Outwood Grange Academies Trust is to work in close collaboration with the financially stricken David Ross Education Trust, it was announced today.

Outwood’s chief executive Martyn Oliver has been appointed as a new trustee at David Ross, which is facing a £1 million deficit and is losing its leader this summer.

In a statement, DRET said that the move signalled “closer collaboration” between the two MATs - which are two of the biggest academy chains in the country.

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Tes revealed in December that DRET’s chief executive Rowena Hackwood was stepping down as its chief executive at the end of academic year.

It was also revealed by Tes last month that DRET is urging its schools to use cover supervisors instead of supply teachers and to only boil as much water as they need in their kettles, in a bid to help tackle the deficit.

Commenting on Mr Oliver’s appointment, Ms Hackwood said: “I am delighted that someone with Martyn’s expertise is joining us on our journey as we go from strength to strength.

“We firmly believe in collaborative working as a way to ensure that every child benefits from a world-class education, and what better way for academy trusts to support each other at the most senior level.”

Mr Oliver said: “I look forward to not only helping this excellent trust, but also in learning from them. I have always believed in both giving and receiving support: it is what makes our education system great.”

DRET has faced high-profile financial challenges in recent years.

In 2018, a financial management and governance review published by the Department for Education said that that trust was in a vulnerable financial position with a forecast deficit of £4.9 million and was looking to save money through “pooled regional budgets for all academy back-office functions”

The review was carried out in May 2017 but published more than a year later.

The trust’s most recent published accounts for 2018-19 show that it faced a deficit of £1 million.

Its latest accounts also show that the trust has moved towards a more centralised approach to teaching in a bid to improve secondary school results.