How is DHMAT structured? 

• 18 Schools (Fifteen Primary schools and two Secondary schools) 
• 16 Church of England Schools and two Community Schools 
• Over 3000 pupils 
• Almost 500 employees 
• Church of England Foundation 
• Three Local Authorities - Herefordshire, Shropshire and Worcestershire 

Executive Leadership support 

All existing Heads in the Trust have the option of sitting on the Executive Leadership Team (ELT).  The ELT is a cohesive team, driven by the shared goal of being aspirational, cohesive and effective; the vision of the ELT, like the Trust itself, is to enable all to flourish. 

The ELT drives Trust-wide change and prioritises the agenda for growth and development. There is a strong ethos of peer support, and school leaders value the opportunity to shape the direction of their Trust. 

Central Team  

The Central Team is committed to not only supporting schools, Headteachers and Local Academy Board Members, but also in developing new strategies and processes to minimise barriers to progress for all concerned.   

The Central Team consists of School Improvement personnel as well as Safeguarding experts.  Allied to this, the Trust has dedicated Finance, Estates, Human Resources, Governance, Admissions and Administrative officers, whose mission is to be both proactive and responsive. 

Any church school considering joining an academy trust should make contact with the Diocesan Education Office in the first instance. The Diocesan Board of Education has an agreed academisation strategy and the Director of Education can advise and support (Hereford Diocese) Church of England Schools on the available options.

Once a school has discussed options with the diocese, they can then open a direct conversation with the trust. A fifth of the Church Schools in the Diocese of Hereford are already part of DHMAT and this number is increasing year by year.

We are also welcome conversations with non-church schools and have two in the trust already.

All schools, be they Single Academy Trusts, Community, Voluntary Aided or Voluntary Controlled schools are is welcome to apply to be a part of DHMAT.

Management of estates and property is a key aspect of the Trust’s work with schools.  

DHMAT has access to an experienced estates professional who provides support and advice on building maintenance, procurement and management of contractors, energy efficiency, capital project management and strategic asset planning. Members of the central team provide support on day to day estate matters including procurement.

All DHMAT academies receive:

• Input into, and the support of a strategic approach to estates management
• Negotiation and set-up of premises and vehicle related insurance premiums
• Advice on insurances and insurance liaison
• Procurement of all legally required insurance covers
• Emergency planning and implementation
• Support and advice on lettings and leasing arrangements
• Procurement of utilities
• Access to SALIX loans for energy efficiency projects
• Support and advice on catering and cleaning contracts

DHMAT receives annual SCA capital funding and all DHMAT academies are able to bid for this funding through a robust and transparent assessment process delivered through the Finance and Resources Steering Group.

DHMAT academies receive support for bidding internally for SCA funding, tendering for capital projects as well as project management for capital projects.

What happens with capital funding within the DHMAT?

For MATs with over 3000 pupils, such as ours, there is a single annual capital allocation. Our Finance and Resources Steering Group play an important role in the board’s decision making. Each school also has an annual allowance as is the case with maintained schools.

If I have a problem with my school building what does the DHMAT do to help?

The Central Team will provide advice and support, this could range from sourcing contractors or surveyors or assisting with insurance claims through to commissioning and project managing a major project. The Central Team can work with school-based support staff to resolve problems leaving Headteachers free to direct teaching and learning.

In the field of education within our rural region the DHMAT has a vocational mission of Grace and Service which helps us to support our Families through education. Our Trust welcomes all children, families and schools.

A light for Grace, Service and for Family. What does this mean?

A Light of Grace - The Loving Parent

Seeing each single person through God’s eyes.

A Light of Service - The Good Shepherd

We exist to serve the children and families of our diocese by providing an inclusive and inspiring education.

A Light for Family - Togetherness

We recognise the importance of family life at the very heart of our diocese, especially for our children.

We are a family of schools that share a common purpose - to give the children of our diocese the best possible start that we can. We are here to develop qualities of character that enable our children, together,  to flourish,  respecting human dignity and with an appreciation for the worth of each person. Ours is an education which builds bridges and which enables all of our children to live life in all its fullness.

How does the history of church schools’ impact on this?

Church schools were set up in 1811 when the National Society for the Promotion of Education was founded. Church schools were and are, ‘A community school with a distinctive Christian character.’ Long before the government became involved in providing education for everyone in our country, the Church of England had a vision that it wanted every parish to have a school for the education of children.

From the earliest days, the purpose of Church schools was to enable children to flourish by providing a basic education and by developing their moral character. It was always intended that Church schools should be open to all of the children of the parish. Church schools are not ‘faith schools’ in the sense of presuming that children are practising Christians or attempting to make converts of them. However, the ethos of the schools is based on distinctively Christian values through the experience that they offer all pupils.

What does this mean for the future of DHMAT?

We are entrusted with continuing to promote that initial mission. We are a family of schools, church and community, who work together to enable us to fulfil our vision. It is that inclusivity, that togetherness, which embodies what we do. We are here for everyone and seek to work with everyone for the good of all. Church schools were set up over 200 years ago and we believe that it is our duty to work collectively so that the foundation of our education system is strengthened both now and in years to come.

The DHMAT is fully committed to ensuring every child within the Trust receives a high-quality education, enabling each child to live life in all its fullness.

How does DHMAT support educational improvement?

DHMAT offers a dedicated, full-time Director of Education to assist in all areas of teaching and learning.

The Central Team analyse each school under the Quality of Education framework and develop, in conjunction with the school, a package of support for the year. This analysis enables each academy to reflect on their impact to date, celebrate achievements and map out future actions within a supportive and challenging framework

Once priorities are decided upon, the Trust utilises its expertise across our family of schools as well as brokering external support to ensure that each is providing the very best for each pupil.

Which areas will you support?

• Leadership support and coaching through our network of senior leaders
• Inspection training and support including OFSTED and SIAMS
• Subject leader development including training and inspection preparation to ensure high quality subject leadership and curriculum development across all of our schools
• Curriculum design, implementation and monitoring which will always be bespoke to the needs of each school and its pupils
• Continuing Professional Development tailored to school priorities
• Ensuring effective oversight of the quality of education and curriculum offer in every school.
• Assessment efficiency and effectiveness harnessing the power of the Insight system
• Special Educational Needs and Disabilities – through our network of SENDCOs and specialist teachers
• English as an additional language – providing a wealth of training and resources across our schools
• Academy to academy collaborative networks across all subject areas
• New Headteacher Induction / mentoring support
• Safeguarding and wellbeing support.

Our Central finance team, led by the Trust’s Chief Financial Officer, work with leaders to ensure effective financial management and planning, ensuring efficient use of the public funding provided to run our schools. Our team provides specialist support to school business managers, Headteachers and administration staff to help them to plan and manage their budgets effectively. Planned meetings and ad hoc support are provided along with monthly financial management packs. Strong support networks are also available.

In maintained schools (including VA and VC Church of England Schools), all revenue funding goes directly to the Local Authority. The Local Authority (LA) takes a proportion of the money from the school budget to provide essential services to the school and the rest is delegated under the Local Management of Schools. Schools can, and do, buy additional services from the LA and other providers. As a result, schools currently depend upon the local authority for many services such as school improvement, HR, finance, etc.

Academies will receive the same level of per-pupil funding as maintained schools, plus funding to meet additional responsibilities that are no longer provided for them by the Local Authority (LA). With a MAT, the money that would have been provided to the LA to run the school is provided directly to the MAT. The Trust does retain some of the budget (5%) in order to provide central services for each academy. Local authorities fund their core services in a similar way.

Does this improve on current funding arrangements?

Converting to an academy will not be to a school’s detriment or advantage financially. Funding is available to cover the costs of the conversion process itself, which is provided by central government once the go ahead to convert has been approved. In addition, the MAT Board has access to capacity/building maintenance funding from the Department for Education and schools can bid for a proportion of this funding from the Trust on an annual basis. It gets its own annual pot of maintenance capital to distribute because it has over 3000 pupils.

Central services include:

• Safeguarding Director
• Finance
• Legal
• Quality of Education Director
• Procurement
• GDPR and HR
• Trust wide policies
• Estates
• Governance
• The Key
• Governor Hub
• Capital project bids
• Diocesan partnership
• Well-being package
• School effectiveness support

Governance in the DHMAT is effective. Its core purpose is to ensure that we make a real and positive difference to the life chances of every individual child attending each of our schools.

What are the structures of governance within the DHMAT? 

Directors of the DHMAT delegate functions to a local level; that level of delegation is at the complete discretion of the Directors, and includes a continuum of delegation and support, ranging from Local Academy Boards (LABs) to Strategic Task Groups (STGs). LABs and STGs are vital to effective governance, and they and are made up of highly-skilled, well- informed and well-trained members, who ensure that statutory duties are met and that there is a clear focus on each school’s vision and standards. LABs and STGs are supported very effectively by the Trust’s Central Team. 

The DHMAT Board of Directors sets the Trust’s direction, and holds the executive to account in terms of educational performance and financial probity.  The DHMAT Board Members, appointed by the Diocesan Board of Education (DBE), have control over the Multi-Academy Trust, with the ability to appoint directors and the right to amend the Trust’s Articles of Association. The DHMAT is a charitable company, set up by The Diocese of Hereford Educational Trust (DHET), and complies with all company law. 

The Bishop of Hereford, supported by the Bishop’s Council and Diocesan Board of Finance, is informed of progress and performance by the Diocesan Board of Education. This statutory body has responsibility for all maintained church schools and academies. The DHET is the corporate member on every Church of England single academy and multi-academy trust, providing a link between the DBE and the schools.  

How does governance work at a school level? 

The levels of authority are outlined within the Scheme of Delegated Authority (SODA), and may vary dependent upon the performance, financial or human resource position of the school, which are frequently evaluated. Meetings are still held, not dissimilar to how governing bodies meet, but the aim is to focus upon progress and educational standards, and less so on finance, for example. In most cases, we would still expect there to be parental representation on LABs. 

Governance at my school works well. Does it have to change? 

If governance is working well in a school, and leadership and management is ensuring that overall effectiveness is of a high quality, then the transition to a Local Board would be very straightforward, indeed. In this case, the Local Board would continue to discharge the improvement priorities of the school with a high degree of autonomy. 

We need to develop governance at my school. How will you do this? 

There is an experienced Governance Officer within the Central Team, who has an oversight of Governance structures and performance at meetings. Alongside School Improvement Officers and the CEO, they will assess the support required, be mindful of the Local Board Member Skills’ Audit, signpost training or even arrange bespoke sessions. There are termly Chairs’ and Clerks’ meetings, fortnightly briefings and access to Governor Hub and the National Governance Association.

How will you support governors with OFSTED and SIAMS? 

There is a wealth of experience at all levels within the Trust, in terms of Ofsted and SIAMS. It is part of our mission to support everyone within our community in feeling fully prepared for inspections; we share experiences, strengths and weaknesses. Our experienced Executive Leadership Team, Headteacher Board and team of Local Board members can, and will, support their colleagues. As part of DHMAT, each school is already enrolled in the Diocesan Partnership agreement, which means that they can also call on the expertise and guidance from the Diocesan Education Officers.

We recognise that people are our greatest asset and our ethos and values are the driving force behind ensuring our staff are valued and well managed. 

What support do you offer?

HR support is provided to schools on several levels – dedicated in-house support as well as operational and strategic HR advice from specialist legal partners.

All our staff have access to the Trust’s rewards package which includes discounts for an arrange of products and services, as well as a comprehensive well-being platform which includes free 24/7 confidential counselling and support.

What does this look like in practical terms?

• Operational, legislative and strategic HR advice
• Recognition of both Teachers (Burgundy book) and Support staff (Green book) conditions of service
• Family friendly policies and a comprehensive special leave allowance
• Performance management for headteachers and support for staff
• Competency procedures and processes
• Pre-employment checks and processes
• Managing attendance
• Apprenticeship training and support
• Restructure advice and support
• Guidance on reviewing job descriptions
• Recruitment processes including the Trust wide MyNewTerm platform which streamlines and promotes the recruitment of outstanding staff
• Sickness absence management support
• Onsite visits and casework
• CEO attendance at Headteacher’s Performance Management
• Negotiations with unions
• CPD/training opportunities for Local Academy Board members and staff
• Review of HR practice and disseminating best practice
• Advice and support to Headteachers and Local Academy Boards so they can carry out their responsibilities
• Access to specialist HR legal advisers
• Support with day to day HR queries
• Payroll and pension queries
• Staff contracts
• Support with any necessary staff re-structuring
• Support with staffing recruitment processes including attendance at interviews, if desired
• Supporting return to work initiatives
• Allegations against staff
• Whistleblowing
• Managing disputes / capability / redundancies
• GDPR and data protection
• All policies relating to HR, legal and GDPR are centrally written and monitored.
• Advice on occupational health
• Emergency advice and support and in the event of a crisis can provide operational and media support, as appropriate

How will DHMAT grow?

DHMAT has a strong and unique identity where the values of Grace, Service and Family lie at the heart of everything we do. We are very mindful that with growth we need to protect our values and levels of service. Our strategy is to grow the number of schools and pupils beyond where we are today, in order to be able to fund greater levels of service and add more value to existing and new schools and pupils.  

Some of the greatest benefits felt by Headteachers in the MAT are the collegiate leadership provided by the Executive Leadership Team, comprised of serving Heads and the senior central staff: this is a support network and decision-making body that maximises the quality of education delivered by every school in the MAT.

With every potential new school that wishes to join the MAT there will be a comprehensive process of due diligence undertaken – this is for the benefit of both the School and DHMAT. This will include all areas but a strong focus on buildings, finance and the quality of education.

Does DHMAT have an optimum number of schools/pupils that it would like?

Our long-term objective is to achieve pupil numbers closer to 6000. We recognise that this may require a larger number of new schools joining than would be the case in a more urban area, and we are mindful that expansion must be handled in a way that protects our values and current high levels of service to our schools. It is as a result of this due diligence that we will protect our current levels of service and see them develop further. Recent experience suggests that an expansion rate of 3 or 4 schools per year is a sustainable growth model.

Will DHMAT impose schemes and processes on me?

Yes, in so far as having common processes across the Trust increases the level of value all schools receive from the Trust. However, these processes refer to the operational running of the school (budgeting, financial management, estate management, safeguarding, HR processes, absence reporting). Existing Heads within the Trust will tell you that these common processes make the running of their school easier. The Trust does not have standardised ways of delivering the highest quality of education, believing that individual schools know the needs of their pupils better than anyone else can.

We believe in nurturing the values of each individual school and keeping the Trust in their service, not vice versa. We are constantly seeking best practice and new thinking and most of this comes from schools within the Trust. We do expect any school that joins the Trust to play an active role in developing this thinking and to be open to sharing their best practices and taking on board the best practices of others. Much more important than schemes or processes, joining the Trust does imply a commitment to the total ‘family of primary and secondary schools in Hereford Diocese which together can provide a higher quality of education than any one school could’.

Providing an education which enables us to fulfil our vision starts with establishing robust foundations on which to build. Our central team has been developed to ensure the necessary structures, roles and relationships are in place to support school leaders through the process of academisation. The process itself follows a pattern but does vary from school to school in terms of the time each part of the process takes.

What should a school do first?

Talk as a governing body. Discuss options and ask local partners, the RSC, for church schools the Diocesan Director to talk through your questions. The table below sets out the main steps in the academisation process:

The Department of Education have published an academy converter checklist which shows the process in detail, setting out the key steps and things that schools should be thinking about as they move through the process. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/254958/academy_converter_checklist_for_schools.pdf