Diocese of Coventry MAT Development, Structure and Support Linda Wainscot Diocesan Director of Education Nicole Wicks Business Manager and Governance Lead Officer Andrew Martin Academies Adviser, The Church of England Education Office

Who are we? Linda: Director of Education for the Diocese of Coventry since 2001 Director of the Diocese of Coventry Multi Academy Trust Director of Inspire Multi Academy Trust Nicole: Business Manager and Governance Lead Officer for Coventry Diocesan Board of Education (DBE) Instrumental in setting up the DMAT in 2013 particularly governance structures and scheme of delegation Carried out financial viability modelling around central services/support Project managed 5 schools through to academy status, to join the DMAT, during 2014 Andrew: Supported Dioceses with Academies programme since 2009 Academies Adviser, The Church of England Education Office Independent Education Project Director advising on set up and development of DMAT from 2013 to present Lead for Church of England professional development events around MAT finance, Quality Assurance and Academy Improvement Course Lead for MAT CEO Development Programme

Background Context Coventry Diocese is a small diocese with 74 schools – 72 infant, junior or primary + 2 secondary Combination of rural locations with small schools (smallest primary has 40 children), towns with very mixed social demographics from the affluent to areas of deep poverty and the City of Coventry which is small in comparison with many other UK cities. Since 2001 the DBE has been intentional in its desire to act professionally, gain credibility and provide high quality services to its schools in the areas of staff CPD, accredited leadership development, strategic support for school buildings, develop governance at school and DBE level all within the necessary focus on financial sustainability

The Beginnings … In 2011, in response to the government’s academy agenda, the DBE felt that our ground had been well prepared and we were in a strong position to set up a DMAT There was a strong directive from the Bishop of Coventry to make the DMAT a reality otherwise there was a danger of losing church schools (a small number of other dioceses choose to ‘give’ their church schools away) The Diocese of Coventry Multi Academy Trust was formed in February 2013 starting with 2 vulnerable schools both in special measures

DMAT Mission Statement The Diocese of Coventry Multi Academy Trust aims to facilitate inspirational teaching and learning and to build a better future for everyone within the academies and their local communities. We are committed to raising the aspirations and achievements for young people within the trust’s family of academies by providing high quality education, based on Christian values, which inspires children to develop a life long love of learning.

DMAT Structure The members of our DMAT are all from the diocese: the Bishop of Coventry (Corporate), the Chair of the DBE, the Chair of the DBE Business Committee, the Bishop of Coventry’s nominee and the Chair of the DMAT Board of Directors. This is a significantly strengthened VA model, agreed by DfE with both VA and VC schools (sponsored academies and converters) DMAT Board is skills based, including legal, HR, financial and educational expertise Central services for HR, finance, operations (governance, buildings, support around complaints/exclusions, admissions advice & appeals service), school improvement Central services financed by a top slice of 5% from each of the academies (not pp, statement monies, just GAG)

Preparing for Healthy Growth Priority to ensure robust processes for effective governance Delegated responsibility to governors at a local level (LGBs) via a scheme of delegation Conscious decision not to have an ‘earned autonomy’ set-up within the governance scheme of delegation. Equal support for all local governing bodies irrespective of their level of maturity and the effectiveness of the academy Interdependent operational relationship between the DBE and the DMAT Diocesan School Improvement Partner employed by the DBE

DBE Vision & Values + DMAT New DBE Mission Statement – ‘ The DBE empowers others to be courageous, equipping them to deliver excellent Christian education so that all will flourish to achieve their full human potential.’ ‘Coventry DBE is committed to ensuring our schools and academies are recognised for their distinctive and inclusive Christian ethos and for the impact this has on raising standards of achievement and transforming the lives of children and communities. … An effective church school will demonstrate its Christian distinctiveness by providing an aspirational and holistic education …’ (DBE vision & values – page 3 of booklet). The DMAT has developed aspirational measurables which underpin all that they do and are directly linked to the DBE vision and values.

Aspirations for the children within DMAT DMAT pledge that: Every lesson to be good or better Every child to make at least, and for many, above national expectations in both attainment and progress Every Academy to be well led and governed All teachers motivated to self-improve and aspire to excellence All academies to be judged good or better at Section 48 Inspections* * Not applicable for non-church schools

Growth of the DMAT - timeline April sponsored academies (both primary) April sponsored academies ( 4 primary, 1 secondary) RSC – we are ‘mending broken schools’ April sponsored academies, 2 converter academies (8 primary, 1 secondary) 2 sponsored had been inspected by Ofsted – 1 = good, 1 = outstanding April sponsored academies, 3 converter academies (9 primary, 1 secondary) 8 schools actively pursuing academy transition to come into DMAT April 2020 ?

Growth of the DMAT Significant successes and credibility from the start led by a strong central team at both the ‘set-up’ stage (supported conversion activity) and robust due diligence – school effectiveness/leadership and management, finance, buildings land and trusts and governance Of the 9 sponsored schools currently in the DMAT, 8 have had new leadership solutions, the DMAT now has 2 Executive Heads who are working with the DSIP in developing school to school support and system leadership. We have 3 Heads of School and are developing their capacity through the Executive Heads to potentially become ready for headships. This strategy includes the activity needed to ensure we have the right capacity and quality of school leadership and support as we grow.

Strategically Looking Forward Continued development of our strategic thinking resulting from ‘intelligence’ from around the country, confirmation of our original plan to grow the DMAT whilst granting permission (where appropriate) for smaller school-led MATs (Diocese of Coventry position – must be Church majority at member level) We are proposing a 1 MAT, 4 Hub structure. Our approach is that there is strength in the ‘local’ with the benefit of contextual understanding.

1 DMAT, 4 Hub Structure

Strengths Of This Model (1) The governance strengths of this approach lie in at least two areas:  A single MAT Board of Directors drawing from the best of the best across the diocese  A series of regional hub Scrutiny and Audit Committees with clear and robust terms of reference. These would act as committees of the DMAT Board with each being Chaired by a DMAT Board Director Giving a more robust governance oversight at regional level as well as an accountable DMAT Board

Strengths Of This Model (2) A clearly articulated, understood, and implemented scheme of delegation with local governing bodies, hub Scrutiny and Audit committees and the DMAT Board taking appropriate action at both preventative and reactionary levels The Headteacher Reference Group within each hub will act as an advisory body as well as potentially having delegated responsibilities particularly in the area of school improvement and especially if any academy requires intervention Like the Headteacher Reference Groups, the Chairs Forums will be advisory as well as possibly having some delegated responsibility. At the very least, this provides a great opportunity to carry out peer to peer annual reviews across local governing bodies within each hub as well as governance effectiveness reviews across hubs

So, why would you join? (1) A 5% ‘top-slice’ would pay for: 12 days worth of bespoke school improvement support (combination of office and school based) from the DSIP, as a minimum Finance support, with a finance support officer working with the academy on a regular basis (as needed) Governance support and advice Admissions advice (DMAT is admissions authority but the admissions policy/process is delegated to academy level) All routine HR support including competency, disciplinary, recruitment and pensions Operational support e.g. negotiation of large contracts across the Trust, support with buildings contracts/grants, liaison with outsourced services Access to significant CPD programme for school leaders and governors, curriculum, assessment, inspection preparation and SBM networking and training

So, why would you join? (2) The DMAT does not work on a ‘one size fits all’ principle, rather taking a bespoke approach to address any issues, including a commitment to quality pastoral support in times of need Academies within the DMAT can still work closely with local network clusters as well working alongside other DMAT academies. As one Head recently commented ‘We are in a position of real advantage being able to select groups for support.’ Individual academies retain their own ethos whilst working within the wider DMAT mission statement Support and advice is available during the conversion process

And finally … Quotes from DMAT academy Heads (Nov 2015 and Jan 2016) ‘We are experiencing very positive effects having just become an academy (within the DMAT).’ ‘I was resistant to becoming an academy but now find things much better. Change is about progress and moving forward. Becoming an academy can be a very positive experience.’ ‘The school converted to academy status … as a ‘good’ school. The local authority was moving in a different direction and it was clear it was not able to offer the same support as it had done in the past. Since joining the DMAT the school has benefited greatly from the support it receives. The DSIP is fantastic, working alongside me and the SLT to raise the standards of teaching and learning. Networking with the other schools is also proving to be very powerful. … I always know I can contact the DMAT regarding anything and receive quality support and guidance.’