1. Going Beyond Expectations in MATS
Sir David Carter
Executive Director of System Leadership
Ambition School Leadership and Institute for Teaching

2. Why MATS are the best model of collaboration in the system
What a MAT should be…
The MAT is the organization that leads improvement in the schools that are partners in learning
Every teacher, leader, support staff is a MAT employee, improving standards for EVERY child in all of the schools
The MAT teacher workforce is the “Faculty of Education” in the trust
What a MAT is not…
An administrative body that runs schools
A loose partnership where everyone does their own thing
A safe haven for schools who do not want to change their practice
An organization that has favourite schools who are more important than others

3. The MAT Dividend and delivering better outcomes for all children
The MAT Dividend is the aggregate impact of the formal collaboration that the trust leads across the academies who make up the whole. The sum of the parts in effect
“Are the children in your trust getting a better education as a result of the MAT than they were when they were part of their previous organisational structure?”
What makes up the MAT Dividend?
Being the employer of choice
Being the trust and schools of choice
Being the trust that unlocks potential more quickly
Being the trust at the heart of its community
Collaboration as the Oxygen of Improvement

4. When does Collaboration work best?
When there is a clear set of agreed goals about the intended outcome of the collaboration-PURPOSE
When there is recognition that giving and receiving is expected of all partners- MUTUALITY
When there is an understanding that practice might need to change even if it is not a performance issue (yet)-CHANGE
When there is a clear timescale for the collaboration to deliver its objectives-PACE
That there is an opportunity cost in terms of finance, resources and time- PRIORITISATION

5. The Three Contributions to Collaboration
Leading-The school provides the leadership for a new collaborative experience that others sign up to
Participating-The school takes part in the Collaboration but does not lead it-adds capacity through activity and commits to doing what is needed
Endorsing-The school neither leads not participates but talks positively about it and encourages others to engage but takes part later in more appropriate collaborations
Collaboration

6. What thinking underpins the way that leaders delivers improvement in their school(s)?
Secure Sustainable improvement TAKES TIME
Leaders need to hold their nerve and deliver the right strategy even if the results take time to catch up
MATS and Schools need to see themselves as capacity givers and capacity takers over a period of time
Schools improve sequentially and in stages
School Improvement is the product of high quality leadership so understanding the stage of the improvement journey is important for getting the right leaders in place
Every school you will ever lead Requires Improvement irrespective of the OFSTED grade you have!
STRATEGY+CAPACITY + PACE = Improvement

7. How do MATS Improve schools?
They have a clearly defined set of values and beliefs that are evident across the trust
There is a clear school improvement plan that everyone supports and understands
There is recognition that schools are on different stages and trajectories in their improvement journey.
Some schools are capacity givers OR capacity takers and sometimes both
The MAT is a good employer and develops staff professionally as well as taking care of their well being
Governance of School Improvement is a strength at every level

8. A A C B SUSTAIN D C D E E IMPROVE F G F REPAIR H G B STABILISE H
Performance Trajectory A A
Strongest Performers C
Top 15% B
Rapid improvers
SUSTAIN D C
Rapid Decliners
Nat Ave D
Slow Decliners E
Steady and Secure E
IMPROVE F
Steady Improvers
Coasting G
Improver Decliners F
REPAIR
Weakest System Performers H G
Floor B
STABILISE H
Time

9. The Improvement Pyramid from the Child’s perspective
I Achieve
I Learn and Make Progress
I Behave and Engage
I Attend Frequently
I Work Independently and make learning decisions for myself

10. Six things that most MATS get right
They define and articulate the values and beliefs of the organisation
They build the culture of the MAT being a single organisation with Academies as part of their campus
The workforce is the “Faculty of Education” and are deployed where the leaders believe they can have the greatest impact.
There is a clear MAT wide school improvement plan that meets the needs of every school wherever they are on their journey
The trust has a strategy for capturing the most effective practice and transmitting it to classrooms across the MAT
The Board of the MAT is the guardian of the vision and values and holds people to account for improving standards

11. This is the key question that every MAT in the country has to be able to answer if a parent asks it
“Is the school that my child attends better off being a member of your multi academy trust and are they getting a better education than they would have done had their school remained with the local authority, diocese or part of another MAT?”

12. What are the benefits for teachers of being part of a multiple school partnership or trust?
You are part of a wider network of professional teachers so you have the chance to influence the education of children beyond your own classroom
Every teacher is a partnership teacher and the opportunities to develop career and professional expertise are significant
You learn from and are influenced by the best practitioners with whom you work & you can share quickly what is special about your school beyond “it’s a nice place to work!”
You have the professional challenge of co-constructing curriculum, pedagogy and assessment whilst enhancing your love of your subject, and being exposed to the best thinking the partnership can bring to the discussion
Each classroom is part of a trust wide faculty campus of expertise. This is especially helpful for teachers in subjects where they are part of a small team
Workload reduction should be a consequence of this shared approach. Many hours are spent designing the lesson and this repetition across schools is the driver of the 50 hour+ week

13. The Developmental Pyramid from the Teacher’s Perspective
Taking responsibility for more outcomes
Leading and Incubating new practice and evidence
Using my confidence and ability to impact on other classrooms and teachers
Deliberate Practice of teaching techniques with different classes
Leading Learning across my Organisation

14. Why do we need this? 6 challenges and opportunities
We have to do more to recruit great teachers who want to make a difference
We have to do more to retain the talent we already have
We have to see teacher development outside of performance management
Teaching is instinctive and some are natural teachers but everyone needs time to practice their pedagogical expertise
We need to paint the picture before a career in teaching starts about how a career can be developed and supported.
We need a talent management strategy for every teacher in the system

15. What types of experiences should a MAT be giving teachers in order to develop their wider practice?
@Carter6D -I suggested some experiences all teachers should have
MATs because of their scale and scope are better placed than a single school to create these opportunities
Be Coached
Be a Coach
Be a mentor to a new teacher
Take an assembly
Lead a CPD experience
Visit 10 different schools
Become a governor in a school other than your own
Publish a blog
Lead a research project
Persuade someone to become a teacher
Participate in and create new enrichment opportunities for children

16. Finally and to Close…
In my time as National Schools Commissioner I saw four main features that the best trusts have in common
Lead by leaders with values and moral purpose but with an intensity to make things better fast
A Board that understands accountability but also provides the backbone of the improvement strategy
No excuse ever “trumps” the need to make a difference
The curriculum that is stimulating, well planned, well taught, & well resourced
We have to talk the language of collaboration more than ever
Be inspired to go even further and do more
Work within but beyond your trust
Banish postcodes as a predictor of future educational failure
Give every child the chance to succeed
Build professional career pathways that provide long term career development and be the employer of choice in your community