Academy Trusts Today Summer 2026

ACADEMY TRUSTS

William Clarence Education

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Tel: +44 (0)207 412 8988 williamclarence.com

EDITOR

David Moncrieff

david@williamclarence.com

EDITORIAL ADVISORY BOARD

Ann Mroz

Former Editor, Times Educational Supplement (TES)

Louise Bennett

CEO, The Institute of Development Professionals in Education (IDPE)

Alex Russell

CEO, Bourne Education Trust

Samuel Skerritt

Director of Public Affairs and Policy, Confederation of School Trusts (CST)

Andrew Thraves

Chair, Big Education Trust

David Walker

Director, BSA Group

Dr Helen Wright

Educational Consultant and Coach

Steve Price

Chief Executive, Tudor Park Education Trust

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PUBLISHER

William Clarence Education Ltd

The William Clarence Education Group is a leading education publisher and provider of admissions, recruitment and careers solutions for parents, leaders and schools across the world. williamclarence.com

DISTRIBUTION

(Print & Digital)

Academy Trusts Today is distributed as follows: all UK Single and MAT Trusts; Schools & Academy Show, NEC. Quarterly print reach: 5,000; digital reach: 65,000; social reach 25,000.

FOREWORD

As the 2025-26 academic year draws to a close, many MAT leadership teams will be preoccupied with both planning the major summer works taking place across their estates and finalising budgets for next year’s key areas of expenditure.

The partnership between educational suppliers and the schools and academies they work with are some of the most important relationships within our sector. Naturally, and correctly, every MAT community’s main focus is on delivering an exceptional education to its students, but it should never be overlooked that these outcomes would not be achieved without reliable suppliers.

When most of us are asleep as dawn breaks on a winter’s morning or, perhaps more immediately, sunning ourselves on Mediterranean beaches, it is our suppliers who we rely on to keep our schools and academies fully equipped and running efficiently. Fleets of vans and armies of workers come and go 365 days per year; yet how many of us – at least those of us not in direct contact – remember them when celebrating our successes.

... LET’S WORK IN PARTNERSHIP WITH THESE CRITICALLY IMPORTANT STAKEHOLDERS

In our ‘Supplier Focus’ in this edition of Academy Trusts Today, we hear directly from an eclectic mix of suppliers and service providers about how they work with, and support, a myriad of schools and academies. Innovative and farsighted, many of the businesses featured have much to offer when budgets are tight and greater efficiencies a shared goal. 2026-27 is likely to prove as challenging as the past year as the recent legislative and regulatory changes come into play; our business is as important to our suppliers as their support is to us – so, let’s work in partnership with these critically important stakeholders to ensure our limited resources achieve the best possible ‘bang for our buck’.

David Moncrieff

© William Clarence Education

No part of this magazine may be reproduced without the permission of the publisher. The information contained in Academy Trusts Today has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, disappointment, negligence or damage caused by reliance on the information contained within this publication is hereby excluded to the fullest extent permitted by law.

POLICY IN PRACTICE

YOUR GUIDE FOR THE UPCOMING ACADEMIC YEAR

There’s rarely a time when things are not changing in schools but given the onslaught of policy changes announced by the Government in recent months, it would be easy for trust leaders to feel overwhelmed.

end of April. Its contents will become law gradually, with the earliest measures coming into force at the end of June, while others may take several years to be brought in.

The Schools White Paper alone featured more than 100 policy commitments when it was published in April, ranging from changes to education for children with special educational needs to how school governance works, from complaint handling to the use of AI.

Alongside changes passed by Parliament, each year will see updates to guidance and regulations for schools in general and for trusts specifically. There are also updates to employment law that aren’t directly aimed at schools but will affect us nonetheless.

February, with an expectation that most schools would be mobile-phone free. At that time, that guidance was advisory only, but from the end of June the DfE has new powers to issue statutory guidance on the topics.

Some of these commitments confirm measures already contained in the Children’s Wellbeing and Schools Act, which made it to the statute book at the

Following a flurry of primary legislation, associated guidance and other developments, there is a lot of change on the horizon for school trusts and the likelihood of a busy time ahead. James Goffin highlights some key changes coming up and explores the practical implications for running your trust and schools. the

MOBILE PHONES IN SCHOOLS AND SOCIAL MEDIA USE

The Government issued guidance on the presence of mobile phones in schools in

It’s expected that will mean the current guidance getting new teeth, with a strong expectation that all statefunded schools follow it – academies included. The guidance says schools should update behaviour policies so that pupils do not have access to their mobile phone (or similar devices) throughout the school day, including during lessons, the

time between lessons, break times and lunchtime. But the detailed implementation is at schools’ discretion: for example, in practice, schools might ban phones from the site completely or have lockers or pouches to store them in during the day.

The Government has recently announced that a ban on social media for under 16s will be enforced from spring, with bans on features including livestreaming, ‘stranger communication’ on gaming platforms, and AI chatbots that offer sexualised content. Further changes, such as an overnight curfew and breaks in infinite scrolling, could also appear fairly quickly once pilot schemes reach their conclusion.

SCHOOL UNIFORM COSTS AND REQUIREMENTS

The cost of school uniforms has been a repeated topic of concern for parents, with Department for Education guidance

THE KNOWN UNKNOWNS

GIVEN THE ONSLAUGHT OF POLICY CHANGES ANNOUNCED BY THE GOVERNMENT IN RECENT MONTHS, IT WOULD BE EASY FOR TRUST LEADERS TO FEEL OVERWHELMED.

getting more prescriptive over time. From September, there will be a legal cap on branded school uniform.

The law now limits schools to no more than three compulsory branded items of uniform and PE kit, with secondary and middle schools allowed to also require a tie.

Branded doesn’t just mean items with a logo – if the colour or design is particularly distinctive, limiting the available supplier, then it can count as a logo. Items that schools might provide free, like book bags at primary, are included in the total, too, if there is a requirement to use them.

The limit applies to the school year, so schools that have winter and summer

At the time of writing there are several expected changes not yet confirmed by the DfE. There is also the prospect of a new prime minister who could shake up policy, not just in education but across government.

The Schools White Paper envisaged a new enrichment entitlement covering culture, sport and civic engagement. While a framework for this has now been published, plans to include it in Ofsted inspections from September 2026 have been put on hold and the sector is waiting on details of funding support.

Trusts are also waiting on the annual revision to the Academy Trust Handbook, which often includes changes to governance and regulatory rules for trusts. One expected change is that trusts will be required to use a Crown Commercial Service framework for supply staff, unless they can demonstrate local contracts offer better value.

The other elephant in the room is pay, for both teaching and support staff. With school finances very tight but inflation running higher than expected –and an economy made more uncertain by world events – pay is likely to be a contentious topic. Teaching unions have already warned they may strike if they consider the pay rise is insufficient or not sufficiently funded for schools to pay for it.

At the time of writing, the School Teacher Review Body’s recommendation is sitting on Bridget Philipson’s desk – but the Government’s response hasn’t been made public. Support staff pay is also uncertain: many trusts follow the local government NJC pay spines, but UNISON, GMB and Unite have rejected a 3.3% rise, with strike action possible.

uniforms need to consider everything that might be worn across the whole year.

PAY AND CONDITIONS FOR STAFF

From the end of June, the Secretary of State for Education will effectively have the ability to set baseline pay for academy teachers, using powers that mirror the existing ones for maintained schools. Trusts will have to have regard to national pay and conditions for the first time, and the School Teacher Review Body will need to explicitly consult with the trust sector before making recommendations.

The new arrangements won’t apply to principals or executive leaders in trusts, or to 16-19 academies.

Recent pay data suggests that teachers in secondary academies on average receive slightly higher pay than in maintained schools, with primary teachers receiving about the same, so while the changes remove some flexibility, the impact is likely to be minimal in many cases.

Separate legislation enables the creation of the School Support Staff Negotiating body, which will cover many non-teaching roles in schools – including academies. Although the Employment Rights Act was passed in December 2025, the details of how this will operate and exactly what jobs will be affected is not yet clear.

Other employment legislation changes are already in force though. This includes new rights for ‘day one’ paternity leave and unpaid parental leave, bereaved partners’ paternity leave, and changes to sick leave. From October, employers will have to take ‘all reasonable steps’ to prevent sexual harassment of staff, including by third parties. Further reforms are due to come in during 2027, including new rules on unfair dismissal, enhanced

protection for pregnant women and new mothers, and rights to guaranteed hours.

Union legislation is also changing including electronic voting and removal of the minimum turnout requirement for strike ballots, along with other changes on notifying industrial action. From October, employers will have to inform workers of their right to join a union, with enhanced rights of access for unions to workplaces.

CHANGES IN THE CLASSROOM

The Curriculum and Assessment Review got a lot of attention in education circles, but the revised National Curriculum –and the new legal requirement for academies to follow it – is unlikely to come in until September 2028. The next few months will see consultation on detailed subject by subject reforms, rather than immediate changes.

From September though, there are new requirements for relationships, health and sex education, with the first updated statutory guidance since 2019 coming into force. This includes new sections on online safety and advice on age-appropriate

material – but unlike some previous proposals it doesn’t set precise ages for what to teach when. The new guidance also includes new content on a wide range of topics from loneliness to gambling, bereavement and personal safety on roads, railways and in water.

This year’s revisions to the Keeping Children Safe in Education statutory guidance are much more substantial than in previous years, with even the summary of changes running to five pages. The DfE has consulted on draft guidance, with the final text expected to be confirmed soon and come into force from September. This includes guidance on gender-questioning children, and changes on mental health, violence and digital protections.

SUPPORT AND REGULATION

The Government has been gradually extending its Regional Improvement for Standards and Excellence (RISE) programme of support for schools. All schools can currently access the ‘universal support’ tier, with ‘targeted support’ based on Ofsted outcomes.

From January 2027, targeted support will be offered based on this summer’s Key Stage 2 expected standard in reading, writing and maths for Key Stage 2 outcomes for primary, and Attainment 8 data for secondary, with the latter switching to Progress 8 when the measure becomes available again in 2028.

FUNDING CHANGES

The Government has said the PE and Pupil Premium for primaries will end during the coming academic year and be replaced by new sport partnerships networks for primary and secondary settings from spring 2027 – but there is so far little detail.

The Condition Improvement Fund for estates upgrades for smaller trusts is also on the way out, with a new funding system due to come in by the end of next academic year.

There will be new funding as part of the Government’s special educational needs reforms, with the first grants from the Inclusive Mainstream Fund (IMF) covering the 2026-27 financial year being made to trusts in July 2026. Trusts will need to publish an inclusion strategy of their activity and approaches to support common SEND needs by the end of 2026 –covering work paid for not just by the IMF but existing funding streams too.

Local authorities will receive the first wave of funding for the new Experts At Hand service in June 2026, to provide SEND advice and direct support to Early Years, schools and FE colleges in their area. These are envisaged as being delivered in partnership with local NHS bodies with a particular focus on educational psychology and speech and language therapists.

CST’s school funding landscape guidance contains a full overview of funding for the upcoming year. ■

JAMES GOFFIN is Head of Communications at the Confederation of School Trusts (CST). The CST’s briefing emails for members aim to keep trust leaders up to date.

Credit: Karl Black

USING AI TO SUPPORT FINANCIAL MANAGEMENT

AND USING A PEER TO PEER COMMUNITY TO ANSWER YOUR QUESTIONS

Katie Hutton talks to Thomas de Nooij, Anago Education, about the benefits of using AI to support finance functions within a school, and illustrates how FD Forum members can share information and provide support to each other.

Set up at the beginning of the Academies programme, The FD Forum is a peer to peer community for those working within Finance, HR and Estates Management. Providing a unique opportunity to learn and share ideas from those working in the sector. AI to assist financial reporting and planning, is a key topic and below are some key points from a recent discussion we had.

WHAT ARE THE BENEFITS OF AI TO SCHOOL FINANCE?

AI does time-consuming, repetitive tasks quickly and accurately freeing up staff. It provides a clear, well-structured draft based on actual figures with the writing and calculations happening automatically. To see how it would work, take your most recent board report, ask an AI tool to redraft the narrative section from your figures, and see what comes back.

DOES A SCHOOL NEED DEDICATED AI SOFTWARE?

Free tools won’t connect to your school's systems meaning you will have to re-input the information for each task. You need software that's permanently connected to your live figures.

Dedicated platforms have the AI built into your finance workflow and automatically works from your current figures. It monitors

your spending throughout the year, alerts you on potential overspending, and produces regular reports without any manual input of figures.

WHAT ABOUT ACCURACY — CAN YOU TRUST WHAT AI PRODUCES?

AI is a tool only, working from information it is given, so can make mistakes. However it does add a level of monitoring that can otherwise be missed. It will flag figures that look out of place, spot inconsistencies, and alert you to figures that don't match with budgets.

WHAT DOES AI-ASSISTED BUDGET PLANNING LOOK LIKE IN PRACTICE?

Instead of having to work across multiple spreadsheets requiring manual input, a dedicated platform can produce a solid working draft automatically, drawing on your school's own financial history. You then start from a reliable informed base rather than a blank page, enabling focus on budget decisions rather data entry. For Multi Academy Trusts, this is even more valuable as AI can produce draft budgets across several schools simultaneously, and then provide a comparison.

HOW DOES AI HELP WITH REPORTING THROUGHOUT THE YEAR?

Figures running above budget will be immediately flagged. Writing explanations on budgeting changes to those from a non-finance background can take time. AI can quickly draft that explanation to a style that fits your tone but targeted towards helping them understand the situation.

IS THIS AFFORDABLE FOR SCHOOLS WHERE BUDGETS ARE ALREADY TIGHT?

AI used correctly will result in freeing up staff’s time from data inputting and report writing. Ask your peers such as those within The FD Forum, you’ll receive honest views from those who have their own experiences. Finally, ask for a no obligation demonstration from suppliers.

CONCLUSION

AI can offer genuine practical benefits for the finance function in schools but it is wise to use dedicated platforms and before committing consult your peers for first hand experiences following any supplier demonstrations.

If you have any questions as a result of this article please get in touch. ■

from the FD Forum and to become part of this knowledgeable community contact katie@thefdforum.co.uk or visit www.thefdforum.co.uk

REDUCING PRESSURE, IMPROVING OUTCOMES:

WILLIAM FORD JUNIOR SCHOOL TRANSFORMS LUNCHTIMES WITH APETITO

William Ford Junior School in Dagenham, Essex has transformed its lunchtime provision with apetito, easing pressure on staff while improving pupil health, wellbeing and engagement.

The school, which is committed to supporting pupils to be ‘successful, healthy, fulfilled and empowered to make a difference’, faced growing challenges with its in-house catering model due to staffing reductions and increasing regulatory demands.

Headteacher David Huntingford said: “We were placing more demands on our catering team with new rules and regulations coming out. We wanted more from them, but they had less time to do it in. It was not sustainable.”

Working closely with the school, apetito introduced a simple, flexible solution reducing operational pressure while maintaining high nutritional standards.

Sarah Gladden, School Business Manager, said: “Since being with apetito there’s less pressure on our catering

staff. It’s just a case of ensuring hygiene standards in the kitchen and making sure the meals are cooked, it’s very straightforward. When other staff need to cover, it’s very simple to follow.”

The streamlined approach has also created new opportunities beyond the kitchen. The school’s catering manager now delivers regular cookery lessons to pupils, helping to build essential life skills and promote healthier habits.

“It’s given our catering manager an opportunity to come out of the kitchen and run cooking lessons with pupils, which also positively impacts our budget by helping with teacher cover,” added Sarah Gladden.

David emphasised how the school has embraced this opportunity to better educate children: “With the school having a high level of obesity and physical health of the pupils being a concern, I took the decision that now is the time to teach the children how to cook healthy, nutritious meals at home.

“Our school cook now takes every class

for a cookery lesson once every three weeks. Children really enjoy it and parents are also reporting that children are now eating healthier foods at home and are keen to try out their new cookery skills.”

The impact of apetito’s nutritionally balanced meals is felt across the school day, from improved energy levels to greater focus in the classroom.

“The impact of having delicious, nutritious food for our pupils can be seen in many areas. Whether that’s how they play at lunchtime, their energy in the afternoon and the fact they’re no longer hungry. Their bellies are full and they’re ready to go back to the classroom and learn,” David added.

Pupils themselves have noticed the difference too. When asked how they like apetito’s meals they said:

“Very delicious, nutritious and healthy. It will be good for your body and it will help you move around more.”

“They are nice, they fill me up for learning. It’s better for you to learn and for your body to feel good, you don’t want to be hungry.”

The school has also praised the partnership and apetito’s ongoing support.

“The quality of support and service from apetito is really good. They don’t shy away from any challenges we present them; they’re always there on the phone if we need them and often visit when we ask them to review the service. I would recommend apetito to any school that is looking to switch to a new catering solution.” said Sarah.

The transformation has been clear across the school, with David adding that “apetito makes a real difference to our school.” ■

To find out more, visit apetito.link/TrustLeadership

THE CURRICULUM AND ASSESSMENT REVIEW

A CONSIDERED RESPONSE

Sally Brooks, Clare Goldsmith, Paul Hemmings and Rochelle Richmond report on how the Bourne Education Trust is responding to one of the most significant examinations of curriculum and assessment in decades.

The Government’s Curriculum and Assessment Review and accompanying DfE White Paper, published in November 2025, set out the most significant examination of curriculum and assessment in a generation. As a trust, we have engaged with this carefully, recognising both the opportunities it presents and the areas where it challenges us to think more deeply. Our response is not a reactive one – much of what the Review proposes connects with work already underway across our schools. But it does ask us to be more deliberate, more consistent and more

ambitious in how we approach curriculum design, assessment, enrichment and professional development. This article sets out how colleagues from across BET – spanning primary, secondary and special settings – are responding to that challenge, and what it means for our pupils now and in the years ahead.

PRIMARY LEVEL

At primary level, the Review affirms both the direction of travel in our current strategy and the need to sharpen our focus on enrichment and the wider curriculum experience.

The Review highlights long-recognised challenges: an overloaded curriculum, weak sequencing between phases and insufficient specificity in foundation subjects. It builds on what works, while setting clearer expectations around oracy, citizenship, digital literacy and enrichment. Breadth is reframed not as an optional extra, but as a core entitlement, especially for disadvantaged learners and those with SEND.

We recognise the need to ensure assessment systems are robust by sharpening precision, consistency and responsiveness. We are working to align curriculum and assessment more tightly so that assessment checkpoints are clearly mapped to progression and the intelligent use of data to identify gaps early. A key focus moving forward is trust-wide resourcing and shared pedagogical expectations to reduce variability and ensure that assessment is both reliable and meaningful, without adding unnecessary workload.

Much of our response to the White Paper will be rooted in our Primary Strategy, which places ambition, inclusion and opportunity at its heart. Our developing Primary Curriculum Spine will secure depth in core subjects while protecting space for a rich wider curriculum. This coherence supports not only attainment but also ensures pupils develop the knowledge, vocabulary, skills and life experiences required for secondary education and beyond.

Transition to secondary school is a central priority,

WE ARE PARTICULARLY ENCOURAGED BY THE REVIEW’S RECOGNITION OF ORACY AS A LEVER FOR BOTH ATTAINMENT AND INCLUSION. F

BREADTH IS NOT AN ADD-ON; IT IS PART OF WHAT EVERY PUPIL IS ENTITLED TO.

and we recognise that meaningful collaboration between phases across the Trust will be paramount to achieving this.

We are particularly encouraged by the Review’s recognition of oracy as a lever for both attainment and inclusion. Our primary schools already recognise the value of embedding structured talk across subjects to support reading, writing and thinking, while also giving pupils confidence and agency; removing barriers and the gaps for the disadvantaged, and we are excited to develop this work further.

ENRICHMENT

The BET Guarantee extends this commitment across all our schools. Participation in enrichment activities is known to be heavily shaped by socio-economic background, and not every pupil arrives at school with equal access to the kinds of experiences that build confidence, broaden horizons and support long-term success. The BET Guarantee was developed to address this directly – a trust-wide commitment to making enrichment an entitlement for every pupil rather than something that depends on circumstance.

Structured around five pillars – Future Ready, Social Responsibility, Culture, Wellbeing and Character –the Guarantee sets out the opportunities every BET pupil can expect. It applies across all our schools: primary, secondary and special. A shared framework ensures consistency and equity across the Trust, while individual schools retain the flexibility to shape delivery in ways that reflect their own pupils, communities and local contexts.

… WE ARE ENGAGING THOUGHTFULLY WITH THE OPPORTUNITIES AND CHALLENGES THAT ARTIFICIAL INTELLIGENCE PRESENTS …

As the proposed reforms sharpen the national focus on enrichment as a right for all pupils, we are taking the opportunity to look carefully at how the Guarantee is working in practice. This means taking stock of what is already well embedded across our schools and identifying where provision is less developed – not to create a compliance exercise, but to ensure that the Guarantee is meaningful and consistently delivered for every pupil, whatever school they attend and whatever their background. The Review’s direction of travel gives us both the context and the impetus to ensure this work has genuine impact on the lives and experiences of our pupils.

DIGITAL LITERACY

The Review's ambition for stronger digital literacy reflects the changing tools and technologies available to pupils. The Trust’s phased introduction of 1:1 devices across our schools sits within this context and reflects a deliberate commitment to ensuring every pupil has equal access to the tools and technologies that are increasingly central to learning and life beyond school. Alongside this, we are engaging thoughtfully with the opportunities and challenges that Artificial Intelligence presents – for teaching, for learning and for curriculum design. Both developments sit squarely within the Review’s ambition for stronger digital literacy across all phases. We are under no illusion that technology alone transforms outcomes – what matters is how it is used, and we are therefore focused on ensuring that the introduction of devices and AI is driven by sound pedagogy and the needs of our pupils rather than by the technology itself. Getting this right means investing in staff confidence and shared practice alongside the technology.

STAFF CONFIDENCE

Underpinning all of this is a commitment to building staff confidence to deliver a broader, richer curriculum that meets the needs of every pupil. In line with the Review’s emphasis on sustained, subject-specific professional development, we are establishing the Bourne Institute of Leadership and Training, in partnership with the National Institute of Teaching.

Staff development through the Institute will be practical and rooted in the classroom. This will include subject networks led by expert practitioners, coaching for both early-career and experienced teachers, and leadership pathways for phase and subject leads. Programmes will focus on deepening subject knowledge, adaptive teaching for SEND and EAL, and formative assessment that informs teaching without narrowing the curriculum. The Middle Leader Certificate in Education is one example of how this work will formalise and recognise the professional thinking our colleagues are already doing in the interests of every learner.

Working with the National Institute of Teaching, we will co-design accredited pathways, draw on the best available evidence on professional learning, and ensure our staff benefit from high-quality mentoring and peer collaboration beyond the Trust. By combining a coherent trust-wide curriculum spine with genuine school-level autonomy, and investing in our people through the Institute, we are building

the collective expertise needed to deliver on the ambitions set out in the Review.

SECONDARY SCHOOLS

For our secondary schools, the core ambition is unchanged: strong academic outcomes for all pupils, alongside a rich, broad and inclusive curriculum that prepares young people for the demands and opportunities of modern life. A rigorous academic core – high standards in English, mathematics and the sciences – gives pupils the knowledge, disciplinary understanding and cultural capital required for success in further education and employment. This sits alongside a wider curriculum that values the arts, humanities, physical education and personal development. Breadth is not an addon; it is part of what every pupil is entitled to.

Transition between Key Stage 2 and Key Stage 3 remains a particular area of focus. Too often pupils encounter unnecessary repetition or gaps in learning at this point, and we are continuing to address this by aligning our primary and secondary curricula more tightly. This includes closer collaboration between phases, clearer curriculum sequencing in the early secondary years, and developing shared approaches to understanding what pupils know and can do on entry to Year 7 – so that learning builds coherently on prior knowledge and momentum is sustained from the outset.

Our approach to assessment in secondary is also developing. We are moving towards practices that balance secure subject knowledge with deeper understanding, disciplinary thinking and long-term retention, using assessment to inform teaching and improve curriculum design rather than simply as a measure of performance. The aim is to reduce unnecessary burden, strengthen formative practice and keep assessment meaningful and rooted in each subject.

Ensuring all pupils can access and succeed within the curriculum remains central to this work. Through BET Elevate, we are placing renewed emphasis on pupils who face disadvantage or other barriers to learning, with a focus on securing full access to the taught curriculum alongside the targeted support needed to achieve well.

PRINCIPLES RATHER THAN STRUCTURES

Our approach to reform will continue to be guided by clear principles rather than predetermined structures. With the national policy context still developing, we will refine our practice through evidence, collaboration and professional dialogue across our schools - ensuring that any changes we make are sustainable and in the best interests of our pupils.

The national picture is still developing. Some of the detail within the Review and White Paper is yet to be confirmed, and the pace of implementation will become clearer in the months ahead. BET’s response is not about waiting for final guidance before acting. It is about being ready – building on strong foundations, addressing areas where more work is needed, and ensuring that our schools are well placed to meet whatever is required. Across primary, secondary and special settings, this response touches on curriculum design, assessment practice, enrichment and professional development. These are not separate workstreams; they are interconnected, and progress in one area supports progress in others. At the heart of all of it is a simple commitment: that every child and young person across BET receives a broad, rich and ambitious education – one that gives them the knowledge, skills and experiences they need to thrive, whatever their background and whatever school they attend. ■

are Education Directors at Bourne Education Trust

SALLY BROOKS, CLARE GOLDSMITH, PAUL HEMMINGS and ROCHELLE RICHMOND

(BET).

RETHINKING RECRUITMENT PARTNERSHIPS

Multi-academy trusts are operating in one of the most complex leadership environments the sector has experienced. Financial pressures, shifting policy expectations, demographic changes, inclusion priorities and increased scrutiny on governance all mean that leadership capacity has never mattered more.

At the same time, the market for exceptional education leaders remains highly competitive, particularly for trusts seeking individuals who can lead through ambiguity while maintaining organisational culture and educational standards. Against this backdrop, recruitment can no longer be viewed as a transactional exercise.

MOVING BEYOND VACANCY FILLING

Historically, many recruitment relationships within education have been reactive; a resignation is received, a role profile is drafted and an agency is commissioned to source candidates. While this remains an important operational function, it only scratches the surface of the value an experienced search and recruitment partner can bring.

The strongest recruitment consultancies are constantly engaging with the market. They’re speaking daily with CEOs, CFOs, trustees, governance professionals, school improvement leaders and emerging executive talent, providing them with a unique perspective on the themes, concerns and ambitions shaping the sector. For trusts, this access to real-time market intelligence can be invaluable.

USING MARKET INTELLIGENCE TO INFORM DECISION-MAKING

Recruitment specialists often have visibility across multiple trusts

Hayley

Mintern explores

the importance of an established, longterm relationship between MATs and their recruitment partners.

simultaneously and can identify emerging trends earlier than individual organisations. A strategic recruitment partner can help boards and CEOs benchmark their own structures against the wider market. That benchmarking is not solely about salary – although remuneration insight is clearly important – it is also about role scope, reporting lines, leadership responsibilities and organisational design.

Trusts considering growth can particularly benefit from this external perspective. As organisations scale, leadership models that worked effectively for a smaller trust may no longer provide sufficient capacity or clarity. Independent benchmarking enables Boards to make informed decisions about future leadership investment rather than relying solely on internal precedent.

Candidates increasingly assess organisations in sophisticated ways. Recruitment partners who understand candidate motivations can help trusts

position themselves more effectively in the market.

SUPPORTING SUCCESSION PLANNING BEFORE IT BECOMES URGENT

Succession planning remains one of the greatest strategic challenges facing the education sector. A robust succession strategy is also a key indicator of a high-performing MAT. The Confederation of School Trusts (CST) has consistently highlighted succession planning as a critical component of organisational sustainability, reflecting the need for trusts to build leadership capacity deliberately rather than rely on individual postholders.

Many trusts continue to rely heavily on a small number of experienced leaders, while the pipeline into executive leadership remains fragile in some areas. Yet succession planning is still too often discussed only once a departure has been announced.

This external lens can be especially useful for Boards. Internal leadership discussions can understandably become shaped by familiarity and existing organisational dynamics. A trusted external adviser can challenge assumptions constructively and provide evidence-based observations about the broader leadership market. Strategic recruitment partners can support talent mapping exercises, advise on leadership development priorities and help trusts assess where future gaps may emerge. In doing so, they contribute not simply to recruitment outcomes, but to organisational resilience.

A ROLE IN TRUST GROWTH AND PARTNERSHIP CONVERSATIONS

As the sector continues to evolve, collaboration and structural change remain high on the agenda. Trust growth, federation arrangements and merger discussions are increasingly common as organisations seek sustainability, shared expertise and stronger regional impact. With visibility across trusts, recruitment partners can provide objective insight into organisational compatibility during growth, partnership or merger discussions. Cultural fit, leadership style, governance philosophy, operational maturity and long-term vision are also all critical considerations in any successful partnership. Recruitment specialists with deep sector knowledge are often well placed to help facilitate early stage thinking and provide objective insight into organisational compatibility.

BENCHMARKING APPRAISALS AND EXECUTIVE PERFORMANCE

Another area where recruitment partners can add strategic value is executive appraisal and performance benchmarking. Boards are increasingly seeking robust, evidence-based approaches to executive performance management, yet benchmarking leadership performance within education can be challenging because trust structures and contexts vary significantly.

It is also important to recognise that Boards themselves have life-cycles. Regular reviews and skills audits are essential to ensure a Board has the right blend of experience and capability for the trust’s current stage of strategic delivery and future planning.

A specialist recruitment partner can help contextualise executive expectations by providing comparative market insight. What objectives are other CEOs being measured against? How are trusts structuring executive appraisal processes? What governance approaches are proving effective? How are leadership competencies evolving?

TOP TIPS FOR SELECTING THE RIGHT RECRUITMENT PARTNER

Not all recruitment partners operate in the same way, and for trusts seeking a genuinely strategic relationship, selecting the right partner is critical. The most effective partnerships are built on trust, challenge, credibility and long-term understanding.

Some key considerations include:

• Look for sector depth, not just recruitment expertise.

• Choose a partner willing to challenge constructively.

• Evaluate the partner’s understanding of culture and values.

• Look beyond individual appointments to a long-term relationship.

This intelligence can support more informed and balanced appraisal conversations. It can also help Boards ensure that executive expectations remain ambitious but realistic within current sector conditions.

Additionally, external benchmarking can support leadership retention. Exceptional leaders want to understand how their organisation compares within the wider market and whether they are being developed appropriately. Strategic recruitment insight can help trusts remain competitive and responsive.

BUILDING LONG-TERM STRATEGIC RELATIONSHIPS

Ultimately, the most successful recruitment partnerships are built over time. Trusts that engage proactively with recruitment advisers rather than only during periods of immediate need are often better positioned to respond to change.

Equally, recruitment partners who truly understand a trust’s culture, values and ambitions are better able to represent the organisation authentically in the market. That depth of understanding leads to stronger candidate alignment and more successful long-term appointments

– the recruitment partner becomes a strategic asset.

In an increasingly complex education landscape, leadership remains the defining factor in organisational success. Recruitment, therefore, cannot sit solely within an operational HR function, it must form part of wider strategic thinking about growth, sustainability, governance and culture. ■

HAYLEY MINTERN is Partner and Schools Lead at Anderson Quigley. Anderson Quigley’s Schools Practice supports schools and trusts with executive and board appointments, governance reviews and effectiveness audits, succession planning and broader advisory activity. Working across multi-academy trusts of different sizes and stages of growth, the practice is designed to act as a critical friend and strategic adviser, helping organisations secure the leadership, governance and capacity they need for the future.

THE NEW RECRUITMENT REALITY

Louise Brenlund explores the practical implications of the changes to recruitment practices recommended following the recent employment rights legislation.

With effect from 1 January 2027, the Employment Rights Act 2025 (ERA 2025) reduces the qualifying period for unfair dismissal claims from two years to six months. In addition, the statutory cap on unfair dismissal compensation will be removed, meaning there is no limit on the compensatory awards that tribunals may make. This is expected to generate approximately 3,000 additional tribunal claims per year, representing the largest expected impact on the tribunal system of any measure in the ERA 2025. This fundamental change requires schools and academies to adopt more rigorous interview and recruitment processes, ensuring discriminatory practices are avoided and appropriate documentation is maintained in order to minimise the risk of getting employment decisions wrong in the first instance, and thereby face potentially costly claims with

unlimited compensation. Adherence will ensure that you put yourselves in the best position to defend a claim.

IMPLICATIONS FOR PROBATIONARY PERIODS

This is likely to have significant implications for probationary periods. If you use a standard six-month probation period for senior leaders or other management, then, at the end of that period, if an employee is deemed not to

THIS FUNDAMENTAL CHANGE REQUIRES SCHOOLS AND ACADEMIES TO ADOPT

MORE RIGOROUS INTERVIEW AND RECRUITMENT PROCESSES …

have met the relevant requirements of the role, they will have already gained unfair dismissal rights. Therefore, you will need to build into your processes sufficient time to assess performance throughout the probationary period and, if necessary, complete the end-of-probation process, for any dismissal to take effect before the employee gains unfair dismissal rights.

Schools and academies should bear in mind the statutory minimum one-week notice period for staff with less than two years’ service. Where no notice is given or a payment in lieu of notice is made, this must be added onto the date of dismissal which will extend the effective date of termination for the purposes of calculating qualifying service. This means that an employer cannot dismiss in the last week of the first six months of

employment to try to circumvent the employee gaining unfair dismissal rights as, in those circumstances, they still would.

It is important to ensure that regular reviews take place during the probationary period with a clear record held of the last date by which you may be able to dismiss before unfair dismissal rights are gained.

AVOIDING DISCRIMINATION DURING THE INTERVIEW PROCESS

The Equality Act 2010 (EqA 2010) prohibits discrimination and harassment in relation to nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.

An interview is likely to be the decisive stage of the selection process but also the stage when it is easiest to make judgements about a candidate. If assumptions about the capabilities or characteristics of individuals with a protected characteristic are made, this could lead to an unlawful discriminatory selection decision.

TRAINING FOR INTERVIEW PANELS

questions that are not relevant to the requirements of the job.

It is important to be clear to avoid questions at interview that could relate directly to protected characteristics, such as about childcare arrangements, living arrangements or plans to get married or to have children. Where such information is volunteered, selectors should take particular care not to allow themselves to be influenced by that information.

In Corus Hotels Plc v Woodward and another UKEAT/0536/05, the employer was ordered to pay £4,000 for injury to feelings to a prospective female employee based on questions at interview which implied that she would not be able to hold down the job because she had children, finding the interview had been conducted in a ‘crassly sexist manner’.

SCHOOLS AND ACADEMIES HAVE A DUTY TO ENSURE RECRUITMENT FOLLOWS THE PROCESSES OF

‘SAFER RECRUITMENT’

Training is also part of ensuring that you can rely on the ‘reasonable steps’ defence if a job applicant argues that you are vicariously liable for the discriminatory conduct of those responsible for carrying out the exercise. Training should be given on an ongoing basis. Schools and academies should review the training records of those involved in a recruitment exercise and, where necessary, provide refresher training before the exercise begins.

PRACTICAL RECOMMENDATIONS

Schools and academies should: Review and update their recruitment policies and procedures in advance of 1 January 2027. This may include reducing standard probationary periods to allow sufficient time for assessment and, if necessary, dismissal before the six-month unfair dismissal qualifying period is reached.

Ensure interview panels receive comprehensive training on equality law, unconscious bias and the specific requirements of the EqA 2010. All interviewers must understand that interview questions should be prepared in advance and be based on the job description and person specification. They must also recognise that the same core questions should be asked of all candidates using a structured format with objective scoring criteria.

Schools and academies should ensure that staff undertaking interviews and selection are trained in any appropriate policies such as equality and recruitment and are familiar with the EHRC EqA 2010 Code of Practice, which must be considered by tribunals and courts where relevant. The right training will ensure that staff can recognise when they are at risk of making stereotypical assumptions about people and apply a scoring method objectively based on prepared questions grounded in the person specification, the job description and the information provided in a candidate’s application form or CV. This in turn will help them to avoid

SAFEGUARDING AND DBS CHECKS

Schools and academies have a duty to ensure recruitment follows the processes of ‘safer recruitment’ set out in KCSIE. This includes verifying identity and ensuring that all members of staff in regulated activity have received an enhanced DBS and barred list check before their appointment is confirmed or as soon as is practically possible following their appointment.

Pre-appointment checks should be recorded on the single central record; for schools and academies this includes all

Establish clear policies regarding the retention and secure destruction of DBS information and other recruitment documentation, balancing the need to defend potential claims with data protection obligations.

Put in place clear documentation practices that create an objective paper trail demonstrating nondiscriminatory decision-making throughout the recruitment process while being mindful that all interview notes and scoring sheets may be disclosed in tribunal proceedings.

staff, including trainee teachers, agency and supply staff. You should remove details of an individual from the SCR once they leave the school.

Those involved in recruiting must have had appropriate safer recruitment training, the substance of which should, as a minimum, cover the content of part three of KCSIE. Any decision not to appoint because of a conviction should be clearly documented and be in line with school policy. The explanation from the applicant should be taken into consideration.

Information about criminal convictions collected during the recruitment process should be deleted once it has been verified, with a record only of whether the result of the check was satisfactory or unsatisfactory. DBS certificates should not usually be kept for longer than six months. In exceptional circumstances, the information can be kept on file where it is relevant to an ongoing employment relationship.

CREATING A PAPER TRAIL

Schools and academies should ensure that they document the recruitment process so that there is a paper trail in

the event of any complaint, data subject access request or litigation. It should be remembered that these documents,

… MANAGERS SHOULD GENERALLY BE DISCOURAGED FROM INFORMAL ANNOTATION OF INTERVIEW PAPERS.

of litigation and, as a result, managers should generally be discouraged from informal annotation of interview papers.

DATA PROTECTION CONSIDERATIONS

giving little thought to what they are

which should reflect the decision-making process in relation to the particular applicant, will be disclosed in any tribunal proceedings and consequently they should be written clearly and objectively. Your records should assist you to justify each decision and the process by which it was reached. They should show that decisions were based on objective evidence of the candidate’s ability to do the job satisfactorily and meet the relevant job and person specifications, and not on assumptions or prejudices about the capabilities of certain groups of people sharing protected characteristics. During interviews, managers may scribble down handwritten notes or observations on interview papers, often giving little thought to what they are writing. These annotated papers will be subject to disclosure in the event

Schools and academies must not keep information for longer than they need to. Data protection law does not specify timescales for keeping recruitment records so you should carefully consider how long you need to keep this information, usually periods will be set out in a retention policy.

Retaining recruitment records may be necessary in case a school or academy needs to defend itself against claims of discrimination or other legal actions arising from recruitment. While statutory limitation periods in place for bringing claims vary, the possibility that a person may bring a legal claim does not mean that recruitment records must be kept indefinitely. In general, schools and academies should not keep information beyond the statutory period in which a claim can potentially be brought, usually no longer than six years following termination.

Once a recruitment process has been concluded and an appointment has been made, it is unlikely that an employer will need to keep all of information it has acquired for the purposes of recruitment and selection. An employer may need to keep some details about the successful candidate and must carefully select what information is needed for the employment relationship. Information that is no longer relevant once the candidate becomes an employee must be securely destroyed in accordance with the employer’s retention and disposal policy. However, if records about any of the candidates are destroyed too quickly, it may be more difficult for the employer to prove that its end-to-end process is transparent, fair and accountable. ■

LOUISE BRENLUND is a Partner and Head of Employment at Warners Solicitors.

WHY FOOD AND NUTRITION SIT AT THE HEART OF . BOARDING LIFE

In any boarding school, food is far more than fuel. It is a daily ritual, a source of comfort, and one of the strongest threads binding a community together. David Walker explains.

Ahead of the Government’s latest consultation on improving school food standards in England, there is an even greater emphasis for schools to reduce sugar, salt and highly processed foods.

BALANCED, NOURISHING MEALS

‘ … FOOD CAN BECOME PART OF THE EMOTIONAL FABRIC OF THEIR SCHOOL EXPERIENCE.’

Boarding schools occupy a uniquely important position when it comes to nutrition. Unlike day schools, they are responsible for feeding children and young people across the entirety of the day, from breakfast through to supper and evening snacks. This means that schools have both an opportunity and a responsibility to ensure that pupils are receiving balanced, nourishing meals that support not only physical health, but also concentration, energy levels, emotional wellbeing and academic performance. Research consistently highlights the connection between nutrition and learning. A healthy, balanced diet rich in wholegrains, fruit, vegetables, protein and essential nutrients supports cognitive development, memory retention and sustained energy. For children and teenagers, whose bodies and brains are still developing, access to good-quality food is not simply desirable; it is fundamental.

SHARED FOOD EXPERIENCES

Yet nutrition in boarding schools is so much more than a balanced diet. From the bustle of communal breakfasts to the comforting smell of toast drifting through the common room at breaktimes, shared food experiences help create a sense of structure, routine and belonging that is so essential to boarding life. For many pupils, especially those living away from home for the first time, food can become part of the emotional fabric of their school experience. This was abundantly clear during a recent visit to a school in Malaysia. The term ‘makan’ means

simply ‘to eat’ but also symbolises the joy of sharing meals and the deep sense of togetherness it can bring. I was invited to join the boarders to share a celebratory meal and the warm welcome, alongside the belonging and togetherness, was tangible. The best boarding environments understand that food provision is closely linked to pastoral care. A thoughtfully prepared menu that accommodates different dietary needs, cultural backgrounds and personal preferences sends a powerful message to pupils that their wellbeing matters.

LIFELONG HEALTHY EATING

Crucially, schools also play a role in helping young people build lifelong healthy eating habits. Boarding pupils may develop independence around food choices earlier than many of their peers. By providing balanced options and encouraging positive relationships with food, schools can help equip students with the knowledge and habits they will carry into adulthood. That’s where BSA’s brand new Nutrition Champions scheme comes in. The initiative, supported by food procurement specialists, allmanhall, aims to help schools showcase and promote outstanding nutritional standards. By becoming a certified BSA Nutrition Champion, schools demonstrate their commitment to providing the highest quality food for their boarding communities, aligned with the latest nutritional standards. In doing so, they reinforce an important truth: that excellent boarding education must include excellent nourishment, both for body and for community spirit. ■

DAVID WALKER is Director, BSA. BSA represents over 600 schools in the UK, including 30 state boarding schools. Registrations are open for the BSA Nutrition Champions via boarding.org.uk/nutrition-champions/

DRIVING DEVELOPMENT SUCCESS

THE FUNDRAISING JOURNEY AT SAINT JOHN SOUTHWORTH CATHOLIC ACADEMY TRUST

We follow the journey from establishing a fundraising programme at Cardinal Vaughan Memorial School to creating a trust-wide development strategy at Saint John Southworth Catholic Academy Trust.

For Cardinal Vaughan Memorial School, fundraising did not begin as an optional extra, it was as a strategic response to need. As a MAT of two senior and seven primary schools, what has developed since is a mature, trust-wide approach that links philanthropy to mission, leadership, community and long-term educational improvement. The school’s experience offers a compelling model for MAT

leaders considering how fundraising can support both individual schools and a wider trust vision.

A STRATEGIC RESPONSE TO FINANCIAL CHALLENGES

The story starts when Paul Stubbings, appointed as Headmaster of the Cardinal Vaughan Memorial School in 2011, inherited a highly successful school facing financial pressures. The site was too small

for the number of pupils, facilities were under strain, and the wider financial climate for state education was becoming increasingly challenging. The conclusion: if the school wanted to sustain and strengthen its provision, it needed to consider alternative income streams.

CREATING A CULTURE OF FUNDRAISING – NOT JUST RAISING FUNDS

Rather than relying on occasional appeals or ad hoc efforts, the school made a deliberate decision to adopt a more professional approach to fundraising. This was not without challenge. Like many governing bodies, there was initial hesitancy about committing resource to an area where experience and confidence were limited. However, there was also a clear recognition that, without investment, the school’s long-term ambitions would be increasingly difficult to sustain. Governors ultimately took a strategic view that investing in expertise in the short-term would help secure the long-term future of the school. External fundraising consultants were engaged to bring structure, insight and professional rigour to the approach. Their support enabled the leadership team to identify priorities, test them with stakeholders and articulate a compelling case for support. Crucially, this process did more than raise income. It helped the school clarify

LESSONS LEARNED

its narrative and build confidence in the potential of fundraising. Leaders identified that their key priorities – investment in the school environment, staff retention and fulfilling the Catholic ethos – closely aligned with what their community valued. Fundraising therefore became not a bolt-on activity, but a disciplined and strategic way of expressing educational purpose.

SCALING SUCCESS: A TRUST-WIDE APPROACH TO FUNDRAISING

When Saint John Southworth Catholic Academy Trust was formed, the existing fundraising methodology gave the Trust a strong foundation. Rather than starting from scratch across multiple schools, the Trust could build on the model already tested at Cardinal Vaughan. This mattered. In a MAT context; credibility is essential. School leaders needed to see tangible evidence of success to build confidence and secure broad-based buyin. Having one school with an established track record made it easier for other schools to engage with the development journey and understand that progress is cumulative.

LEADING FROM THE FRONT

Leadership has been central to success throughout. Paul, as Headmaster, is

So, what advice would Saint John Southworth Catholic Academy Trust offer to other MAT leaders?

• Start fundraising! Waiting for the perfect moment is usually another way of delaying action.

• Invest leadership time and recognise the importance of professional expertise. Fundraising cannot be delegated in full, but neither can it be improvised by busy school leaders without specialist support.

• Put the right infrastructure in place from the outset, including transparent financial arrangements that make it clear where funds are held and how they are used.

• Remember, fundraising is fundamentally about building a community. Income is vital, but it is the product of strong relationships, shared purpose and trust. A strong development programme supports MATs to manage financial pressures and build stronger schools and communities.

clear that senior leaders must actively champion fundraising, while also recognising that they are not expected to be experts and will need the right support to succeed. One of the Trust’s strengths has been recognising fundraising as a professional discipline. Senior leaders provide visible commitment, time and strategic alignment; development professionals bring expertise, structure and execution. This partnership has continued as the work evolved from consultant-led support into an in-house fundraising function.

Today, the development department is a team of four, who also manage communications across the Trust. As Director of Development, Suzanne sets the strategic direction for fundraising, with a particular focus on major donor development. She is supported by a dedicated Development Manager at Cardinal Vaughan, where fundraising is most established, and two Development Officers working across the primary schools to provide targeted, hands-on support. There is a deliberate balance between trust-wide consistency and individual school identity.

BALANCING TRUST VISION WITH SCHOOL IDENTITY

Families tend to identify most strongly with their own school, not the Trust as an abstract entity. The Trust has therefore developed a fundraising model that can be adapted across schools while still respecting local context. In practice,

that means shared systems and agreed fundraising approaches, but not identical messaging. Different schools need different cases for support. In one school the priority may be improving teaching resources; in another it may be something as basic and urgent as repairing a roof. Across the Trust, however, these individual needs are held together by a unifying narrative: fundraising exists to enrich education, strengthen formation and enable achievement.

This is where the MAT context becomes distinctive. While the Trust may speak about a shared mission, parents want to know exactly what difference their support will make in their child’s community. For leaders, that balance is crucial: communicate the wider vision, but never lose sight of the school-level relationship that sits behind most giving.

BUILDING FUNDRAISING MOMENTUM

In terms of fundraising approaches, the Trust has focused primarily on regular giving, giving days and major gifts. Regular giving provides predictability and helps schools plan with confidence. Giving days (a dedicated period, typically lasting 24 hours, focused on fundraising), meanwhile, have proved especially valuable in building momentum, generating participation and identifying future major gift prospects. In primary schools, giving days have also offered a practical and accessible way to begin development work, introducing families to the idea of philanthropy through activity, community and visible impact. In secondary school settings, the Trust can

go further, drawing on relationships with alumni as well as parents, and, over time, have conversations around major gifts and legacies.

ENGAGING DIFFERENT AUDIENCES

The Trust’s approach to audience engagement reflects the reality that motivations vary. Secondary school supporters may respond more readily to language around impact, outcomes and future opportunity, while primary communities often connect with messages around belonging, care and community. The development team is therefore required to adjust its messaging without losing coherence.

At the same time, the Trust has deliberately tried to build a wider culture of philanthropy, particularly through activities that encourage pupils themselves to give time and service. This is closely aligned with the school’s ethos and Catholic social teaching, but the wider lesson is relevant beyond faith settings: philanthropy is strongest when it is understood as part of a community, not simply as a financial transaction.

MEASURING WHAT MATTERS

Development progress is measured in more than just pounds raised. The Trust looks at growth over time, the maturity of each school’s fundraising, the strength of major gift pipelines, the development of donor relationships and the confidence of leaders and communities. Internal conversations between headteachers have also helped create shared understanding, with school

GIVING DAYS AT SAINT JOHN SOUTHWORTH CATHOLIC ACADEMY TRUST

Cardinal Vaughan’s giving days bring the whole community together to support the Love & Service Fund, helping to enhance provision and provide exceptional educational and co-curricular opportunities for all pupils. Over time, they have grown significantly – evolving from an initial £30,000 to £88,000 most recently, with an 84% participation rate.

The Trust also runs giving days in their primary schools, for example St Joseph's, which engaged 77% of their school community and raised £27,000 for their It Takes A Village Fund, to support maintenance of the Grade 2 listed school buildings and enrichment opportunities.

leaders learning from one another’s experience and seeing that fundraising success is built gradually.

FUNDRAISING SUPPORT FOR STATE SCHOOLS

The Institute of Development Professionals in Education (IDPE) provides support for MATs through dedicated forums for MATs and state schools, access to practical resources, opportunities to learn from and connect with peers and a New to Development professional development programme structured to support schools starting out on their development journey. ■

PAUL STUBBINGS, Catholic Executive

Officer, and SUZANNE WHEELER, Director of Development, Saint John Southworth Catholic Academy Trust.

MANAGING BEHAVIOUR AND CREATING CONDITIONS IN WHICH STUDENTS CAN THRIVE

With the Government’s initiative on improving behaviour being rolled out, Matt Morden and Moray Dickson describe how they approach this critical issue in the schools which they lead.

Behaviour remains one of the most discussed aspects of education. Yet too often the debate becomes polarised: strict versus soft, sanctions versus nurture, compliance versus compassion.

In reality, school leaders are navigating increasingly complex challenges. Many schools are seeing rising levels of anxiety, difficulties with emotional regulation, attendance concerns and a growing number of children and young people requiring additional support. Against this backdrop, the question is not simply how schools manage behaviour, but how they create the conditions in which children and young people can thrive.

Across Big Education schools, we share a belief that high expectations and strong relationships are not competing ideas. We believe that children need both certainty and connection: clear expectations, routines and boundaries alongside belonging, trust and emotionally available adults.

This means seeing behaviour as more than a set of systems and consequences. Behaviour is shaped

by relationships, culture, wellbeing, identity and a sense of community. It is something that can be taught, modelled and developed over time rather than simply enforced.

While the contexts of our schools are very different, we share a commitment to values-led, relational and inclusive approaches. We want children and young people to feel known, seen and heard. We want them to develop the skills, habits and character that enable them to contribute positively to their communities both now and in the future.

The following examples from Surrey Square Primary School and School 21 illustrate how these shared principles come to life in practice across primary and secondary phases.

SURREY SQUARE PRIMARY SCHOOL: BEHAVIOUR AS BELONGING IN ACTION

Surrey Square Primary School serves a diverse community in South London. One of the most distinctive aspects of our approach is that we lead

through values rather than rules. Instead of long lists of ‘dos and don’ts’, we centre our culture around six shared values: Respect, Responsibility, Compassion, Community, Perseverance and Enjoyment.

At Surrey Square, these values are not simply displayed on walls. Alongside our ‘SSQ Essentials’ – the shared expectations and routines that help children feel safe, successful and ready to learn – they provide a common framework for decision-making, relationships and community life. Staff use this common language throughout the school, helping children to think deeply about their choices, their impact on others and the kind of community they want to create.

When children need support to reflect on behaviour, restorative conversations are framed through the values. Children identify which values they were not demonstrating, how they were feeling, how others may have felt and what they could do differently moving forward. This helps behaviour become something children think deeply about rather than something simply managed for them by adults.

At the heart of this approach is a belief that children need to develop the ability to make thoughtful decisions independently. Rules can prescribe behaviour in specific situations, but values provide children with principles that help guide choices across different contexts and throughout life.

Staff training around behaviour, relationships and regulation is a continuous part of our professional development cycle. Through coaching, supervision and reflective conversations, staff are supported to think deeply about individual children, consider what may sit behind behaviour and explore strategies that will best support them to succeed.

Teaching behaviour

We also recognise that behaviour must be explicitly taught. We cannot assume that all children automatically know how to regulate emotions, resolve conflict, work collaboratively or communicate effectively. Just as we teach reading or mathematics, we teach children how to be part of a community.

One example of this is our ‘Joy Time’ curriculum, where children explicitly learn and practise social skills,

WE WANT CHILDREN TO DEVELOP INTERNAL RESPONSIBILITY RATHER THAN EXTERNAL COMPLIANCE.

We want children to develop internal responsibility rather than external compliance.

Warm relationships

Visitors to the school often comment on the warmth of relationships across the community. Children greet adults confidently, conversations are respectful and calm, and there is a noticeable sense of connection throughout the building. Warmth and high expectations are not seen as competing ideas. Expectations are high, routines are consistent and adults work hard to create certainty and predictability for children. At the same time, these expectations sit alongside care, empathy and understanding. These relationships do not happen by accident. We are intentional about helping children feel known, valued and connected to the adults around them. Building strong relationships is viewed as a professional skill that can be developed, reflected upon and strengthened over time.

teamwork, communication and emotional regulation through playful and relational activities. Staff model language, routines and restorative approaches throughout the day, helping children rehearse social success in a supportive environment.

Our approach is strongly influenced by traumainformed practice. Rather than seeing behaviour purely as defiance or disruption, we try to understand the experiences, emotions or unmet needs that may sit underneath it. This does not mean lowering expectations or removing boundaries, but it does mean responding with curiosity, consistency and compassion.

We often encourage staff to ask: ‘What is happening for this child right now?’ rather than immediately moving to: ‘How do we sanction this behaviour?’.

We also recognise that adults need support in order to support children well. Staff wellbeing is therefore an important part of our behaviour culture. Children experience adult regulation before they learn selfregulation themselves, so creating calm, reflective and supportive environments for staff matters too. F

OUR

APPROACH IS STRONGLY INFLUENCED BY TRAUMA-INFORMED PRACTICE …

Holistic pastoral approaches

This mindset has shaped wider systems across the school. We use holistic pastoral approaches which consider attendance, wellbeing, anxiety, safeguarding, relationships and learning together rather than in isolation. Inclusion and behaviour are inseparable.

We also believe that pupil agency is an important part of behaviour culture. Children are more likely to care for communities they genuinely feel part of. Through opportunities such as Pupil Parliament, leadership roles and changemaker projects, children are encouraged to contribute to the life of the school and see themselves as active members of the community rather than passive participants within it. Ultimately, our aim is not simply to create compliant classrooms. We want to create safe, inclusive and joyful environments where children learn how to regulate themselves, build positive relationships and take responsibility for the community around them.

SCHOOL 21: FIND YOUR VOICE

School 21 is an all-through (4-18) school in Stratford, East London. The school was set up in 2012 under the premise that schooling could, and should, be done differently. Since the beginning, the school has sought to empower young people. At School 21, our slogan is ‘Find Your Voice’ and this underpins our relational approach to behaviour and culture. Rather than relying on rigid, zero-tolerance compliance systems, we approach behaviour by building strong relationships; a strong community underpinned by

a firm commitment to our values of community, openness, humanity, responsibility and excellence. We want every child to be known, seen and heard; to thrive academically but also to develop the strong character needed to become ‘changemakers’ in their world.

Our approach treats behaviour not as a compliance metric, but as an extension of a student’s social and emotional development. The behavioural culture at School 21 is guided by a core philosophy known as the ‘Head, Heart, Hand’ framework (which all schools within Big Education utilise), alongside a deep commitment to equity and communication.

The ‘Heart’

Behaviour is viewed through the lens of wellbeing. We prioritise teaching students how to understand themselves, regulate their emotions and develop a strong moral compass over simply following rules out of fear of punishment. A key vehicle in which we seek to do this is through what we call ‘coaching’. Coaching at School 21 lets the student be where they are, and shines different ‘spotlights’ on who they are and how they are, along with the contexts they live in. This is to allow them a supportive space to make their own intentional decisions about their growth and change.

At School 21, each student has an assigned coach. In the curriculum of the Head, Heart and Hand, coaching seeks to tend to the Heart by continuously circling a development of ‘the self’. The aim is to build a supportive relationship with the student and where possible, the family; to be the first port of call for the child and the main contact between the school and parent; to develop a deep understanding of every student and to be able to support their personal growth, achievement and wellbeing.

Find your voice

The most prominent vehicle for this is our central focus on oracy. Oracy is the ability to speak and listen effectively. Just like reading and writing, it’s a vital skill that helps children express themselves clearly, think critically and understand others. Our view is that strong oracy skills are key to children’s academic success, personal development and future opportunities. Being able to express ideas clearly, listen actively and engage in respectful dialogue helps children deepen their understanding across all subjects. Disruptive behaviour is often an expression of an unmet need or an inability to articulate frustration. By giving every child the tools to express themselves, behaviour naturally improves.

This commitment to oracy requires ongoing professional development for all staff as well as intentional curriculum design that builds in meaningful oracy practices across all subjects and at all stages in our educational journey.

Restorative practices

A restorative conversation at School 21 is defined as a respectful, trust-based dialogue that promotes genuine understanding between students, staff and the wider school community. It focuses on understanding impact, repairing harm and strengthening relationships rather than assigning blame or punishment. Rooted in mutual respect and accountability, restorative conversations support positive behaviour, shared responsibility and collaborative ways forward, fostering a school culture built on acceptance, repair and growth.

Challenges

There can, of course, be challenges with any approach to behaviour and ours is not exempt from them. This academic year, we have recognised the need to ‘go deeper’ in relation to clarifying our definition of restorative conversations. During our term-long oracy modules, one module was looking specifically at restorative conversations. Over the course of the term, colleagues from primary, secondary and Sixth Form worked collaboratively on this: exploring, drafting, trying things out in the classroom and re-drafting.

This culminated in the definition given above and the underlying framework of ‘accept-repair-grow’. A codification. Their work was showcased at our annual Oracy Exhibition. We have since invested significant time for all staff during PLC (Professional Learning Communities) time for training and opportunities to discuss and practice using this framework to ensure consistency and confidence.

It should not be ignored that we have been on a significant improvement journey at School 21 in recent years. One of the most significant challenges I faced upon taking up the Headteacher position was improving behaviour - especially in secondary school. The advice I was given by many school leaders was that we should employ a ‘zero-tolerance’ approach that has been so widely embedded in many secondary schools. To do so would have been to deviate from my own values around education and also from the values of School 21 and Big Education.

Instead, we moved slower. We engaged with staff, students and parents and found out their views. We sought to discover what went wrong and how we

ONGOING DEBATE

The debate surrounding school behaviour will undoubtedly remain one of education’s most polarising battlegrounds, with diverse contexts demanding a wide spectrum of approaches.

As the ground-level realities facing our schools grow increasingly complex, we hope the insights from Surrey Square and School 21 offer an insight into an alternative to the traditional choice between strict compliance and soft nurture. By showing that high expectations and deep emotional connection can explicitly coexist, we endeavour to demonstrate that lasting behavioural change comes from teaching internal responsibility rather than enforcing external conformity.

There is no single blueprint for creating the perfect school culture, and every leadership team must navigate its own community’s unique challenges. However, as we look to the future of inclusive education, we believe we must move beyond mere containment and ask ourselves: are we simply designing systems to manage our students’ behaviour, or are we building communities that empower them to find their voice?

should go about improving behaviour whilst staying true to our values. The work that followed may be summarised as:

• clarification of expectations and clear communication of these

• clarification of our values and what they mean in relation to how we ‘are’ at school

• consistency of application of our systems

• training for staff

• repeat.

The impact has been significant and behaviour across all stages of the school is now markedly improved. The improvements to behaviour have not resulted in a school culture that is contrary to our principles and thus students are even better placed to find their voice and to thrive. As with anything in school, the work is never done and we continue to iterate, improve and evolve and we do so, as always, through the lens of our values. ■

MATT MORDEN is Headteacher of Surrey Square Primary School, where he leads a values-driven approach to education and wellbeing.

MORAY DICKSON is Headteacher at School 21 –a through school in Stratford, east London. Moray spent most of his leadership career in East London, he led an international school in the Middle East before joining Big Education.

BEYOND THE CAPITAL BID

PAYING FOR THE SCHOOL BUILDINGS TRUSTS NEED

Estate management is a core competency for MATs, yet capital funding for building projects is hard to secure. Karl Stokes considers some of the options open to senior leadership teams.

Every trust leader knows the feeling. A building has reached the end of its useful life, or pupil numbers have outgrown the estate, or a local authority has asked whether you can accommodate more children with additional needs. The need is clear; the case is strong – and then the conversation turns to money. What follows is an all too familiar sequence: an application to the Condition Improvement Fund that may or may not succeed, a wait for the next round of capital allocations, a conversation with the local authority about high needs funding that is already stretched. Months pass. Sometimes years.

Meanwhile, the problem that prompted the conversation in the first place only gets worse.

This is not an argument against capital funding. The grants available to trusts are substantial and, when secured, transformative. But for trust leaders operating under pressure – whether from rising rolls, deteriorating buildings, or the growing demand for specialist provision –increasingly the question is not just where the money comes from, but how quickly it can be put to work.

THE ARCHITECTURE OF SCHOOL CAPITAL FUNDING

There are more routes to funding a construction project today than many trust leaders realise. Some are well established. Others are newer and less widely understood. Used in combination, they can transform both the financial profile of a building project and the timeline on which it is delivered.

The architecture of school capital funding in England rests on a familiar set of pillars. School Condition Allocations provide direct funding to larger multiacademy trusts, local authorities and voluntary-aided school bodies. The Condition Improvement Fund offers a competitive bidding round for smaller trusts, standalone academies and Sixth Form colleges. Together, these distribute the bulk of condition-related capital, but both were designed to maintain the existing estate, not to deliver new capacity at pace.

For trusts planning provision linked to special educational needs and disabilities, there is an additional and increasingly significant source. The High Needs Provision Capital Allocation for 2026-27 stands at £860 million, distributed to local authorities on a formula basis. This sits within a broader government commitment of £3.7 billion in SEND capital funding between 2025 and 2030, intended to create tens of thousands of new specialist places. While this funding flows through local authorities rather than directly to trusts, it can be used to adapt mainstream classrooms, create specialist facilities within existing schools, or deliver new special school places. Any trust negotiating SEND expansion with its local authority should be asking what share of this allocation is available.

Beyond condition and high needs funding, the latest School Rebuilding Programme nomination round closed in April 2026, with a further 250 schools due to be selected by early 2027. It remains an important route for the most serious condition cases, but not an immediate answer for every trust facing a capacity problem. Devolved Formula Capital provides smaller annual sums for minor works, and Section 106 agreements remain relevant for trusts involved in developments connected to new housing.

LIMITATIONS AND CONSTRAINTS

None of these routes are new, and they share a common limitation worth stating plainly: CIF is annual and competitive and many strong bids are turned away. HNPCA funding flows through local authorities on their own timescales and priorities. For a trust that needs to act within months rather than years, the traditional capital cycle often cannot move quickly enough.

The instinct when funding is uncertain is to wait. Defer the project until the next round, resubmit the bid and hope the local authority’s priorities realign with yours. But waiting has a cost, and it is not always visible on a balance sheet.

The clearest illustration comes from SEND provision. When a child with

THE TRADITIONAL CAPITAL CYCLE OFTEN CANNOT MOVE QUICKLY ENOUGH.

complex needs cannot be accommodated locally, the local authority must fund an out-of-area or independent placement.

A feasibility study by Kent County Council found that the average cost of an out-ofcounty placement for a physically disabled learner was £141,750 per year, compared with £42,000 for local provision. Kent estimated that creating just ten additional local places at The Oaks Specialist College could reduce annual revenue costs by approximately £1 million.

These are not exceptional figures. Across England, local authorities collectively face a high needs deficit that the Institute for Fiscal Studies has estimated at over £3 billion by March 2025 – a figure projected to exceed £8 billion by March 2028 without reform. Much of that deficit is driven by the cost of placements that nobody, least of all the families involved, actually wants.

This is no longer simply an estates conversation. By 31 December 2026, schools must publish an inclusion strategy explaining how they intend to identify

and meet predictable needs within their cohort. Where existing buildings constrain that ambition, trusts will need to be candid about the estate improvements required, and about how they intend to fund them.

The cost of delay extends beyond SEND. Temporary accommodation that was meant to last three years and is now entering its second decade; maintenance budgets consumed by buildings that cost more to keep standing than they would to replace, and admissions revenue lost because facilities no longer meet families’ expectations. The price of inaction is real. It is simply less visible than the price of building.

LEASE FUNDING

Against this backdrop, lease funding deserves more serious consideration as a route to procure new buildings – not as a replacement for capital funding, but as a complement to it. Modern modular construction, which can deliver permanent, high-specification buildings in months rather than years, has made this route increasingly practical.

The regulatory framework for school leasing was substantially updated in 2024. The Department for Education now provides blanket prior consent for finance leases across a range of common asset categories – including IT equipment, vehicles, catering facilities and temporary classrooms and equivalent structures.

For assets that fall outside these categories, including some types of building and land leases, individual approval from the Secretary of State is required.

In practice, how a modular building is classified within this framework depends on how the lease is structured, which is where careful planning and experienced advisers make the difference. The route is well established, and providers experienced in structuring leases for the education sector can guide trusts through the process as part of a properly governed financial decision. Modular buildings can be utilised for SEND hubs and specialist learning environments, sports halls and activity spaces, multi-use community facilities and more.

The practical appeal is straightforward. Rather than finding the full capital cost of a project upfront – which for a purposebuilt specialist facility might range from £1.4 million to over £4 million depending on scale – a trust spreads payments across a fixed term, typically ten years. The building is designed, manufactured and installed to specification, with costs beginning only once it is operational. Energy performance also matters to the whole-life financial case. A building designed to be carbonneutral for regulated energy use may reduce exposure to future energy costs, though boards will still need to test assumptions about occupancy, maintenance and operation.

PARTNERSHIP WITH LOCAL AUTHORITIES

In SEND provision, one workable model is a partnership between a trust and its local authority. The trust provides the site and runs the facility. The local authority –which is already spending significant sums on out-of-area placements – redirects part of the savings derived from keeping students in local provision to cover the lease repayments. For illustration, a 64-place specialist facility such as TG Escapes’ modular pre-designed inclusive learning hub with a 50+ year lifespan, the annual lease payments of approximately £565,000 is broadly equivalent to the gross cost of four out-of-county placements at more than £140,000 each. That is not the same as saying four placements alone can fund the provision (local staffing, commissioning and operating costs must also be accounted for), but the directional case is compelling, and local authority finance teams understand the logic.

The same principle can apply to mainstream provision, such as a trust needing additional classrooms in a growth area, replacement of accommodation where poor condition is consuming maintenance budgets, or sports and community facilities linked to local development. The financial case will differ in each instance. Where the need is immediate, and the asset has a clear operational purpose, how should an assessment be made for a fixed-term

funding commitment versus the slower pursuit of capital grants?

For many trusts, the strongest financial case may involve more than one funding source. A project could, for example, combine HNPCA funding secured through the local authority with a CIF bid for associated condition work on the existing buildings, topped up by a lease arrangement for the new facility itself. Section 106 contributions can supplement projects linked to housing growth. Some trusts are using their SCA allocation to fund enabling works – site preparation, services connections, access improvements – while financing the building through a separate route entirely.

This blended approach requires more planning upfront, but it spreads risk, reduces the trust’s net financial exposure, and often accelerates the overall timeline. It also signals to the DfE and to local authority partners that a trust is managing its estate strategically, which strengthens future funding conversations.

ESTATE MANAGEMENT: A CORE COMPETENCY

The Government’s Education Estates Strategy, published in February 2026, sets out a ten-year vision for the school estate. Its emphasis on condition, sustainability and sufficiency of places suggests that capital funding will continue to flow – but that trusts will increasingly be expected to demonstrate they are making best use of every available route. Estate management is becoming a core competency for trust leadership, not an afterthought.

A trust cannot build its estate strategy around the hope that the next bid will succeed. Grants will remain essential, but they are no longer the whole answer. As inclusion expectations rise and buildings become central to a trust’s ability to meet local need, boards should be testing every credible funding route against the same question: what will waiting cost the children, the trust and the public purse? ■

KARL STOKES, MD at TG Escapes Modular Eco-Buildings'.

FROM ENRICHMENT TO IMPACT

USING SIXTH FORM MENTORING TO SUPPORT LITERACY

We explore the benefits of Sixth Formers working with primary-age children as part of a literacy mentoring programme which enriches and upskills all participants.

Improving literacy outcomes while sustaining meaningful enrichment provision remains a challenge for many academy trusts, particularly where staff capacity is constrained. Leaders are increasingly exploring ways to extend support beyond the classroom without adding significant operational burden.

At Forge Valley School & Sixth Form, part of the INOVA Multi-Academy Trust, one response has been to involve Sixth Form students in supporting younger readers through a structured programme.

Rachel Petters, Head of Sixth Form, was initially drawn to Bookmark Reading Charity’s One-to-one Reading Programme because it combined national coordination with local delivery. She explains: “What stood out to me was the fact that it was a national programme, with the ability to do something locally”.

While the programme focuses on primary-aged pupils, Petters also sees relevance for the Sixth Form students themselves. “For us in the Sixth Form, it’s about the continual development of reading and fostering reading for pleasure, which a lot of people lose focus on,” she

says. “Thinking about that from a young person’s point of view is really important.”

This reflects a wider opportunity for trusts to align literacy priorities with enrichment activity, rather than treating them as distinct areas of provision.

HOW THE MODEL OPERATES IN PRACTICE

The programme links Sixth Form students with primary-aged pupils who require additional reading support. Reading mentors – as volunteers aged 14-18 on the programme are referred to – commit to regular one-to-one sessions, typically delivered in 12-week blocks comprising one 30-minute session per week.

From a school perspective, implementation is intentionally straightforward. “For me as a coordinator,

it is incredibly straightforward,”says Petters. “My role is really about highlighting [the programme] as an incredible opportunity, communicating that clearly and widely, and encouraging students to get involved,” she explains. “It’s a very easy process to put in place.” Students then progress through an application and training process. Matching, scheduling and most communications are managed externally through a digital platform. “Logistics can often be a barrier with new programmes, but because that’s all managed externally, it makes it really simple to deliver,” says Petters.

This type of model reflects a broader shift towards externally coordinated enrichment, where operational complexity sits outside the school while delivery remains rooted in local partnerships.

STAFFING IMPLICATIONS AND WORKLOAD

A key consideration for any new initiative is staff capacity. In this area, Petters is clear that the programme has required limited input. “In terms of staff time, it’s a small commitment, probably just a couple of hours – and certainly no more than half a day,” she says. This includes oversight of onboarding and occasional communication but does not extend into ongoing management. Even with a larger cohort, the demands remain low.

Compared with other enrichment or workrelated learning activities, this is a relatively light requirement. For trusts considering how to scale enrichment activity, this balance of low staff input and sustained delivery may be particularly relevant.

DELIVERY AND STRUCTURE

Once matched with a pupil, volunteers either attend sessions at a partner

“IT’S A MASSIVE LIFE LESSON FOR OUR SIXTH FORM STUDENTS WHICH THEY HAVE TO TAKE OWNERSHIP OF.”

primary school or get set up with their pupil to conduct the sessions online. After an initial introduction, the relationship develops through regular weekly contact. “All of the training is provided, including thorough safeguarding training as well as guidance on how to deliver the sessions,” says Petters.

Students set their availability and primary schools facilitate sessions, which are varied in format. “Students talk about doing guided reading, playing games and working on word and reading activities,” says Petters. “That mentor relationship seems to be working well with those materials.”

PUPIL OUTCOMES AND ENGAGEMENT

Feedback from volunteers provides insight into pupil outcomes. “A number of them remarked on the change that they saw in the abilities of the young people that they’re working with,” Petters says. “They very much felt that what they were doing was having a really positive impact on how the students enjoyed reading, enjoyed spending time and enjoyed playing some of the games. Their sessions were a highlight,” she explains.

For trusts, this suggests that reading support delivered through relational, one-to-one models may contribute not only to attainment but also to engagement and confidence.

SIXTH FORM DEVELOPMENT AND PROGRESSION

Alongside its impact on younger pupils, a mentoring initiative of this nature plays a role in Sixth Form student development. “It’s a massive life lesson for our Sixth Form students which they have to take ownership of,” says Petters.

This independence contributes to a range of transferable skills. “They’re learning how to volunteer, how to communicate. Time given to people other than themselves,” she says. “There

are huge benefits in that respect.”

Student feedback reflects this. “They used words such as fulfilling, rewarding and joyful,” Petters notes. “They really felt like they were making a positive difference.”

ROLE WITHIN ENRICHMENT STRATEGY

At Forge Valley, the mentoring programme forms part of the school’s wider enrichment offer and is introduced early in the Sixth Form journey. It is also highlighted during open evenings as part of the school’s broader offer. “When we talk about the additional offer, students are thinking about what else they can do to be more wellrounded,” Petters explains.

For trusts, the reliability of established programmes may be an important consideration when selecting enrichment partnerships.

CONSIDERATIONS FOR IMPLEMENTATION

Reflecting on their experience, Petters highlights a number of practical factors for schools considering a similar approach. She believes clear communication with students is essential, particularly in explaining both the impact and the personal benefits of a literacy mentoring programme.

Timing also plays a role, with early introduction supporting uptake. Similarly impressing the “joy that’s felt” by both the reading mentors and their pupils is key to ‘selling’ a programme to students.

FINAL REFLECTIONS

Petters’ overall assessment is shaped by the balance between effort and impact. “I would say 100% go for it because it’s minimal workload for maximum impact,” she says. For her, the value lies in the combined outcomes for both younger pupils and Sixth Form students. “There’s no negative to it. It’s a win-win situation all around.”

For trusts exploring ways to extend literacy support while managing competing demands on staff time, models that combine external coordination with local delivery may offer a workable approach. ■

BOOKMARK READING CHARITY

offers opportunities for reading mentors aged 14-18 on its One-to-one Reading Programme. bookmarkreading.org/ mentoring

PLANNED ESTATE MAINTENANCE A BUDGETARY PRIORITY FOR SCHOOLS AND ACADEMIES

Hannah Wilson, from DALROD, explains why pre-planned maintenance contracts can assist schools and academies with managing estate maintenance and drainage issues in a timely and costeffective manner.

For schools across the UK, estate maintenance has become an increasingly important part of long-term operational planning. While educational outcomes rightly remain the central focus of any institution, the condition, safety and reliability of school infrastructure play a direct role in supporting staff and pupils. Among

the most overlooked yet essential aspects of estate management are drainage systems and service-based maintenance activities.

Too often, drainage and other preventative services are only addressed once problems arise. Blocked drains, flooding, unpleasant odours, damaged pipework and reactive emergency callouts can quickly disrupt the school day, create health and safety concerns and place unexpected strain on already stretched budgets. As financial planning becomes even more scrutinised, schools are increasingly recognising the value of pre-planned maintenance contracts as a more sustainable and cost-effective approach throughout the year.

A preventative mindset protects school facilities and allows leadership teams to budget more accurately, reduce unwanted emergency expenditure and maintain safe learning environments.

THE IMPORTANCE OF DRAINAGE MAINTENANCE

Areas such as drainage systems are largely invisible when functioning correctly, which is often why they receive limited attention during annual budgeting discussions. However, their importance cannot be overstated. School drainage infrastructure supports toilets, kitchens, staff facilities, sports changing areas, surface water management and external grounds. Any failure within these systems can rapidly escalate into operational disruption and high corrective costs.

Schools are particularly vulnerable to drainage issues due to the high volume of daily usage and the age of many educational buildings across the country. Fat accumulation from catering facilities, misuse of sanitary systems, tree root ingress, collapsed pipework and poor surface drainage can all contribute to serious problems if left unmanaged and without regular checks.

The consequences of reactive drainage maintenance are significant. Emergency repairs are often more expensive, can require urgent site access and may result in temporary closures of facilities or classrooms. In more severe cases, flooding or sewage backflow can pose direct health and safety risks to pupils and staff.

MOVING FROM REACTIVE TO PREVENTATIVE MAINTENANCE

Historically, schools have operated on a reactive model, addressing issues only when faults become unavoidable. While this approach may appear cost-effective in the short term, it often leads to higher long-term expenditure and increased operational risk over time.

Preventative building maintenance offers a more strategic alternative. By scheduling regular inspections, servicing and cleaning activities throughout the year, schools can identify potential issues before they develop into emergencies. This approach allows estates teams to maintain infrastructure in a controlled and manageable way.

Drainage maintenance is well suited

to preventative planning. Routine drain jetting, CCTV surveys, gully cleaning, grease trap maintenance and pipe inspections can significantly reduce the risk of blockages and structural failures. Importantly, these services can be scheduled during quieter period minimising disruption to daily operations.

Preventative estate maintenance also extends beyond drainage alone. Heating systems, plumbing, roofing, grounds maintenance and water hygiene services all benefit from structured planning and routine servicing. Together, these activities form the backbone of a safe and compliant educational environment.

WHY PRE-PLANNED MAINTENANCE CONTRACTS DELIVER BETTER VALUE

One of the most effective ways schools can manage estate maintenance is through pre-planned maintenance (PPM) contracts. These agreements provide scheduled costs and servicing throughout the year under a structured and predictable framework. A maintenance plan provides the flexibility of a tailored option for educational facilities; schedules, budgets and requirements can be built around individual client needs. Financial consistency is valuable for academy trusts, bursars and school business managers who balance operational efficiency with accountability. Knowing that key maintenance activities are already scheduled reduces uncertainty and allows leadership teams to focus on educational priorities rather than unexpected facility failures. Additionally, PPM contracts provide faster response times, detailed service records, compliance support and ongoing asset monitoring.

SUPPORTING HEALTH AND SAFETY AND COMPLIANCE

Beyond financial considerations, schools also have a duty of care to ensure that buildings remain safe and functional for all occupants. Drainage and estate maintenance play a direct role in meeting health and safety obligations.

Blocked drains and standing water can create slip hazards, hygiene concerns, and unpleasant odours. In educational settings, where safeguarding and wellbeing are paramount, these risks must be taken seriously.

Regular maintenance demonstrates a proactive commitment to compliance and responsible estate management. Increasingly, stakeholders expect schools to evidence robust maintenance strategies rather than relying solely on reactive responses.

Importantly, preventative maintenance also contributes to sustainability goals. Efficient drainage systems, properly maintained infrastructure and reduced emergency repairs all help minimise environmental impact and prolong the lifespan of school assets.

LONG-TERM INVESTMENT RATHER THAN SHORT-TERM COSTS

In times of financial pressure, maintenance budgets are sometimes viewed as areas where savings can be made. However, deferred maintenance often creates larger financial liabilities in the future.

Pre-planned maintenance should therefore be viewed not as an optional expense, but as a long-term investment in the resilience and functionality of the school estate.

As schools navigate increasing financial and operational pressures, strategic estate management remains essential. Drainage systems and service-based maintenance activities may not always be visible, but their importance is undeniable.

Schools that prioritise preventative maintenance and invest in structured PPM contracts place themselves in a stronger position to manage costs, maintain compliance and provide safe, uninterrupted learning environments for years to come. ■

CASE STUDY:

DALROD reveals practical benefits to schools of a PPM for drainage

The Thomas Deacon Academy has been working with DALROD Drainage Solutions as a trusted provider for over 10 years. What began as a set of frequent visits and emergency call-outs to a local school in the Cambridgeshire area has resulted in the development of a long-term relationship built around quality of service and the introduction of vital pre-planned maintenance.

• The Issue: Drainage in schools can suffer from multiple issues, blockages caused by foreign objects being flushed is one clear example, while green spaces around school encourage tree root ingress into drainage systems. This can subsequently cause cracks and damage to pipes. Scale build-ups in urinals and emptying of kitchen grease traps are also routine maintenance items that can get overlooked until a problem materialises.

• The Solution: Multiple visits to the school by DALROD and recommendations from technicians revealed that similar issues were recurring. Working closely with the school, a comprehensive and tailored pre-planned maintenance programme was created to provide the school with a schedule of visits throughout the year. Key focus areas included drainage checks, surface water checks, grease trap empties, urinal cleans and ACOs.

For over 40 years, DALROD has taken care of the nation’s drainage issues. Reach us on 0330 1003 222.

• Benefits: Regular visits, cleans and checks, reduction in emergency call-outs, consistency of service and less reactive budget expenditure per annum.

Across the UK, school catering operations are operating under significant financial pressure. Rising food costs and labour challenges are making it increasingly difficult for schools to maintain high standards while staying within budget. According to The School Food People’s Cost of Living and Supply Chain Survey, only 19% of caterers say they can deliver a school foodcompliant meal within the £2.61 funding rate, while meal prices have risen by 26.5% since March 20201. This widening gap is leaving many schools operating with deficit meal budgets. At the same time, expectations remain high. Parents rightly expect meals to be nutritious, appealing and suitable for a wide range of dietary requirements. However, delivering this level of service is becoming increasingly difficult due to staffing pressures. Research shows that 78% of caterers struggle to attract applicants, and 63% cannot find staff with the skills needed to meet dietary requirements2. Rising wages and higher National Insurance contributions are further compounding these challenges,

SCHOOL CATERING COSTS

STRATEGIES FOR REVIEWING

AND REDUCING EXPENDITURE

apetito’s Rupert Weber explores how schools can reduce catering costs without compromising on quality.

increasing the need for a more strategic approach to cost control.

UNDERSTANDING CURRENT EXPENDITURE

The starting point for reducing catering costs is gaining a clear understanding of current expenditure. Schools must break down their catering budget into key areas, including food costs, labour and any additional operational or compliance-related expenses. This level of detail enables more informed decisionmaking, allowing schools to identify where savings can be made without compromising quality. Without this visibility, cost reduction risks becoming reactive rather than part of a longer-term, sustainable strategy.

Benchmarking against similar schools can also provide valuable insight. By comparing provision with peers, schools can better understand what level of service is appropriate and where they may be over-investing. This is not about reducing quality, but about aligning spending with what pupils and parents truly value.

Catering should also be considered a strategic priority, rather than an isolated operational function. When catering is discussed at senior leadership level, it allows schools to define what quality looks like and ensures decisions are

…ONLY

aligned with both financial constraints and pupil outcomes. This broader approach helps avoid short-term decisions that may reduce costs in the moment but create longer-term issues with consistency or satisfaction.

ALTERNATIVE MODELS AND MENUS

Exploring alternative catering models is another way schools can unlock efficiencies. Traditional models, whether in-house or outsourced, are no longer the only options. Increasingly, schools are looking at hybrid approaches that combine elements of both. Prepared meal systems, for example, can help reduce labour requirements, simplify kitchen processes and deliver consistent quality. These models can be particularly valuable in a challenging staffing environment, allowing schools to maintain standards with fewer resources.

Menu design is another critical driver of cost. Complex menus often increase costs by requiring more ingredients, more preparation time and more skilled staff. Simplifying menus can help reduce purchasing costs, minimise waste and

19%

OF CATERERS SAY THEY CAN DELIVER A SCHOOL FOOD-COMPLIANT MEAL WITHIN THE £2.61 FUNDING RATE…

make operations more efficient. Using versatile ingredients across multiple dishes can further improve efficiency and reduce the risk of spoilage. At the same time, introducing more plant-based options can help control costs, as these ingredients are often more affordable while still providing strong nutritional value.

Staffing remains one of the most significant pressures on catering budgets. However, rather than focusing solely on reducing headcount, schools can take a more strategic approach to managing labour costs. Cross-training staff to carry out multiple roles can improve flexibility and reduce the need for additional hires.

Simplifying processes and adopting prepared meal solutions can also reduce the time and skill required for food preparation, enabling kitchens to operate efficiently with smaller teams.

FOOD WASTE

waste and increased costs, while accurate portioning ensures consistency and value for money. Effective menu planning and forecasting can also help reduce overproduction, ensuring that kitchens prepare the right amount of food for each service. Over time, these adjustments can deliver significant savings while supporting sustainability goals.

PREPARED

MEAL SYSTEMS

…. CAN HELP REDUCE LABOUR REQUIREMENTS, SIMPLIFY KITCHEN PROCESSES AND DELIVER CONSISTENT QUALITY.

One of the most overlooked opportunities for cost reduction is food waste. Across the UK, schools produce more than 80,000 tonnes of food waste each year, costing the education sector an estimated £250 million annually. This represents a significant financial loss and a clear opportunity for improvement3 .

Reducing food waste begins with understanding why it occurs. Listening to pupils is a key step, as meals that are not appealing are unlikely to be eaten. Gathering feedback helps ensure menus reflect pupil preferences, reducing plate waste and improving overall uptake. Regular food waste audits can also provide valuable insights by identifying where waste is happening, whether during preparation, service or consumption. These insights enable schools to make targeted changes that reduce waste and improve efficiency.

Portion control is another important factor. Overserving leads directly to

Addressing food waste is not only about reducing costs but also about improving operational efficiency. Every portion saved contributes directly to a more sustainable catering model, ensuring that budgets are used effectively and that resources are not wasted unnecessarily.

A STRATEGIC APPROACH

Reducing catering costs is not simply about cutting expenditure, it is about delivering a more efficient service that drives better outcomes. By improving quality, reducing waste and increasing uptake, schools can create a catering provision that is both costeffective and highly valued.

The financial pressures facing school catering are significant, but they can be addressed through a more strategic approach. By understanding costs, benchmarking catering provisions, engaging leadership, exploring flexible models, streamlining menus and tackling food waste, schools can build more resilient and sustainable catering services. Ultimately, the goal is not just to reduce costs, but to ensure that every pound spent delivers meaningful value for both pupils and the wider school community. ■

RUPERT

WEBER is General Manager of apetito’s Education Division.

THE DIOCESE OF SALISBURY ACADEMY TRUST: A

CASE STUDY

When the Diocese of Salisbury Academy Trust (DSAT) needed to quickly find a new catering solution following the sudden withdrawal of a previous provider, it explored a range of options and ultimately transitioned to apetito’s prepared meals model. This move enabled the Trust to adopt a more streamlined approach, focused on both quality and cost efficiency. As a result, schools experienced a reduction in overhead costs and greater transparency over where catering budgets were being spent, with a clearer link between investment and the quality of meals provided. Crucially, improvements in meal quality led to increased pupil uptake. As more pupils chose school meals, the catering service became more financially sustainable, with fixed costs spread across a larger number of meals. This increase in participation helped reduce the overall cost per meal and ensured better value for money. In effect, the service became more efficient by aligning quality with demand.

References

1. The School Food People (2025). LACA Cost of Living survey highlights 3 key challenges facing school caterers | LACA, the school food people. [online] Available at: https:// laca.co.uk/news/laca-cost-living-survey-highlights-3-keychallenges-facing-school-caterers.

2. The School Food People (2022) Cost of Living & Supply Chain Survey [online] Available at: https://laca.co.uk/ sites/default/files/attachment/news/LACA%20CoL%20 Survey%20Report_280622%20V5_Print%20%281%29.pdf.

3. Business Waste. (2025). School Waste Facts. [online] Available at: https://www.businesswaste.co.uk/wastefacts/school-waste-facts/.

BUILDING FINANCIAL RESILIENCE ACROSS MULTI-ACADEMY TRUSTS

Financial resilience is essential within a MAT community in challenging economic times when budgets are tight. Joe Parfitt

considers how this can be achieved.

School leaders have become experts in balancing competing priorities. They’re expected to raise standards, protect pupil wellbeing and maintain safe, compliant environments, all while operating within increasingly constrained budgets. For MATs in particular, the challenge is no longer simply about reducing costs – it’s about building operational resilience and ensuring every pound spent delivers meaningful value. Too often, operational spending is viewed in isolation, with decisions made reactively in response to immediate pressures. A more strategic approach looks beyond short-term savings and considers how procurement, technology, compliance and workforce planning connect to wider educational outcomes. MATs that take this broader view are often better placed to protect standards while identifying efficiencies that can be sustained over time.

PRACTICAL OPPORTUNITIES TO MAXIMISE VALUE

Procurement is one area where MATs can unlock significant value, but only if approached thoughtfully. Consolidating purchasing across a MAT can create stronger buying power, reduce duplication and improve operational consistency. This is particularly relevant in catering, where a mixed approach across schools can often create inefficiencies and inconsistent standards. Many MATs are now moving towards a single catering model across all schools, whether outsourced or in-house. In one recent example, Lighthouse Schools Partnership centralised catering provision

across its schools for the remainder of the contract term, generating savings of approximately £200,000.

The most effective procurement strategies are built around consistency, accountability and long-term operational priorities.

Data also has an important role to play. Many schools already hold large volumes of operational information, but not all are using it effectively. The most effective MATs are moving towards integrated platforms that provide live operational insight across multiple sites. Better analysis can help leaders identify inefficiencies and intervene before they become costly problems.

PREPARING CATERING OPERATIONS TO MEET EVOLVING SCHOOL FOOD STANDARDS

School food is receiving greater attention because of its impact on health and educational outcomes. At the same time, the School Food Standards continue to shape expectations around quality and nutritional value. Delivering against those standards consistently, however, requires more than simply reviewing menus.

MATs need to consider whether their existing infrastructure is fit for the future. In some schools, kitchens were not designed to support fresh food preparation at scale, while staffing shortages continue to create operational pressure. Workforce development will therefore become increasingly important. Investing in training can improve consistency, reduce waste and strengthen team confidence.

Technology will also play an increasingly important role in helping schools manage rising expectations. Digital systems can support allergen management, stock control and compliance reporting while providing clearer visibility over costs and performance. Used effectively, these tools don’t replace operational expertise but strengthen it.

TAKING A JOINED-UP APPROACH ACROSS MATS

Ultimately, financial resilience in education is not achieved through isolated cuts or quick fixes. It comes from taking a joined-up approach to operations, where procurement, catering, compliance and technology are aligned to wider trust objectives.

Schools that plan proactively now will be in a far stronger position to meet future demands – something that is particularly important at MAT-level where operational decisions affect multiple schools. Leaders who create clear frameworks for collaboration, shared accountability and long-term planning are often better equipped to respond to financial uncertainty without compromising the experience of pupils, staff or families. ■

JOE PARFITT is Consultancy Director at The Litmus Partnership. For further information on operational efficiency and catering strategy within MATs, email joeparfitt@litmuspartnership.co.uk

THE VISIBILITY GAP

WHY SCHOOLS NEED SPECIALIST, CONNECTED SYSTEMS

Alex

Oselton

believes that interoperable systems which surface the right information to the right people will assist MATs to deliver the holistic, wrap-around support that the Government expects students to receive.

THE DELIVERY CHALLENGE FOR TRUSTS

The DfE’s latest White Paper, Every Child Achieving and Thriving, sets out ambitious plans to place pupils’ individual needs and achievements at the centre of education. Alongside efforts to tackle rising absences and growing disengagement, the Government is seeking to build a holistic education system that staff, teachers, families and pupils can trust. This includes a greater emphasis on supporting children’s wider needs, from physical health, wellbeing and allergy management and the impact of these on attendance and pastoral care, at a time when an increasing number of families struggle to access the support their children require.

RISING EXPECTATIONS

Expectations are rising on all sides. On one hand, because children spend most of their time in school, families increasingly expect them to manage pupils’ health with the precision of clinical settings. On the other, the Government has made clear that schools must evolve to close gaps in care and deliver better

outcomes for every child, ultimately reducing the number of pupils whose needs fall through the cracks of a system which is designed for cohorts and therefore does not always respond quickly or effectively enough to individual needs.

For trust leaders, while the goals are clear, the pressure is extraordinary. In the past year alone, they have faced two major changes: the White Paper and Benedict’s Law.

THE CASE FOR INTEROPERABLE SYSTEMS

The challenge for trusts now lies in delivering on expectations without placing further strain on already overstretched administrative staff and teachers or overlooking consistency – particularly across large trusts where processes vary and teams tend to operate in siloes.

Trust leaders cannot be everywhere at once. They can roll out policies and training but ensuring that processes are consistently and accurately implemented across every school, not just nominally adopted, exceeds most leaders’ capacity and time. In most contexts, limited visibility is uncomfortable. When the

subject is child health and safety, it becomes outcome-limiting.

When faced with a new compliance requirement, the instinct is to reach for another solution: a new form, a new spreadsheet or a new standalone platform. This is precisely the problem. Most trusts already operate with a patchwork of disconnected systems. Attendance lives here, medical records live there, and pastoral notes are somewhere else. The dots between declining attendance, an unmanaged medical condition and pastoral referrals raised six weeks ago must still be connected manually, because those critical data points remain trapped in separate silos.

SURFACING THE RIGHT INFORMATION

The DfE White Paper calls for ‘wraparound support’. Wrap-around support requires wrap-around data. It requires specialist platforms that are genuinely interoperable, that surface the right information to the right people at the right time and provide trust leaders with a real-time picture of what is happening across their entire community.

Integrated, specialist solutions, built specifically for the school context and designed to work together, remove fragmentation. They allow trusts to reconcile wellbeing, health, pastoral care and attendance in one coherent picture, meeting the Government’s own stated goals while ensuring no child falls through the gaps.

Ultimately, this is not a technology question. It is a leadership question – and one that goes to the heart of children achieving and thriving.

If you have read this far, you already know which systems in your trust are not talking to the others. Start there. ■