1. Headteacher conference workshop AN ESSEX “LOCAL AUTHORITY” MAT
Graham Lancaster – Lead Commissioner, SES projects May 2017

2. The National Context The Grammar Schools Agenda
The Common Funding Formula
Academies/MATs
The role of Local Authorities

3. For discussion:
Why convert?
What do you see to be the advantages and/or disadvantages of converting to academy status?

4. Why a LA MAT? – “EMAT”
Formalising partnerships within the school led improvement strategy (SLIS)
Maintaining a strategic LA presence within an academy structure
Creating a MAT (or more than one) which will be of future benefit to vulnerable schools
A “first” for Essex LA

5. EMAT would be…..
Premised on principles which underpin the Essex school-led improvement system
Comprised initially of good/outstanding schools with a track record of school improvement and partnership working
Outward facing – willing to accept vulnerable schools from a position of strength
Open to existing converter stand-alone academies
Locally based (Maximum 20 minutes travel)
Financially viable

6. EMAT may be…. May be: Cross phase/special school
Premised on an existing cluster
Open to denominational schools – a mathematical conundrum

7. EMAT would not be….. Run by the Local Authority
An exclusive club for inward-facing schools
A “hospital” trust for vulnerable schools
A trust of homogeneous schools who have lost their individual identity

8. EMAT – GOVERNANCE Possible Trust Board – 5 trustees
The Local Authority would have 20% representation on the Trust Board. Therefore, although the LA would have influence over the strategic direction of the MAT, this would be proportionate. The significance of the degree of independence of the MAT Trust Board from the LA is recognised.
Other trustees could be drawn from existing governing bodies or identified contacts by school leadership team.
Members/Directors
Local Governing Bodies

9. The role of the CEO The CEO would be appointed by the Trust Board
Due recognition would be given to the strength of leadership capacity within the founding member schools
Due consideration would be given to whether the CEO is
- drawn from senior leaders of the founding member schools
- drawn from a business rather than education background
Initially it is envisaged that the role of CEO would not be full time.

10. Additional information
Indicative top-slice for founding schools – 2 - 3% (subject to adjustment by Trust Board)
It may be that some central functions could be undertaken more efficiently on a collective basis – HR, finance, business management (engaging external contractors etc)
LA to facilitate the application process – with school leadership teams
Learn from the best of the rest……

11. EMAT Leadership
What functions would you see best undertaken by a CEO? Which aspects of your current leadership responsibilities would you gladly remove – and which insist on retaining?
How can we avoid potential duplication or disparity between the tiers of leadership – Trust Board, Directors, Local Governing Bodies etc?

12. For consideration….. Academy conversion? If so, when?
Which local partner schools may be interested?
EMAT or “independent” MAT?
A founder member – or following on?