What the experts say…
PLACING SHARED VALUES AND UNIQUE IDENTITIES AT THE HEART OF JOINING A TRUST
Comment by LINDA HILLIER, Headteacher at St Matthew’s CE Primary School
T
here are now more than 10,000 academies across the country, and with the promise of collaboration, joint resources, and the opportunity to share best practice, schools are continuing to explore the idea of joining a multi-academy trust.
However, it’s crucial to understand how your school values and community align with the Trust you are considering joining. Having recently led St Matthew’s CE Primary School on its journey to become part of Bradford Diocesan Academies Trust (BDAT), I have seen first-hand how shared values and respect for a school’s unique identity can form the bedrock of a flourishing and successful partnership. When values are aligned, schools can thrive in a collaborative environment while still retaining the spirit and characteristics that serve their communities and make them special.
Laying the groundwork
The process of joining a Trust begins long before the official joining date. Our Governing Body spent considerable time researching and reflecting on what joining a Trust would mean for our pupils, staff, families and community. We wanted to understand the visions and values of different Trusts and how they would work alongside our own. BDAT’s commitment to Christian values and its focus on inclusivity and excellence resonated deeply with our ethos, and we knew being part of the BDAT family would complement and enhance our provision.
We were also committed to involving our community in the conversation early on, holding forums and consultations with staff, governors, parents and pupils. This was essential in creating open dialogue about the best fit for us and offering transparent opportunities to answer questions, building a
sense of collective ownership over the decision.
It was also key that our colleagues knew they were a core part of this partnership. Alongside BDAT, we created opportunities for staff to meet with colleagues from other schools in the Trust, share best practice, and collaborate. This showed our colleagues how the partnership could work in practice and developed a shared sense of purpose.
Celebrating what makes you special
Our partnership also thrived thanks to BDAT having a clear understanding of our unique qualities and the needs of our school and community, so they could support us in championing our strengths and meeting the needs of our pupils. BDAT took the time to get to know our school culture, what makes us special, and how we operate on a day-to-day basis by regularly visiting the school and spending time in our classrooms and with our staff and pupils.
This meant we built a meaningful two-way partnership, with BDAT harnessing the knowledge and skills we could bring to the Trust and wider community. For instance, we had a large refugee community at St Matthew’s, and the experiences and opportunities we have developed from this have now been shared with colleagues across the Trust and become a core part of BDAT’s focus on inclusivity and adaptability.
Support from the start
In addition, a strong Trust plays a vital role in ensuring a smooth transition. The BDAT leadership team did just that, helping us navigate the complexities of becoming an academy. The process can often feel overwhelming, but BDAT’s established structures and communication channels made it easier for us to work as a partner with a familiar team and clear support system. They also provided resources and expertise to guide us through academisation and explaining what each step required of us and the Trust and what would come next. This support from the outset was invaluable in undergoing such a significant change and showed us the excellent culture of collaboration we were set to be a part of.
One of the greatest strengths of being part of a Trust is the ability to lean on experienced colleagues for support. Alongside the academisation process, BDAT’s team were also there to help us through other evolutions of the school. During the transition period, their central team provided consistent support with everything from recruitment to site development. This proactive support and immediate responsibility provided us with crucial additional resource as well as reassurance which meant we knew we were part of the family from the beginning of the process.
A new partnership
While we only officially joined BDAT a month ago, the foundations of our partnership started long before this. From when we first said yes to wanting to join the Trust, BDAT welcomed us into its family. This has been invaluable in ensuring a successful transition for our school and community. By making a conscious decision to carve out time for us to understand how our values align, the Trust respecting our unique ethos, and together, fostering strong relationships across our whole community, we have established a strong partnership. For other schools considering joining a Trust, or for Trusts welcoming a new school, for me, the key to success lies in understanding these three factors. By prioritising these, we can create a more collaborative and community-led culture, support schools to continue celebrating their community and embed best practice, and provide meaningful learning opportunities for all young people.
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www.education-today.co.uk May 2025
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