems, such as HR and payroll, to improve efficiency and reduce costs. So, a school visit could consist of a discussion around how successful the change to services was delivered and whether they had seen a benefit from the reallocation of resources.

You will quickly get a more comprehensive picture of the impact the trust could have on your school, alongside firsthand testimonials from those who have undergone the process.

Myth – There’s no reason for well-performing schools to join a MAT

A common misconception is that MATs primarily exist to support struggling schools. While trusts can, and do, provide significant support, this view overlooks the full breadth of benefits they offer to all schools, including those already performing well.

Centralised services within a trust can strengthen leadership, enhance professional development, and enable more efficient resource sharing. This allows schools to access programmes and schemes that they may not be able to access independently. Another key benefit is robust continuous professional development (CPD). Trust-wide CPD sessions, leadership pathways and cross-school collaboration enable staff to broaden their experience, taking on roles such as senior leaders or executive headteachers across schools, or contributing to trust-wide improvement.

These often under appreciated benefits even address ongoing recruitment and retention challenges, helping to build a cohesive, motivated and aspirational culture that strengthens even the most successful school after joining.

Myth – Schools lose control and face wholesale changes as soon as they join a trust 

Following the legal transfer of a school into a trust, the immediate priority will be to embed the school into the MAT and assess its most pressing needs, enabling targeted and effective support. Schools joining a trust should typically expect immediate engagement through on-site support and leadership development, but this does not mean that there will be immediate operational changes.

For example, when one of our secondary schools joined our trust, our central Trust team worked closely with the school’s leadership team to support improvements in the quality of teaching and learning. Through collaboration, this led to the introduction of a trust-wide framework for teaching and learning that established a shared foundation for classroom practice.

Curriculum development is typically another common focus. For the same school, we assigned an executive headteacher to draw on their expertise to refine its curriculum to support knowledge progression. Through this, the team recognised the importance of ensuring a strong classroom environment and worked with leaders to update its behaviour policy to ensure consistency across classrooms. These interventions resulted in stronger Ofsted outcomes and improved student achievement.

Joining a trust can feel like a significant and sometimes daunting step, but with a clear understanding of the process and careful consideration whether a trust is right for your school, it can be a highly positive and beneficial experience. Schools should take the time to identify a trust that aligns with their values and culture and provide meaningful support for staff, students and the wider community.

About Paul Banks
Paul Banks is chief executive officer of Chelmsford Learning Partnership, a successful multi-academy trust in Essex. As a former headteacher of two secondary schools and chairperson of the Association of Secondary Headteachers in Essex (ASHE), Paul has more than 28 years of experience in the education industry.