Low-performing MATs most likely to tell teachers how to teach

Low-performing multi-academy trusts (MATs) tend to have a more prescriptive approach to how teachers in their schools teach, a new Department for Education-commissioned study has found.

Today’s research report, written by Toby Greany, a professor at UCL Institute of Education/University of Nottingham, also found that MATs often struggled to introduce standardised pedagogy across their schools.

“Whether or not a MAT or federation chooses to align or standardise its approach to pedagogy broadly correlates with performance,” it says.


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