Our MAT Offer

Leadership and Governance

The Trust is a multi-academy trust which is a company limited by guarantee and an exempt charity. North Warwickshire and South Leicestershire College (NWSLC) sponsors the academies and schools the Trust is responsible for operating.

The Trust operates four academies / schools:

  • The George Eliot School
  • The Nuneaton Academy
  • Hartshill School
  • Heath Lane Academy

The Board of Directors has established two Board level committees which focus on audit, and finance and resource matters. The Board also operates hearings and appeals panels to consider and determine issues relating to staff.

Two Raising Achievement Boards (RABs) have been set up to have oversight of the academies, with a view to facilitating the sharing of good practice between those academies and enabling the RABs to challenge academy performance more deeply and effectively and to compare progress between academies. Working on the Board’s behalf, the RABs operate:

  • a single Pay Committee to take decisions on academy and school staff pay matters, as delegated by the Board and defined within the Trust’s Pay Policy
  • a single Student Discipline Panel to consider student exclusions as delegated by the Board and in line with relevant legislation, regulation and national guidance
  • hearings and appeals panels dealing with relevant matters as delegated by the Board and as defined within the Trust’s Complaints Policy and in line with relevant national guidance.


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In accordance with the Trust’s articles of association, the Board of Directors is responsible for exercising all the powers of the company, and for governance. Directors are company directors and charitable trustees and therefore have legal responsibilities which are set out in company and charity law.

The Board is constituted as follows:

  • up to 10 Directors
  • the Chief Executive Officer, if appointed
  • up to 3 co-opted Directors.     

Further detail can be found in the governance section of the website and in the document Governance Arrangements - An Overview.


Our curriculum was designed and resourced by our teachers, working together. A common approach to curriculum means that best practice is shared and workload reduced for individual teachers.

  • Primary schools joining would have a strong voice in shaping the primary phase and primary-secondary transition curriculum. They would work together as phase specialists as well as a part of the wider Trust family.
  • Teaching staff joining us also become part of our strong subject communities, where we learn from each other and provide support and capacity across the Trust.
  • We have a Trust curriculum fund used to bring in the latest thinking and voices from across the sector to help us review and improve our offer.

Our extra-curricular programme, resources and venues would become available to all primary schools in our Trust – access our specialist facilities for DT, Food, PE and Science, along with our fleet of minibuses


Our approach to teaching is based upon the simple principle of making it as easy as possible for a teacher to deliver amazing lessons every day of the week. To do this we remove unnecessary workload, have a common language for learning and have a coaching culture where everyone supports each other.

  • Access to our qualified specialist subject teachers to deliver subject specific training and coaching / team-teaching in your schools. Our partner primary schools already use our staff to teach MFL, PE and Dance lessons.
  • Our schools employ graduate para-teachers to ensure that, when the regular class-teachers are not present, high-quality instruction still occurs. This resource is shared across the Trust when capacity is limited and would be available to all schools.


Ensuring that pupils with SEND can access and achieve the highest expectations is a core mission for our Trust. Schools joining us will access the following support:

  • An experienced Trust Lead SENCO who will support your school SENCO and provide additional capacity and training as needed
  • Strong leadership of Special Educational Needs and Disabilities. School leaders and teachers can combine their knowledge and planning abilities to work on challenges and solutions together to meet the needs of pupils.
  • Early identification/ assessment is in place to ensure needs are met and provision is in place to ensure positive outcomes for ALL pupils.
  • A curriculum that is not narrowed and pupils with additional needs have the same access to all subjects and pathways as pupils with non-SEND needs
  • Strong working relationships with Specials schools to improve teaching and learning for pupils with additional needs.
  • Our partnership working allows us to shape each academy for the community it serves.
  • All our schools work closely together to create a model of high-quality education for all students, including those with additional needs.
  • We believe that sharing ideas that work, utilising teaching expertise across the MAT helps to reduce workload.
  • Learning from each other allows us to move forward as a family of schools so that we meet the needs of our community by sharing good practice to support all pupils including those with additional needs.
  • Whole school CPD bespoke to the schools need through SEND audit

Professional Development

We believe that subject expertise is the cornerstone to effective teaching. We make time for subject level professional development, keynote addresses from leading experts and individual coaching.

  • Our subject networks meet regularly, identify gaps in knowledge or practice and devise their own programmes of professional development including both internal and external expertise. Primary schools would benefit from accessing this menu of CPD and the opportunity to source expertise for their own bespoke CPD needs.
  • We have a Trust approach to Instructional Coaching with trained coaches available to work with your staff directly, or to support you in setting up IC in your own school.

Finance, Procurement and Payroll

There are many benefits associated with finance that being part of The Midland Academies Trust brings. These are broadly split into two categories, strategic and operational and are shown as such below. A complete package of financial management is provided.

Alongside this though and of equal if not more importance is the fact that the finance team do not simply provide a service around the core financial requirements. They very much view themselves as part of the school team and work closely with staff in the school. The team are always available to help in whichever way they can and pride themselves on being friendly, approachable and supportive.


  • The availability of a dedicated finance team which includes appropriately qualified staff at all levels with experience in Trust financial management. These staff work exclusively for the Trust.
  • The security of the Trusts financial status. The Trust, through careful management, has continued to invest substantially in its schools whilst still building up good levels of reserves to ensure its sustainability.
  • The opportunity to benefit from economies of scale in purchasing. The Trust and its sponsor regularly collaborate in significant areas of purchasing in order to secure advantageous terms. The Trust has a designated procurement specialist
  • Capital investment. The Trust qualifies for school condition allocation funding (SCAF) from the DfE which brings with it significant capital monies to be invested across the Trust.
  • Cost spread. Due to the composition of the Trust the cost of “central” expertise and services is spread across its schools.
  • Strong controls, processes and policies. The Trust is regularly subject to statutory internal and external audit of its financial returns, processes and regulations. It has a very strong record of clean audits in all areas relating to finance. This best practice would be shared with any new members.
  • Access and inclusion to the Trust’s centralised finance system.


  • The finance team supplies support for all day to day financial services around purchasing, sales and banking.
  • All statutory returns are completed on behalf of the school. This includes year end financial statements, medium term business plans and all in year financial returns to the ESFA
  • Monthly management accounts are supplied to the schools
  • Quarterly reforecasts are carried out in conjunction with the schools, facilitated by the central team.
  • The team will meet with staff in the school at any level as and when required.
  • The team submits all statutory tax returns for the Trust.

Human Resources

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Estates and Facilities

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Business and Administration

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Wellbeing and Chaplaincy

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Careers and Employability (CEIAG)

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