By Thomas Freeney, ASCL Leadership Development Manager

Three years ago, in the wake of the COVID-19 pandemic, we launched our Blueprint for a Fairer Education System. This document laid out five essential building blocks for the future, each focused on addressing the needs of the most disadvantaged pupils and ensuring a stronger, more resilient education system. Today, we turn our attention back to the fifth and final building block: structures and systems.

The reason for revisiting this particular block now is clear. With recent political shifts following the election and Labour’s potential direction of travel in education policy, it is vital to reflect on what has been achieved so far and explore what the future might hold for school and college collaboration under different governance models.

Building Block 5: Structures and Systems
In our Blueprint for a Fairer Education System, the fifth block emphasised the importance of creating sustainable and supportive structures that foster collaboration across settings. The vision was, and remains, a system that enables schools, trusts, and colleges to work together in meaningful ways, sharing resources, expertise, and best practices. This, we believe, is key to addressing inequality and ensuring that all children, regardless of their background, receive a high-quality education.

At the time of writing, we recognised that collaboration across schools was often fragmented. Many schools worked in isolation, limited by geography or the competitive pressures that the accountability framework imposed. The blueprint advocated for a more interconnected education landscape, where multi-academy trusts (MATs) and other partnerships could help break down barriers, creating networks that would benefit every pupil.
In 2021, we argued that structural reform should prioritise these collaborative networks, enabling localised support systems that could better respond to the unique needs of communities. We proposed a framework where school leaders would have the autonomy to innovate but within a system that encouraged collaboration rather than competition.

What do things look like now?
Fast forward to today, and much has changed, but the vision of a collaborative education system still holds. The education landscape has evolved significantly, especially within MATs. In fact, the concept of "Trust 2.0" is emerging—a future where trusts are not just administrative entities but transformative vehicles that drive educational improvement through deep collaboration. This forward-thinking model, as explored in ASCL’s Trust Two Point Zero: Exploring the Future of Education in England, offers a blueprint for the next phase of school improvement.

While some of the changes have been positive, there is still work to be done. MATs have undoubtedly facilitated collaboration between schools within and outside of their networks. Many trusts have succeeded in creating environments where resources are shared effectively, allowing schools to benefit from economies of scale and increased access to professional development. In fact, MATs have been instrumental in developing stronger leadership pipelines and fostering innovation in curriculum design. MATs like the Tapscott Learning Trust have shown the power of collaboration to tackle local inequalities through their sports hubs. By taking a proactive approach and listening to their community, they were able to identify concerns around health and use this as a springboard for positive change both in and out of school. Their partnerships extend beyond their own trust schools and have helped to boost not only the physical health of students, but their wellbeing and attainment too. 

Beyond MATs, other groups of schools have also embraced collaboration. Federations, alliances, and partnerships have enabled settings to pool resources and share best practices. The Schools Partnerships Alliance has shared guidance on establishing and maintaining these collaborations, with a particular interest in how settings can work across phase and sector to boost outcomes for students, staff and the local communities. 

The sticking points: barriers to effective collaboration
Collaboration is not without its challenges. One of the primary issues is the persistence of competition between schools. The accountability framework continues to incentivise a results-driven approach, where schools feel pressured to outperform their neighbours rather than work with them. This is particularly true in areas where funding is tight, and schools are forced to compete for students. Incentives for collaboration need to be clearer to overcome this competitive view. 

Furthermore, while MATs have made strides in fostering collaboration within their networks, collaboration across MATs remains limited. This siloed approach means that good practices are often confined within individual trusts, rather than being shared across the wider education system. Additionally, small schools and rural schools often find it difficult to join larger collaborations, either because they are geographically isolated or because they feel that their unique needs are not fully understood by larger organisations.

Colleges, too, face their own challenges. The further education sector has historically been underfunded, and this lack of resources hampers colleges’ ability to collaborate effectively with schools. While there have been promising developments, such as partnerships between colleges and local businesses to improve vocational pathways, these initiatives are often limited by a lack of sustained funding and government support.

The final, and arguably largest, barrier to address is accountability. When partnerships and collaborative efforts do form, they often lack a unified accountability framework. This allows settings to drop out of projects with ease, and without a clear management structure, issues can be left unaddressed, lowering the impact of the collaboration. 

What can schools, colleges and trusts do next?
The first step is to create a culture that prioritises partnership. School and college leaders should be proactive in seeking out opportunities to work with other schools, both within and outside their immediate networks. This could involve joining local alliances, partnering with colleges to improve post-16 provision, or collaborating on teacher training and development.

Moreover, it’s important to recognise that collaboration doesn’t happen by accident—it needs to be built into the structures and systems of the school. Leadership teams should ensure that collaboration is a strategic priority, with clear goals and accountability measures in place. Trusts, in particular, need to think about how they can promote collaboration beyond their immediate networks, whether that’s through sharing best practices, developing regional hubs of expertise, or working with other trusts to tackle systemic issues like teacher shortages and pupil wellbeing.

As we move into 2025, the ASCL Collaboration Conference will provide a platform for leaders to come together and discuss how we can take these next steps towards a more collaborative future. The conference will feature keynotes from leading education experts, as well as practical workshops on building sustainable partnerships, improving outcomes for disadvantaged pupils, and fostering innovation in teaching and learning.

The journey towards a truly collaborative education system is far from over. While we have made significant strides in recent years, there are still obstacles to overcome. But by embracing the opportunities for collaboration and making it a core part of our structures and systems, we can ensure that all schools, trusts, and colleges are working together to provide the best possible education for every child.

Thomas Freeney is ASCL Leadership Development Manager.