The implications of prescribed curricula and assessment practices in the primary schools of multi-academy trusts (MATs)
type: CreativeWork
description: Multi-academy trusts (MATs) are the preferred providers of state education in England, with legal responsibility for running multiple schools across multiple sites, irrespective of location. As publicly funded, privately-run organisations, their approaches are explored in the context of neoliberalism, with its emphasis on performativity and high-stakes accountability measures. With pupil outcomes mattering more than the methods used to achieve them, there is no requirement for MATs to detail their approaches to teaching and learning. A MAT-devised curriculum, however, is gaining traction as an approach to consistency around teaching and learning within MATs. This study, therefore, aimed to understand this and the complementary role of internal summative assessment processes when these approaches are mandated. Through an investigation of primary school teachers’ views and experiences, the research considered whether prescribed approaches might be impacted by a MAT’s size and geographical spread, what school autonomy might entail and the extent to which teachers could be agentic under these circumstances. Data collection involved a self-selecting online survey (n=88) and purposive semi-structured interviews (n=6), resulting in a multiple case study. Privileging the voice and knowledge of those in charge, often working at either a geographical or metaphorical distance from the schools that they run, this research argues the need for local responsiveness, allowing schools and teachers to shape curricula in response to their school communities, and ensuring that assessment materials are relevant to the content taught. In addressing this, the recommendation is made for greater transparency around MAT approaches to the benefit of all schools across England, irrespective of who runs them. As an original contribution to research, it provides valuable insights and recommendations for policymakers, school regulators, MATs, schools and teachers.
abstract: Multi-academy trusts (MATs) are the preferred providers of state education in England, with legal responsibility for running multiple schools across multiple sites, irrespective of location. As publicly funded, privately-run organisations, their approaches are explored in the context of neoliberalism, with its emphasis on performativity and high-stakes accountability measures. With pupil outcomes mattering more than the methods used to achieve them, there is no requirement for MATs to detail their approaches to teaching and learning. A MAT-devised curriculum, however, is gaining traction as an approach to consistency around teaching and learning within MATs. This study, therefore, aimed to understand this and the complementary role of internal summative assessment processes when these approaches are mandated. Through an investigation of primary school teachers’ views and experiences, the research considered whether prescribed approaches might be impacted by a MAT’s size and geographical spread, what school autonomy might entail and the extent to which teachers could be agentic under these circumstances. Data collection involved a self-selecting online survey (n=88) and purposive semi-structured interviews (n=6), resulting in a multiple case study. Privileging the voice and knowledge of those in charge, often working at either a geographical or metaphorical distance from the schools that they run, this research argues the need for local responsiveness, allowing schools and teachers to shape curricula in response to their school communities, and ensuring that assessment materials are relevant to the content taught. In addressing this, the recommendation is made for greater transparency around MAT approaches to the benefit of all schools across England, irrespective of who runs them. As an original contribution to research, it provides valuable insights and recommendations for policymakers, school regulators, MATs, schools and teachers.
author: Flower, Stephanie
language: eng
keywords: Multi-academy trusts, Prescription, Curriculum, Pedagogy, Teachers, Expertise
date published: 2025-3-25
date modified: 2026-07-24T03:26:59Z
provider: University of Northampton
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Northampton