Did you know that 4 in 5 schools in Cornwall are part of an academy trust?

28 March 2025 | 8 minute read

A large number are Church of England schools and are part of the Diocese of Truro, which covers Cornwall and the Isles of Scilly.

Clare Kendle is Education Governance and Operations Officer at the Diocese of Truro which supports 9 MATs and 44 schools (these days that’s more schools than are local authority maintained in Cornwall).

As well as her day job, Clare also volunteers as a governor, trustee and MAT member to keep her skills and experience current. Cornwall represents a mature MAT landscape, where trusts are the dominant school type and many are growing and merging/joining together - a process Clare prefers to call, ‘trust transitions’.

We spoke to Clare to find out more about some of the lessons she’s learned along the way as she supports trusts and their governing boards through these changes.

Clare, firstly can you begin by telling us how you fell into governance?

I used to live in Hertfordshire and my professional background was in organising expeditions for young people undertaking the Duke of Edinburgh’s Award but when I fell pregnant with my son, it wasn’t best practice then to go up mountains so I had to move on to something else.

I started in working in governance in further education settings for a college in the London borough of Enfield and then moved on to work for Herts for Learning, which covered governance across Hertfordshire. I had a portfolio of about 20 plus schools both primary and secondary which included Catholic and CofE Schools. I did all types of governance work: board meetings, appeals, committees, panels. I just got stuck in and loved it.

When I moved to Cornwall to be closer to my extended family, I got a job at a multi academy trust of special schools. It was really enjoyable, and a great trust to work for whilst I found my feet in Cornwall. I then moved to work for the Diocese of Truro, initially part-time and I’ve been here ever since. My current role is Education Governance and Operations Officer which I thoroughly enjoy.

For anyone not familiar with Diocese, the UK is split into lots of different Church of England areas - each called a Diocese. Our Diocese covers Cornwall and the Isles of Scilly. Cornwall - as a county - is highly academised, and was so even when I arrived six years ago. Faith-based governance is fascinating and something I've really enjoyed delving into, I'd recommend it to anyone if you get the opportunity.

What are some of the biggest lessons you’ve learned that you can share with us about trusts as they grow and develop or merge?

Firstly, I prefer to use the term, ‘trust transitions’. Sometimes it’s not helpful to view a situation as one trust being stronger than another when there’s talk of trusts coming together. Each trust needs to feel valued and know that they are bringing their own strengths, and so, bringing together great schools as part of an even stronger family.

Dipping a toe in the water

It’s a good idea for a trust that’s looking to grow to set up working partnerships with another multi-academy trust for a period of time so that they can both explore the support and added value in economies of scale. If it works well it can develop a collective unity that helps to kickstart a move together.

Communication

If you’re a trust that’s considering a change - whether that’s a merger or just building a relationship with another trust, it’s important to communicate your plans really clearly with all your stakeholders early on in the process so that they understand the aims and the value of exploring work together. I’ve found that by drip feeding communications around shared successes and changes it has meant that if something more permanent is decided then it isn’t a shock. This has made a huge difference in a number of situations and by the time you get to the end of a process, usually everyone involved understands why it’s happening and sees the sense in it.

Resilience

There's a level of resilience that's needed when working in a mature MAT landscape where there are lots of well established multi-academy trusts. I’ve found that those involved need to be able to have crucial conversations in a really timely, respectful and sensitive manner.

There are a lot of myths and assumptions about trusts which I still come across and they need to be broken down in intentional conversations with stakeholders, giving examples to underpin why. I often hear, ‘Why would we want to join a multi-academy trust, they will make us all the same’. There are also a lot of sensitivities when bringing trusts together that require resilience from everyone involved because seeing the value and the economies of scale when working as a larger team can be trickier to see from the outside looking in.

Flexibility

Personally, I never used to find flexibility or agility particularly easy but now it’s second nature.

In a mature MAT landscape, but now I realise that it’s useful when I come up against a barrier or challenge to be more flexible and say, ‘Okay, that's fine. How about if we do this, I can give you some ideas, but what works for you?'. It's really about looking back to somebody else. A lot of the work I do in supporting trust transitions and governing boards is about relationships and successful relationships need to be flexible and agile - focused on problem solving. My advice to boards would be to stay informed and consider how flexible you are able to be in that circumstance. There is a wealth of training out there now.

Horizon scanning

MATs need to look to the future and ‘horizon scan’, anticipating changes or issues before they arrive. This leans on the sustainable stewardship model that is an important aspect of a strong trust.

I sometimes go to support trusts and can spot where issues might arise just as I’m so used to horizon scanning in my own role - but some boards just don’t have this as part of their processes and that surprises me. If you’re working far enough ahead, you can spot changes and prevent most issues before they happen and future proof yourselves in the best way possible.

The importance of the local layer

When it comes to a multi academy trust, it doesn't matter whether it’s an entirely faith-based MAT or a community MAT, the local layer of governance is really important.

It is the eyes on the ground for the trust board and can provide really valuable information which the trust board can use to make their decisions. Their monitoring can feedback trends, alongside how well something is implemented for example. It’s a fantastic role and so interesting, and as part of a wider MAT structure really well supported.

The role of the member

(Note: members sit above a board of trustees, similar to a company’s shareholders in relation to its board of directors)

What's really defining now in this part of the country is the role of members, including the frequency meetings take place and the information they are provided with. We are seeing members holding trust boards to account very effectively so that there aren't any surprises, which could lead to trusts facing significant challenges. The members are making sure they get the information they need, when they need it in a current proactive manner, rather than waiting for the financial statements and looking back at the past year.

Finally, what are the benefits as you see them of being in a strong multi-academy trust?

Multi academy trusts are showing that they flourish better when there are economies of scale in several different areas whether that’s finance, HR, curriculum buying or shared time around governance. The support for small schools can be brilliant. Likewise, the crossover between primary and secondary can be invaluable in preparing for transition or understanding curriculum stages.

I see the benefit where there is aligned or earned autonomy. So, for instance if core subjects are aligned across a trust it can provide valuable extra capacity to teaching staff and the headteacher. There can also be shared planning and shared CPD. The robust accountability in a trust can give a sense of security too.

In a strong trust, governors from across multiple settings can come together to learn and to celebrate their successes, be that virtually or face-to-face. They can also be part of strategy days or network days. It allows them to learn about their trust and buy into the shared vision and values.. You can then see a real flourishing of those communities when leaders, staff and governors come together.

When there is a clear vision for the future, a trust can really take its time to help schools to develop at a pace that works for them. Then with that shared vision (lived out in each of its unique communities), there is a sense of belonging. If a trust gets that sense of belonging right, governors and trustees feel valued as volunteers - but also staff and other stakeholders feel involved and buy into the work that’s being done.

You can follow Clare on LinkedIn or reach out to her at [email protected].