Category: MAT

  • Should Your MAT Consider GAG Pooling?

    Should Your MAT Consider GAG Pooling?

    In the world of Academies, GAG pooling is seen as something of a taboo. Though it first featured in the Academies Financial Handbook in 2013, it has been until recently, largely ignored. 

    With the increasing financial pressures on the sector and the depletion of resources throughout the system, it has steadily risen to the top of the agenda. 

    The DfE, the ESFA and numerous financial experts all cite the process of GAG pooling as a way to further increase efficiencies and improve the effectiveness of MATs.

    The Academies Benchmark Report 2019 by Kreston, states that:

    “To enable financial governance to continue to improve it is essential that MATs become more centralised. This will, in turn, facilitate GAG pooling which will enable MATs to ‘look after‘ the financially weakest schools in the system.”

    In a letter to auditors in June 2018, Theodore Agnew, the Parliamentary Under-Secretary of State for the School System said:

    “I would like to share more widely across the audit sector several key points that will help boards govern more effectively and make best use of the freedoms they have. We are aware that a substantial proportion of trusts are still hesitant about implementing some of the freedoms and mechanisms to enable this.”

    He encourages auditors to discuss these freedoms with their clients; GAG pooling being at the top of the list.

    He said: 

    “This is one of the greatest freedoms a MAT has. The opportunity to pool GAG is particularly valuable, in particular, to simplify the provision of support to weaker schools in a MAT until they can grow their pupil numbers. It is worth remembering that a MAT is a single financial entity.” 

    Interestingly, out of the 350 Trusts represented in the Kreston report, only 3 are currently GAG pooling. In the opinion of Kreston, it is clear that ‘there is something holding the sector back’.

    There’s no doubt that moving to a GAG pooling model requires a significant shift in both the mindset of leadership and governance and the culture, systems and processes of the organisation. 

    But with approximately 50% of MATs showing an in-year deficit, an increasing number of MATs having a cumulative deficit and continually depleting reserves sector-wide, why are so many MATs reluctant to GAG pool?

    The Kreston report states that MATs said they were not GAG pooling because:

    • The politics were challenging (SLT, Trustees, LGBs) 46%
    • Financial position 22%
    • It was too difficult to implement 14%
    • They will do it or are seriously considering it 5%
    • Other reason 13%

    The issues surrounding the ‘politics’ of GAG pooling include:

    • The belief that school-level funding allocations are for the benefit of the students in a specific school and therefore should not be redistributed  
    • The concern that the deployment of resources from a central perspective would disadvantage individual schools and students 
    • The reduction in the autonomy of schools, Headteachers and Local Governing Bodies 

    If the financial landscape was rosier, it’s clear that GAG pooling would remain an overlooked clause hidden in the depths of the Academies Financial Handbook. But with the financial future of the sector looking increasingly bleak, MATs may find themselves having to grasp this nettle.

    If you’re open-minded to the concept or are actively considering GAG pooling and you’re wondering how best to approach it, then I’ve put together a list of frequently asked questions to help you navigate this largely uncharted territory. 

    What options do we have in relation to GAG pooling?

    In truth, though the concept is outlined in the Academies Financial Handbook, the actual ‘how’ is not so clearly defined. GAG pooling can mean any one of the following:

    1. Receiving all school funding centrally and allocating resources to individual schools and to the centre (removing the need to top-slice a ‘management fee’)
    2. Allowing school allocations to continue at a local level but pool reserves and other specified incomes streams (whilst continuing to top slice a ‘management fee’)
    3. In addition to the top sliced ‘management fee’, top slice an additional specified amount for central reserves/contingency
    4. Increase the percentage of the management fee and from this, create a centralised reserve

    How could we use these pooled funds?

    Again, it depends on where the money comes from, how much of it is pooled and the overarching strategy of the MAT. Outside of school allocation, (however this is determined), the money can be used for:

    • Supporting the financially weaker schools in the MAT
    • Creating a contingency for cashflow, unforeseen emergency costs, building maintenance, ICT replenishment etc.
    • Increasing central resource and achieve efficiency savings MAT-wide (through centralisation and procurement)
    • Funding projects cross-MAT to support improvement and build capacity

    In what situation would GAG pooling be most effective?

    If there are clear inequities across your schools funding with surpluses and reserves varying to the extreme, you can argue a case for GAG pooling. The ESFA, though it monitors individual school performance, is more interested in the overall financial sustainability of the MAT as a whole. GAG pooling is one way to secure that. For financially vulnerable schools, joining a MAT should provide them with adequate protection rather than expose them to further threat.

    If all of the schools in the MAT are running close to the red line, then you could argue that pooling these funds would not achieve much at all; like shifting the deck chairs around on the Titanic. If your central budget is not capable of generating surpluses either, then your MAT will likely need to consider a more drastic approach to bring things back into line and secure sustainability. 

    But redistributing funds away from the schools it was intended for is not right!

    You could argue that having a ‘management fee’ does exactly the same thing as GAG pooling but is simply called something different.  When you look at the size of or uses of the ‘management fee’ in some MATs, it could be said that they are GAG pooling already, with some reserves and contingencies sitting centrally. The difference with this is that the route to challenge and scrutiny by the schools is stronger and more defined in terms of quantifying the value for money provided by the MAT. In fact, I worked with a Head recently who said they felt the management fee that they paid their MAT was too low and they would gladly pay more to enable the MAT to do more for them. 

    If the MAT has a large amount of cash sitting in the bank but ‘cannot’ use it, it will merely be an onlooker as one or more of its financially weaker schools fail; thus negligent in its financial stewardship. In these cases, if the sole purpose of GAG pooling is to secure long-term financial sustainability of the MAT, then GAG pooling in some form should be a no-brainer.

    So how do we reconcile the inequity that GAG pooling creates in the schools that are financially effective?

    MATs need to decide how committed they are to GAG pooling and whether they are in it for the long term. Depending on the level of need and ‘pooling’ that needs to be done, MATs might consider some form of internal loan and repayment system to overcome short-term difficulties. If the GAG pooling mechanism is being used as a means to secure sustainability in the short term – either until funding becomes adequate, pupil numbers increase, or further local efficiencies can be achieved – then the MAT can account for the internal redistribution and repayment of funds. This mitigates the perspective of schools ‘losing’ or ‘giving away’ their reserves and being ‘penalised’ for their financial efficiencies. This option should be considered carefully, taking into account context, the level of need, the financial position and the long-term goals of the MAT. GAG pooling in any form needs to be articulated clearly in relevant MAT policies including the Reserves Policy.

    What if there are other reasons that we need to use the reserves/pooled resources?

    Implementing a transparent system around the management of these reserves is essential. If your MAT is pooling reserves to secure tighter financial control, it should implement a process whereby schools can apply for funds as and when they need it. The MAT should ensure that the criteria for decisions taken and the prioritisation of expenditure are clear so that no school feels like it has been unfairly treated. The Academies Financial Handbook states that an appeals process for such circumstances be articulated clearly in MAT policies. My advice is that the more specific you are around the allocation of pooled resource, the less chance there is that complications will arise further down the line. Ambiguity fosters distrust. If the MAT doesn’t have a robust process for managing GAG pooled resource and cannot justify its expenditure decisions, then appeals may be lost and the impact on the relationships within and the culture of the MAT may be devastating. 

    What about the National Funding Formula?

    If the National Funding Formula achieves its goal to balance funding across UK schools, then this will ‘iron out’ any imbalance that the GAG pooling process is designed to achieve – thus making GAG pooling, at least at its extreme, redundant. Instead, the focus will shift back to the ‘management fee’ and value for money of the MAT. 

    Our MAT isn’t in financial difficulty – should we still consider GAG pooling?

    If your MAT is in a sound financial position but determines that it could add more value if it had more control over its funds, then this is where GAG pooling becomes particularly contentious; especially if you’re opting for Option 1 – total control over school allocation. In effect, it means that your MAT is saying that it will override the methodology of the funding formula and all its component parts and determine itself how much money each school needs – in other words, ‘acting like a Local Authority’ (Robert Hill). This is where the argument in relation to the autonomy of Headteachers and Governing Bodies grows strong. If a MAT opts for this type of GAG pooling, it indicates a significant shift in culture, operation and autonomy beyond what is currently common in the sector. These ripple effects will impact on the role of the Head, the management of the schools and the way in which the Scheme of Delegation operates. 

    Before going down this path, the Trustees and central team need to be clear about what they are trying to achieve and whether GAG pooling is really the best way to do it.

    Our MAT is looking to grow – should we be looking at GAG pooling?

    Much of your decision making in relation to GAG pooling will depend on the points made above. However, growth does pose both financial opportunities and threats to a MAT. If your MAT is looking to grow, GAG pooling is just one piece of the puzzle and should be considered in relation to the context, strategy and objectives of your MAT both in its current and future state.

    For those MATs who are looking to grow or are already in a growth phase, download my Guidance for Growth Tool, written for Capita SIMS, to enable you to articulate your vision for growth, test and risk-assess your strategy and identify actions to implement your strategy successfully. Just click the image below:

    Cover, guidance, tool, growth, MAT

    So how do we move forward?

    In summary, there isn’t a one-size-fits-all answer to GAG pooling. You’ll need to assess the current position of your MAT and identify your long-term challenges, priorities and goals to see if it is the right path for you. 

    For additional advice in relation to GAG pooling, get in touch with your auditors who will be able to provide you with bespoke, detailed guidance and support.

    💫 Like what you’ve read? Subscribe to my Tuesday emails here.

    Source: My blog vault

    **This article was originally written in 2019.

  • Top Tips: Being A Chief Operating Officer

    Top Tips: Being A Chief Operating Officer

    When I was appointed as a Chief Operating Officer in a newly formed regional MAT, I thought I knew what I was getting in to.

    When I wrote my application, I was confident. I had been a PA, LGB Clerk, Office Manager and Business Manager and I had worked across a national MAT leading school improvement, business, HR and governance projects. I’d worked with Senior Leadership Teams, Headteachers, Regional Directors, HR Directors and Finance Directors and I had had front line experience of Ofsted, the DfE and the ESFA.

    The role of Chief Operating Officer in a MAT broadly encompasses strategic business and operational leadership, aligning and deploying the resources of the MAT to secure efficiency, effectiveness and the successful achievement of identified objectives. When re-reading my COO application as ‘research’ for this article, I couldn’t help but smile at my boundless optimism and blind determination. I had big plans. I knew exactly what needed to be done and exactly how I would do it. Only now can I see how little I really knew.

    The main issue with the role of Chief Operating Officer is that due to its breadth it is difficult to define. It is bespoke to every organisation, context and individual. There are no constants or points of reference and there isn’t a standard job description. This creates both opportunity and ambiguity. For me, taking the role of Chief Operating Officer was the equivalent of jumping off a cliff and finding out I had to make my own parachute on the way down. For everyone who has followed or wishes to follow me over that cliff, here I share with you my five most important lessons:

    Find your balance and do it quickly

    Being a Chief Operating Officer gives you a completely different and unique perspective on your MAT. You can see everything from where you sit and for that reason you have to operate on parallel tracks; the long-term vision and the day to day. It’s your job to keep those tracks clear of obstacles and as close together as you can as delays and divergence can create chaos. This is the most challenging part of the job. Balancing the needs of the whole with the needs (and wants) of the parts. Knowing when to talk and when to listen, when to intervene and when to escalate and when to enforce and when to mediate requires remarkable judgement and absolute confidence. How well you do this can make or break you.

    Credibility is key

    It doesn’t matter what your job title is, what qualifications you have or where you sit on the leadership diagram if nobody listens to what you have to say. Without credibility you cannot operate effectively. Credibility is earned, it is not given. How people see you affects how they respond to you. Aligning yourself and the purpose of your role with the educational objectives of your MAT is crucial. As Chief Operating Officer of a MAT, you can’t operate in isolation. Everything you do should be about supporting the delivery of a quality education provision. Articulating your role in these terms as well as demonstrating sound knowledge, a thorough understanding of data, objectivity and empathy will go a long way to gain the confidence and trust of your teaching colleagues.

    The ‘big picture’ is deeper and broader than you think

    As Chief Operating Officer, you have to use every tool at your disposal to not only determine the way forward but also to forecast impending doom. The management of risk relies on you being as informed as you can possibly be – all the time. Having up to date and accurate information is essential to the decision-making process. Whether you are looking at finance, HR, facilities, service level agreements or pupil progress you need to be confident in the accuracy, consistency and integrity of the data that you receive and the data systems you use. And it doesn’t stop there. You must go on to triangulate everything you think you know. Numbers need narrative and narrative needs numbers. Whilst the destination may be set, the current reality will continue to shift and you will need to be able to split your focus accordingly in order to make truly sound assessments.

    Pursue the ground truth of your MAT

    A person’s perception is their reality. That means that there are potentially billions of realities out there. This may sound deep but by understanding the realities of your schools and their leaders, you can work to create a shared reality in your MAT. By seeing the world through the eyes of others, you can predict and navigate conflict with ease as well as determine the best way to support and manage change. Not only can ground truth inform your leadership style, it can also be critical when it comes to making informed decisions. Evidence can tell you a lot but intelligence can tell you a whole lot more and can be a real differentiator.

    Speak up and say it straight

    In your role, you sit to one side of the central accountability line. The Heads report through to the CEO and the CEO reports to the Board. Your role spans across all of these organisational layers and due to the unique perspective we spoke about earlier, the odds are that at some point you are going to see something happening or about to happen that is unacceptable, out of line or potentially apocalyptic. Unfortunately, it will often only be you that can see this happening which means that it is your responsibility to speak up. In these instances you need to be blunt, unequivocal and unwavering. Speaking up may not be pleasant but your insight and your ground truth is one of the most powerful tools that your MAT has.

    Despite my steep learning curve, you’ll be pleased to know that I survived my cliff jump and I can honestly say that it was exhilarating, rewarding and satisfying. There’s been a lot of discussion recently about the possible extinction of the MAT business generalist and the increasing preference of the MAT business specialist. My view is that centralisation should not automatically lead to specialisation. The very process of centralisation results in an increase, not a decrease of moving parts, conflicting agendas and accountability. A successful MAT is an efficient and effective operation and nobody is better placed to oversee, manage and shape this operation than a Chief Operating Officer.

    So, to those who are thinking of becoming a Chief Operating Officer, I can’t recommend it highly enough. And to those of you who are already, I salute you. Fly the Chief Operating Officer flag and fly it high.

    💫 Like what you’ve read? Subscribe to my Tuesday emails here.

    Written for: Capita SIMS Blog (@CapitaSIMS)

  • Is Your MAT Mismanaged?

    Is Your MAT Mismanaged?

    Almost every day we read a news article about a MAT scandal. Whether it be a financial notice to improve, a poor Ofsted report or a failure of governance, these stories have become all too common.

    The questions that are often asked are: why has it taken Ofsted or the DfE to come along for people to realise how bad it is? Why hasn’t something been done before?

    A MAT cannot lose all of its money or shift from good to special measures overnight. These things happen over time. 

    So how do you know if you’re working in a mismanaged MAT? What are the symptoms you should be looking out for that may lead to a detrimental diagnosis?

    In my experience, there are three key areas that you should assess to determine whether your MAT is being mismanaged:

    Governance

    • Consider the constitution of your Board and Governing Bodies. Determine whether they are the right people to undertake these roles in terms of their values, skillset, personal interests and capacity. 
    • Review the governance self-evaluation systems that are in place. Consider how objective this process is, how often it is undertaken and how effective your MAT is at following up on areas for development. 
    • Evaluate the effectiveness of your Scheme of Delegation. Determine how well it is adhered to and whether it is effective in operation. 
    • Assess the quality of your meetings in relation to schedule, agendas and records of discussion. Evidence of accountability, scrutiny, challenge and support should be clear and documented.
    • Consider the level of transparency of your governance systems. You should be able to clearly articulate your decision making process and justify the actions of governors both to local stakeholders and external bodies.

    Leadership

    • Consider the capacity of your leaders in relation to delivering sustainable improvement within your MAT. 
    • Assess how well your leaders tackle poor performance and conduct and whether they execute their role as leader fairly, equitably and consistently.
    • Determine how well your leaders apply the policies of your MAT. Consider how you ensure that MAT systems and processes are followed in relation to education, employment law, finance and compliance.
    • Review the performance management processes for your leaders to ensure that they focus on MAT determined core competencies beyond education specific targets. Consider finance management and people management as indicators of leadership quality.
    • Consider how well the leaders within your MAT respond to challenge and the opportunity to collaborate. Issues within these areas can indicate an underlying cultural problem that can erode the effectiveness of the MAT over time.

    Finance

    • Consider the level of experience of your finance staff and the qualifications they hold in the context of the role that you expect them to perform. Assess their ability to provide correct and timely information and whether they present it in an audience-appropriate way.
    • Determine how your finance team responds to challenge and scrutiny both within meetings and from external bodies. Questions that cannot be answered or data that cannot be supported is a red flag that should not be ignored.
    • Review the financial systems within your MAT to ensure that there are appropriate checks in place to act as an ‘early warning’ system. An external audit report should not be the first time that you learn about financial issues within your MAT. 
    • Assess the value of the MAT central team in terms of the capacity that they add to the schools and whether the relationships between the financial team and local school leaders enables sound financial management.
    • Consider how the finance function integrates with other areas across the MAT including school development planning, curriculum planning, staffing strategy and capital expenditure. A financial team that works within a silo cannot be effective.

    💫 Like what you’ve read? Subscribe to my Tuesday emails here.

    Written for: Primary School Management Magazine