1. Multi-Academy Trust consultation

2. A Local Multi-Academy Trust serving Local Children and Young People

3. A Local MAT – Key Principles
The child is at the centre of all that we do
Will be a local MAT serving the local community of learners
Will not impinge on or challenge the character or the ethos of the respective schools
Will not be the “Backwell School MAT”
Schools in at the start will be involved in the planning and
development from the start – it will be a collegiate
organisation.

4. A Local MAT – 8 Key Principles
Will enhance and improve the 3-19 learning experience and outcomes for our children and young people
Will enable cohesive and collaborative planning, support and development across schools in the MAT, in terms of teaching and learning and administrative support systems
Will increase individual schools’ cost-effectiveness

5. Our rationale for a Backwell area MAT
Share resources & generate efficiencies giving us more to spend on the children
History of positive working together that we can build upon
Share staff & expertise, train together, improve further
Create an integrated 3-19 learning pathway
Work in a co-ordinated with our families across the schools
Keep control of education locally
and develop Teaching Schools
Access more funds and adapt to reducing budgets to ‘deliver more for the same’
Preserve the church and community ethos while sharing the diversity
Benefits to our children and young people
Julian

6. Julian – the changing landscape in North Somerset Education

7. Our choices: a cross-phase Trust
Both latitudinal and longitudinal partnerships
Children and families served from 4-19
Particular advantages for teachers of KS2 and KS3
Great teaching is built on common foundations
The capacity of a large secondary school
Financial stability
Steve
Common purpose for working together – serving our community.
Money – secondary schools give stability

8. Our choices: Church and Community
A mixed MAT – Community, VC and VA schools
Each school’s ethos is separate and distinctive
C of E Diocese represented at Board level
Each school's governing body remains a community or church foundation
Access to the Diocese’s services for all schools
Steve
Inclusive ethos. Shared services, common high expectations, separate school cultures.

9. Gary

10. Secondary Convertor Academy 1857 Outstanding (2012)
School
Type
Number on roll
Ofsted grade
Gordano School
Secondary Convertor Academy
1857
Outstanding (2012)
High Down Infant School
Community, in a joint Federation since September 2015
296
Outstanding (2005)
High Down Junior School
387
Good (2015)
Portishead Primary School
Community
477
Good (2014)
St Mary’s Church of England VA Primary School
Voluntary Aided 98
St Peter’s Church of England Primary School
Voluntary Controlled
538
3653
Gary

11. Gary

12. The style of our Trust Low Profile Delegation Community Partnership
The Trust is backroom not front of stage
The vast majority of decisions are taken by Headteachers, SLTs and LGBs
Present and future members would be geographical neighbours to maximise benefits
Partnership
Focus
Quality
Trust decisions are made in open discussion on a basis of collegiality
Our mission is based on professional development
Gary
The Trust as a backroom function.
Careful not to upstage the schools – this was a tension.
High expectations of pupil experience, service quality and teaching standards

13. Potential members 4 secondary schools About 20 primary phase schools
Almost all good or outstanding
About half of schools are C of E
Equal number of children in primary and secondary phases
4 hubs of roughly equal size
Gary

14. A hubs model Portishead Hub Backwell Hub Chew Valley Hub Churchill Hub
Gary
Churchill Hub

15. Hubs model One Trust Board, one small Central Service Team
Finance and HR base in each Hub
Hub to have its own chair/co-ordinator
Differing priorities for each hub to reflect local circumstances
Separate CPD plan and Collaboration Plan for each Hub
Hub negotiate School Improvement Support with CEO
Gary

16. Gary

17. How will things improve for children?
Improved transition and information sharing
LSP approach to Safeguarding and attendance
Moderation of writing outcomes and shared best practice
CPD for teaching staff – designated SLEs, Middle Leader training, Expert Teacher Programme, subject networks, developing assessment approach
Changes to governance means LGB delegation is more pupil focussed
MAT wide sharing of Inclusion best practice
Directly employ specialists – e.g. behaviour
Jon

18. The role of the Teaching Alliance in a MAT
Improving outcomes for students through:
Professional Development
Leadership Development
Teacher Training
NSTA joint
INSET Day 2017
Women into Leadership 2017
School Direct NSTA Trainees 2017

19. Questions & Comments
Julian to convene questions

20. Land Transfers, TUPE, commercial transfers etc
Resolution
Vote at Governing Body – in principle only
Register interest
Form on DfE website
Consultation
Parents, staff, local community
Begin Due Diligence
Consent
From the MAT Board (and from the Diocese)
Apply and notify LA
Further Resolution by Governing Body
Approval from RSC
Not a formality approval of our structures and scale
Land Transfers, TUPE, commercial transfers etc
Handled by solicitors and Business Managers
Funding agreement
Signed by Chair of Governors and Headteacher (this is the real decision point)
Open as an Academy
New URN, new Ofsted window, new structures in place (DfE number remains unchanged)