Many headteachers still fear the word academisation and at heads’ meetings state: “I couldn’t work for a trust.” In the next breath, they declare that they are out of money, short-staffed and worn out, seeming to forget that trusts are well placed to solve all these issues if run well.

I’ve been through the process of joining a trust twice in four years as a leader and though the system is not perfect, I really do feel like the benefits of trusts are not being shouted about enough, leaving myths and rumours to breed and create fear. I have become a convert by getting over my fears.

So, here are some reasons you should change your mind about trusts if you’re a sceptical school leader, based on my experiences.

Collaboration and comrades

The opportunities to work closely with other schools are suddenly increased, best practice is shared, supportive networks emerge and those in small schools or isolated school positions, such as Sendcos, have peers to liaise with. Moderation is available for all year groups, not just the selective few.

Shared costs, shared buying power

Everyone loves a bargain! Discounts on shared subscriptions, management information and safeguarding systems. Cheaper prices on printing, copy paper and, of course, glue sticks. Not to mention cross-trust positions such as HR, IT, finance and facilities. This reduces workload and enables senior leaders to focus on teaching and learning.

Shared best practice

The biggest fear from teachers appears to centre around losing the uniqueness of a school. Embrace what makes your school unique, this is what you bring to an academy trust. If something is working well there is no need to change it; however, what could be better and how are other schools doing similar tasks? An opportunity to learn from best practice should never be shied away from.

Support networks emerge

Rather than a local education authority improvement partner visiting you a couple of times a year, you will have access to regular and consistent school support. Maybe this seems daunting, however regular peer-to-peer support often has more impact and can be intrinsically motivating when coming from trusted colleagues.

Access to free CPD

You now have a bank of educators to access, all with their own expertise to share. Opportunities to tailor CPD to the needs of a group of staff are easier and time effective. Face-to-face and virtual training from colleagues often have more weight and influence than unknown consultants who haven’t faced classroom practice for a decade.

Finding the right fit

Of course, not every trust will be right for you, but the onus should be on finding one that is, not shunning trusts altogether.

Ask as many questions as you want as you go through the conversion process, no question is too silly. Check out the trustees, who are they and what are their backgrounds. This can help you get a feel for the moral purpose of the organisation you are joining and can be very reassuring.

Find out what the top slice is, this can vary by as much as 5 per cent from trust to trust, understand what services you will get from this and budget accordingly.

So, put your positive pants on; having been through this twice, once to create a small trust and the second time to merge with a larger trust, it’s natural to fear the unknown. The benefits to your school, community and pupils outweigh the apprehension, you never know, you might find you’re a convert like me.

Alice Edgington is headteacher at St Stephen’s Infant School, part of the Inspira Academy Trust

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