Question to the Department for Education:

To ask the Secretary of State for Education, if she will review the effectiveness of governance structures of Multi-Academy Trusts (MAT) in ensuring adequacy of (a) accountability of MAT leadership and (b) avenues for resolving disagreement from school staff with decisions taken by the MAT leadership.

The department sets clear standards and expectations for the governance of multi-academy trusts (MATs) through requirements set by the Academy Trust Handbook, in model articles of association, funding agreements and through the guidance provided by the Governance Handbook. These documents are reviewed regularly to ensure they are up to date.

The department requires a high level of accountability and transparency from academy trusts. Academy trusts’ status as companies, charities and public sector bodies means that they are subject to rigorous accountability systems. Trustees must comply with the trust’s charitable objects, with company and charity law, and with their contractual obligations under the trust’s funding agreement with the Secretary of State. The academy trust board has collective accountability and responsibility for the governance of the MAT and in assuring itself that there is compliance with regulatory, contractual, and statutory requirements; this includes providing effective challenge and support to school leaders.

The department also published detailed trust quality descriptions as part of the ‘Commissioning high-quality trusts’ guidance in July 2023. These define what trusts are expected to deliver across five key pillars, of which governance and leadership is one. The guidance is the basis for commissioning decisions, including approving the growth of trusts.

The description of governance and leadership includes the expectation that the trust’s accounting officer, board and leadership team create a culture of ethical leadership, including the seven principles of public life; trust leadership should involve parents, schools, communities and, where appropriate, dioceses and other religious authorities so that decision making is supported by meaningful engagement.

The evidence annex sets out the information the department uses to assess trusts under each pillar. In the case of governance and leadership, qualitative evidence is used within a risk-based approach. Where it is determined that a detailed assessment of the trust’s governance and leadership is appropriate, the department will make a judgement based on the evidence held and/or that provided by the trust, in line with the published guidance.

Academy trusts have the freedom to establish their own procedures for staff. Trusts should have the freedom to make these decisions, as they are best placed to understand their local needs, but in doing so, they must take account of relevant legislation and guidance. Advice for boards about establishing these procedures is provided in the department’s guidance on managing staff employment in schools, which is available at: https://www.gov.uk/government/publications/staffing-and-employment-advice-for-schools.

Academy trusts must have a policy that details their procedures for addressing staff grievances. Governing boards should be mindful of their obligations under employment law and take into account the ACAS Code of Practice in their approach, which is accessible at: https://www.acas.org.uk/acas-code-of-practice-on-disciplinary-and-grievance-procedures. While this policy may be delegated to individual academies, the trust board remains accountable for all policies across its schools and they should ensure that members of their schools’ workforce are fully aware of the process by which they can seek redress as a result of any disagreement relating to their work at the school.