Joining the trust

How would a school join the Trust?

Any school wishing to join the Trust would need to complete an application form available from the Board of Directors. This would be considered by the Board who would either approve a ‘joining in principle’ or decline the application.

If a school is accepted in principle then a detailed timeline and development plan would be developed. A ‘Memorandum of Understanding’ is also signed. There are three ‘stepping off’ points for a school where it can withdraw from the process up until the final ‘exchange of contracts’ normally around a month before completion. Local Authority maintained schools can only join on April 1st of each year whilst existing academy schools can join at any time.

What are the costs of the above?

There are two sets of costs.

The first is the legal costs associated with each project. For an average sized primary school, currently within a Local Authority, these are likely to be in the region of £6,000.00. We use Stone King solicitors. The Local Authority will then charge an additional £5,000 to cover their costs.

The second is an optional cost. Drawing up the timeline, advising governors, ensuring appropriate resolutions are passed and managing the whole project can be organised through Kingsbridge Educational Trust. The cost of this is likely to be around £8,000.00. This takes all the logistical demands away from the Governing Body although they would be kept informed throughout the process. Alternatively, a school can do the above themselves and liaise directly with solicitors. The legal costs will be substantially higher if Stone King were expected to advise the process.

What happens if we withdraw before conversion?

The incoming school would pay the percentage of the costs incurred to date of withdrawal.

Can we withdraw after conversion?

The government are currently consulting on this option. Any change would need the agreement of the Regional Schools Commissioner.

Who can I contact for more information?

Peter Barnes at 

Provided by the MAT 2016-17

Teaching School: all partner schools of the MAT are automatically members of the Teaching School and will be involved in all activities including teacher training.

External Review: once a year, each academy will have a review of its work. This will involve the leadership team of each school and our partner reviewer, Sharnbrook Upper School.

MAT Self-Evaluation: once a year, the leadership from each academy and the CEO of the MAT will complete a self-evaluation and improvement document to accurately identify strengths and areas for the development of the MAT. This will both draw on, and contribute to, each school’s self-evaluation

MAT Development Plan: once a year, the leadership of each academy and the CEO of the MAT will produce a development plan clearly setting out priorities for the year ahead. This will both draw on, and contribute to, each school’s development plan

Outcomes: each term a summary of outcomes from each academy will be presented to the Board

Safeguarding: each term a safeguarding summary will be presented to the Board. A full Safeguarding Review will take place annually

Teaching and Learning group (staff): this is a cross-phase group that facilitates joint-practice development. It offers the opportunity to discuss innovative best practice and develop new strategies. Teaching and learning policies are reviewed through this group and CPD development for the MAT discussed.

Teaching and Learning group (students): this is a cross-phase group that looks at preferred learning styles, what works best in teaching and develops students as observers. Outcomes will inform future teaching and learning CPD.

Joint-Practice development – the opportunity to gain knowledge and experience across the 3-19 age range to support those looking cross-phase for leadership and teaching roles.

Aspiring Leaders & Coaching programme: this programme supports middle managers as they look to move into senior leadership. There is also a coaching programme using IRIS technology to aid self-reflection and lesson improvements.

Moderation (cross-phase): this involves opportunities for shared lesson observations, moderation between and across key stages and work scrutiny. There are key points identified across the year for these activities to take place.