Over the past few years, I’ve sat in countless conversations with trust leaders discussing digital transformation, AI, accountability, governance and school improvement. Whilst the headlines often focus on the latest technology or the next inspection framework, the reality is usually far more nuanced.

Recently, I had the privilege of joining a group of Multi-Academy Trust CEOs and senior leaders at the Red Kite Connect CEO Roundtable. The conversation covered everything from digital maturity and artificial intelligence to Ofsted reform, MAT inspection and trust assurance. My key takeaway wasn’t the diversity of topics, it was the consistency of the message.

Despite the pace of change, trust leaders are remarkably aligned on one thing:

Technology is not the starting point. Governance is.

Digital Transformation Isn’t Really About Technology

We often talk about digital transformation as though it’s a technology challenge. In reality, the most successful trusts aren’t defined by the software they buy or the AI tools they deploy. They’re defined by how clearly they govern them.

The trusts making the greatest progress are those with strong executive ownership, clear decision-making processes, robust information governance and a direct link between digital investment and organisational strategy. They understand that technology should serve the trust’s mission, not become a distraction from it.

Conversely, many of the challenges we encounter when working with trusts stem from fragmented decision-making, duplicated systems, underutilised software and a lack of visibility over what is actually being used across the organisation.

The lesson is simple: digital maturity starts with organisational maturity.

AI Is Exposing Existing Weaknesses

Artificial intelligence is accelerating a conversation that many trusts were already struggling to have.

Questions around data governance, supplier management, risk, compliance and accountability are no longer theoretical. AI is forcing leaders to revisit assumptions about how technology is adopted, monitored and governed.

What’s becoming increasingly clear is that AI governance cannot sit solely with ICT teams or Data Protection Officers. It requires leadership involvement, board oversight and organisational understanding. The trusts that thrive will be those that develop a balanced approach, encouraging innovation whilst maintaining appropriate safeguards.

The challenge isn’t whether AI will become part of education.

The challenge is whether our governance models are evolving quickly enough to manage it responsibly.

Accountability Is Changing

Alongside the digital conversation sits another significant shift: accountability.

Leaders around the table broadly accepted the principle that MATs should be accountable for decisions made at trust level. Given the strategic influence trusts now have over curriculum, workforce, finance, estates, inclusion and digital infrastructure, trust-level inspection feels like a logical next step.

Yet significant questions remain unanswered.

What exactly will MAT inspections evaluate? Organisational effectiveness? Educational outcomes? Governance? Financial stewardship? Improvement capacity?

Perhaps most importantly, how do we ensure that trusts serving the most challenging communities are evaluated fairly and contextually?

The strongest message from trust leaders was not resistance to accountability. It was a desire for accountability systems that recognise complexity, context and long-term improvement rather than reducing effectiveness to a set of performance metrics.

The Rise of Assurance

If there was one theme that connected every discussion, it was assurance.

As trusts continue to grow in scale and complexity, boards need greater confidence that strategy is being delivered, risks are understood and impact can be demonstrated.

Assurance is no longer just about compliance.

It’s becoming a strategic capability.

Educational assurance, governance assurance, digital assurance, cultural assurance and operational assurance are increasingly converging into a single organisational view. Trust boards want visibility. Executive teams need confidence. Stakeholders expect evidence. Future inspection frameworks will almost certainly demand it.

The trusts that are investing in integrated assurance models today are likely to be the ones best prepared for whatever comes next.

What This Means for Trust Leaders

The education sector is entering a period of profound change.

Digital transformation continues to accelerate. AI is reshaping expectations. Inspection frameworks are evolving. Accountability is moving upwards towards trust-level leadership. Boards are demanding greater assurance.

Yet the foundations remain remarkably consistent.

Strong governance.

Clear strategy.

Effective leadership.

Thoughtful use of technology.

Relentless focus on improving outcomes for children and young people.

The trusts that succeed won’t necessarily be those with the newest tools or the biggest budgets. They’ll be the organisations that create clarity amidst complexity and build systems capable of supporting sustainable improvement.

How We Can Help

At TransforMATive, these are exactly the conversations we’re having with trust leaders every day.

Whether you’re looking to strengthen Trust assurance, digital governance, review your software estate, develop an AI strategy, prepare for future inspection frameworks or simply create greater organisational clarity, we’d love to help.

The challenges facing MAT leaders are becoming increasingly interconnected. The solutions need to be as well.

If you’d like to explore how your trust can build stronger foundations for the future, get in touch with our team. We’d be delighted to share what we’re seeing across the sector and discuss how we can support your journey.

Because successful transformation doesn’t start with technology.

It starts with leadership.

Hearing Ash Mudaliar reflect on Creative Education Trust’s AI journey was both encouraging and reassuring. In a sector often pulled between hype and hesitation, what stood out most was the clarity, pragmatism and maturity of CET’s approach.

What Ash described was not a story about chasing the latest technology trend. It was a story about thoughtful leadership, organisational alignment and creating the conditions for innovation to genuinely improve outcomes for staff and pupils alike.

There were five themes in particular that I believe will help other trusts and school leaders navigating their own AI journey.

1. Begin with the problem, not the technology

One of the strongest reflections from the session was that AI should sit within a wider technology and organisational strategy, not alongside it.

Throughout the discussion, the focus remained on practical problems: reducing administrative burden, improving operational efficiency and supporting staff capacity. Whether it was AI-supported attendance workflows, meeting summaries or adaptive teaching support, the starting point was always a clear organisational need.

That discipline matters. Too often, schools risk implementing technology because it is available rather than because it is necessary.

2. Governance enables innovation

Another important takeaway was the role that governance plays in building confidence.

CET have clearly invested significant time in developing policy, approved toolsets, safeguarding considerations and structured processes for reviewing emerging technologies. Crucially, this was not positioned as a barrier to innovation, but as the foundation that allows innovation to happen safely and sustainably.

In reality, many staff are already experimenting with AI tools. The challenge for leadership is not whether AI will appear in schools (it already has) but whether there is sufficient clarity, guidance and oversight around its use.

3. Staff voice must shape the journey

Ash shared an interesting reflection from their staff surveys: colleagues often sit at opposite ends of the spectrum when it comes to AI. Some are enthusiastic daily users who already see tangible benefits, whilst others remain sceptical or deeply cautious.

That feels familiar across the sector.

What CET appears to have done particularly well is listen carefully to those perspectives and allow them to shape implementation. Their evolving training, prompt libraries and policy development were all informed by staff feedback and practical realities from schools.

That approach builds trust and trust is essential if meaningful adoption is going to happen.

4. Human judgement remains central

One phrase from the session stayed with me: “Don’t prompt beyond your expertise.”

It is an important reminder that whilst AI can accelerate thinking, support planning and improve efficiency, it does not replace professional accountability or expertise. The human remains responsible for the outcome.

As schools continue exploring AI, maintaining that balance between opportunity and professional judgement will become increasingly important.

5. Collaboration accelerates progress

Finally, what came through strongly was the power of professional community.

CET’s trust-wide collaboration, shared learning structures and open dialogue between schools and central teams appear to have created an environment where innovation can scale responsibly. That collective approach reduces duplication, surfaces good practice and creates a safer space for experimentation.

No trust has fully solved AI implementation yet. We are all learning in real time. But journeys like this demonstrate that with clarity of purpose, strong governance and a relentless focus on people, schools can approach AI in a way that is both ambitious and grounded.

The future of work is not a distant concept. It is already here, and it is forcing us to confront a fundamental tension. Work gives people purpose. It provides identity, meaning and a sense of contribution. At the same time, the economic reality for organisations is clear. We are under constant pressure to drive efficiency, scale and productivity, increasingly through technology.

In January, I attended the Future of Work event hosted by Arbor. What stood out was not just the pace of change, but the clarity of direction. Workflow automation sat at the centre of the conversation. Not as an abstract idea, but as something organisations are actively building into their day to day operations.

AI is accelerating this shift at an extraordinary rate. The advances we are seeing are not linear. They are compounding. New capabilities are emerging continuously, unlocking new forms of value creation that were not possible even a short time ago.

This creates both opportunity and responsibility.

We are moving from static processes to what many are now calling agentic workflows. Teams are no longer just documenting how work gets done. They are designing and building systems where workflows are automated, connected and increasingly executed by AI agents. These agents can act, make decisions and coordinate across systems.

We are seeing teams invest time in mapping processes, integrating systems through connectors and experimenting with emerging protocols such as MCPs. The intent is clear. Build workflows that are not only efficient, but adaptive.

The implication is significant. Smaller, more focused teams, supported by AI agents, will be able to deliver outcomes that previously required far larger structures. This is not about doing the same work faster. It is about redefining how work is done altogether.

However, technology is only part of the story. The real shift sits in the operating model.

The models many organisations rely on today were designed for a different era. They prioritise stability, hierarchy and control. In a world of AI enabled workflows, that approach begins to break down. We need operating models that are more fluid, more modular and more responsive. Teams will need to form around problems, not sit within rigid structures. Capabilities will need to be assembled, not owned.

At the same time, complexity increases.

As organisations adopt more tools, more agents and more integrations, the surface area expands. Managing that ecosystem becomes a critical challenge. Security, data integrity and supply chain dependencies extend well beyond traditional boundaries. Governance can no longer be an afterthought.

This demands a different level of maturity. Organisations must be able to secure and safeguard their systems, understand how data flows across them and maintain clear accountability. Leadership teams need to be across this. AI is not just a technology topic. It is a core part of organisational strategy and risk management.

Alongside this sits the question of ethics.

As AI systems take on more responsibility, leaders must understand the implications. Issues such as bias, transparency, privacy and accountability are no longer theoretical. They are practical concerns that shape trust. The organisations that succeed will be those that take this seriously and embed it into how they operate.

Amid all of this, we cannot lose sight of purpose.

If technology continues to take on more of the execution, then human contribution must shift. Work becomes less about tasks and more about judgement, creativity, relationships and responsibility. This is where people find meaning. Organisations need to be deliberate about how they design roles and environments that support this.

There is also a broader responsibility, particularly in education.

How do we prepare children and young people for this world? The answer is not simply to teach them how to use tools. It is to help them understand systems, think critically and adapt continuously. They will need to work alongside AI, understand its limitations and navigate its risks.

Skills such as resilience, curiosity and ethical awareness will matter as much as technical capability.

So how do we respond now?

We start by being practical. Identify where workflow automation can create value today. Experiment with agentic approaches in a controlled way. Invest in understanding governance, risk and security. Begin to reshape teams around outcomes rather than functions.

At the same time, we need to think more fundamentally. What does good work look like in our organisations? How do we balance efficiency with meaning? What responsibilities do we carry as leaders?

The future of work is being shaped in real time. The choices we make now will define not only how our organisations perform, but how people experience work itself.

This is not about replacing people. It is about rethinking their role. If we get it right, we can create organisations that are more productive, more adaptive and more human at the same time.

That is the opportunity in front of us.

There is something quietly powerful about a room full of education leaders admitting they do not have all the answers.

That, for me, was the thread that ran through this conversation. Not certainty, but responsibility. Not competition, but contribution. And, crucially, not isolation, but connection.

System leadership as a moral responsibility

One of the most striking reflections was the idea of system generosity. Large multi-academy trusts, by virtue of their scale, experience a microcosm of the entire sector. With that comes both privilege and duty.

The privilege is insight.
The duty is to share it.

This is not about showcasing only what works. In fact, the most powerful contribution to system leadership is often the opposite. Sharing what has gone wrong, what has been learned, and what still feels unresolved. In a system as complex as education in England, honesty is more valuable than polish.

There is also a growing recognition that trusts are becoming bridges. Bridges between schools and government. Between policy and practice. Between local realities and national direction. That bridging role is not always comfortable, but it is increasingly essential.

Collaboration is happening. We just need to deepen it

There was a quiet optimism in the discussion. Collaboration is not absent from our system. In many ways, it is stronger than we give ourselves credit for.

Trusts are sharing. Leaders are learning from one another. Networks are forming.

But there is a difference between collaboration within familiar circles and true system collaboration.

The challenge now is boundary spanning. Reaching beyond our own trust, our own region, our own phase or role. Engaging with local authorities, independent schools, further education, industry, and government in more meaningful ways.

If we are honest, education can still be inward looking. The next phase of system leadership requires us to look outwards with intent.

MATs as engines of disciplined innovation

Multi-academy trusts are increasingly acting as engines of disciplined improvement. Not innovation for its own sake, but innovation that is tested, evidenced, and scaled.

There was a helpful reframing here. Less “pilot” and more “prototype”.
Less short-term experimentation, more intentional design for longevity.

Yet we cannot ignore the tension. Education is, rightly, risk aware. Every decision affects a child who only gets one chance.

So the question becomes: how do we create space to innovate without compromising that responsibility?

The answer seems to lie in structure. Clear guardrails, strong professional judgement, and cultures that allow thoughtful experimentation. Not reckless change, but purposeful iteration.

The balance between guardrails and agency

This brings us to one of the most important leadership tensions in the system today: alignment versus autonomy.

Or perhaps more accurately, agency within guardrails.

The most compelling idea shared was that guardrails are not the enemy of innovation. They are its enabler, provided they are set thoughtfully and not too tightly.

Within those boundaries, professionals need the space to think, to act, and to lead. Not just senior leaders, but teachers, support staff, and ultimately students themselves.

Agency is not something we grant occasionally. It is something we must actively develop. That means helping people build the confidence and capability to make sound professional judgements, even in uncertainty.

If we get this right, leadership stops being something that sits in head offices and starts to live in classrooms.

Networks matter more than ever

Across the conversation, one message came through clearly. Networks are not a luxury. They are essential.

The most effective systems are those where knowledge flows. Across roles, across organisations, across regions. Where ideas are shared in progress, not just when perfected.

There was also a powerful reminder that the most valuable networks are often those beyond your immediate organisation. Spaces where you are not constrained by hierarchy. Where you can test thinking, challenge assumptions, and learn from difference.

In a system under pressure, these networks are where energy, creativity and hope are sustained.

The human challenge: talent, purpose and retention

No conversation about the future of education can ignore the challenge of retaining talent.

Workload matters. Structures matter. Technology can help. But beneath all of that sits something more fundamental.

Purpose.

When educators lose clarity of purpose, or feel constrained by systems that prevent them from doing what they believe is right for children, we should not be surprised when they choose to leave.

Equally, progression pathways need rethinking. Not every excellent teacher wants to become a senior leader. We must create models where expertise in the classroom is valued, developed, and rewarded.

If we are serious about retention, we must make teaching not just sustainable, but deeply fulfilling again.

Looking ahead: what must change

Looking forward, there was a shared sense that the system itself needs to evolve.

Accountability measures need to better reflect the world our young people are entering. Assessment needs to become more intelligent and less reductive. We need to value the human capabilities that technology cannot replace. Resilience, creativity, collaboration, empathy.

There is also a clear opportunity to harness technology not just in classrooms, but at a system level. To create better feedback loops. To connect insight across organisations. To move from reactive to predictive thinking.

But perhaps the most important aspiration was this: that teaching becomes a profession that is not only respected, but truly revered. A career of choice for the very best people, sustained over time because it is meaningful, supported, and human.

From vision to action

The final reflection stayed with me.

We can articulate a compelling vision for the future of education. But progress will not come from grand declarations alone.

It will come from daily decisions.

From leaders asking, in every interaction:
Does this move us closer to the system we want to create?

From creating space to think differently.
From being brave enough to challenge what no longer serves us.
From choosing collaboration over competition, even when it is harder.

The future of education in England will not be delivered by policy alone. It will be shaped by the collective actions of those working within it.

A call to the system

If there is one thing this conversation reinforced, it is that the answers do not sit in any one organisation.

They sit between us.

That is why spaces for genuine dialogue matter more than ever. Spaces where leaders can share openly, challenge thoughtfully, and think together about what comes next.

My thanks to Ben and Steve at EduFuturists for facilitating such a rich and energising conversation. And to Shonogh, James and Gemma, whose purpose, passion and perspective made it both insightful and inspiring.

At TransforMATive, we are committed to creating those spaces.

If this reflection resonates, I would encourage you to join one of our Roundtable networking dinners. They are designed to bring together leaders from across the sector to continue exactly these kinds of conversations. Honest, practical, and grounded in real experience.

And if you want to explore how we can support your organisation or connect you into the wider network, get in touch.

The future of our system will be shaped together. Let’s continue the conversation.

Watch the webinar here

Listening to Jane Simpkins (Head of Teaching and Learning) present Waterton Academy Trust’s teaching and learning framework, what stood out immediately was the clarity and discipline behind it. This is not a collection of initiatives. It is a coherent, evidence-informed approach built on strong foundations such as the EEF, cognitive science and Rosenshine’s principles.

Naturally, I wanted to reflect on this through a digital lens so this post will attempt to converge the Teaching and Learning framework with Porters Value Chain model using technology as an enabler.

At its core sits a simple structure: design, engage, reflect. Clear, practical and rooted in what works.

As trustees, our role is not to lead pedagogy. It is to ensure that what is being implemented delivers impact. That means outcomes for children, not activity for its own sake.

Which leads to an important question.

Where does technology genuinely add value in this model?

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Technology as an Enabler

There is a tendency across the sector to position technology as a driver of change. In reality, the framework Jane outlined makes something very clear. The driver is high quality teaching, grounded in evidence.

Technology has a role, but it is an enabling one.

From a strategic perspective, every decision around digital should align to Porter’s value chain. It should strengthen how the organisation creates value, not introduce complexity or distraction.

That means focusing on areas such as:

• improving curriculum delivery
• strengthening teacher capability
• enhancing assessment and feedback
• providing better insight for leadership

If a digital investment does not support one of these, it is unlikely to deliver meaningful educational value.

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Where Technology Can Strengthen Practice

Jane’s focus on retrieval, spacing, cognitive load, metacognition and oracy provides a strong foundation. These are proven approaches. The opportunity is to use technology to embed them consistently and at scale.

Retrieval Practice

Retrieval is rightly gaining attention because it works.

Technology can support this through:

• simple, low stakes quizzing tools
• consistent retrieval routines across classrooms
• insight into gaps in knowledge

The value is not the tool itself. It is the consistency and visibility it enables.

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Managing Cognitive Load

Reducing cognitive overload is critical for effective learning.

Technology can help by:

• standardising lesson resources and structures
• supporting modelling through visualisers or recorded explanations
• allowing pupils to revisit content at their own pace

This improves the quality and consistency of teaching without adding unnecessary burden.

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Oracy and Inclusion

Oracy was positioned as a golden thread across the trust. This is particularly important for disadvantaged pupils.

Technology can support this through:

• tools that allow pupils to record and reflect on their thinking
• collaborative platforms that encourage participation
• support for vocabulary development

The outcome is improved engagement and stronger access to the curriculum.

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Metacognition and Feedback

Helping pupils understand how they learn is powerful but requires structure.

Technology can enable:

• self assessment and reflection over time
• clearer feedback loops
• better tracking of progress

This supports independence and provides teachers with more meaningful insight.

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Governance and the ‘So What’ Question

One of the strongest messages in the session was the importance of asking, “So what?”

Technology can support governance by:

• providing clearer, more timely data
• linking teaching approaches to outcomes
• enabling better conversations at board level

The aim is to move from reporting activity to understanding impact.

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A Strategic Discipline

There is a risk that digital strategy becomes driven by tools rather than purpose.

As trustees, we should remain disciplined. Not every digital decision needs to be a pedagogical one.

Instead, we should be asking:

• Does this improve the quality of teaching?
• Does it reduce unnecessary workload?
• Does it improve consistency across the trust?
• Does it lead to better outcomes for pupils?

If the answer is unclear, then the case for change is weak.

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Final Reflection

What Jane presented was not complex, but it was rigorous. That is where its strength lies.

Technology should not sit alongside this work as something separate. It should sit beneath it, quietly enabling it to scale, to embed and to sustain.

From a trustee perspective, the priority is straightforward.

Every decision, including digital, should strengthen the organisation’s ability to deliver high quality education.

And ultimately, it should always come back to one question.

What difference is this making for our children?

Earlier this month, I had the opportunity to attend the Google Leaders Series in London, a gathering of education leaders, digital strategists and sector partners focused on one urgent question: what does meaningful AI adoption in education actually look like?

This was not a product showcase or a tech demonstration. It was a timely, thoughtful and energising event that placed people, purpose and pedagogy at the heart of the digital transformation conversation.

From Possibility to Practice

The day opened with a keynote from Jos Dirkx, whose message was as powerful as it was timely. AI is not a future issue, it is a present one, and how we choose to think about it will define how we use it. Whether with a mindset of curiosity, creativity or service, she challenged us to see this moment not only as a technological shift but a deeply human one.

We heard from trusts including Cidari, LEO Academy and Tiffin Girls’ School, each of whom shared practical insights about their own journey with AI. From using Gemini to reduce administrative workload to embedding assistive tools for learners with SEND, the common theme was clear. AI has enormous potential, but only when it is aligned with real priorities and grounded in the realities of the classroom.

Leading With Purpose, Not Panic

Throughout the event, there was a strong focus on ethical leadership. Google’s reaffirmation of its position on data privacy and the UK Government’s guidance on the use of student work in generative AI models were welcome reminders of the responsibilities that sit alongside innovation.

As leaders, we must ensure our approach is governed by thoughtful questions. Are we embedding equity into our systems and decisions? Are we prioritising pedagogy over convenience? Are staff confident, equipped and engaged, or are they overwhelmed by complexity?

At TransforMATive, these are the same questions we explore during our AI workshops with trusts. It was reassuring to see this level of ethical scrutiny mirrored so strongly throughout the event.

From Inspiration to Implementation

The afternoon sessions brought those big ideas back to ground level. Practical workshops guided us through a five-step model for AI implementation, covering strategy development, stakeholder engagement, pilot planning and ongoing governance.

What This Means for Our Sector

At TransforMATive, we continue to champion the idea that AI should not replace human judgement. Instead, it should help reclaim time, reduce friction and enable educators to focus on what really matters. Relationships, creativity, and impact.

The Google Leaders Series was a powerful reminder that the conditions for effective digital change are already emerging. The tools are ready. The ideas are flowing. What matters now is leadership that can turn vision into momentum, and momentum into meaningful change.

For the trusts we support, events like this provide far more than inspiration. They serve as a springboard for action, offering clarity, credibility and confidence.

Final Reflections

As we look ahead to a new academic year, one thing is clear. AI in education is no longer a conversation about the future. It is a conversation for now. It requires maturity, humility and strategic intent.

To everyone involved in the Google Leaders Series, thank you for creating a space where education leaders could listen, reflect and lead with purpose. You have helped us all move from curiosity to capability.

Let us keep this energy going. Let us continue to share, collaborate and build the systems our children deserve.

The future is not something we wait for. It is something we shape, together.

As this academic year draws to a close, I have been reflecting on one of its most meaningful developments: the formation of the TransforMATive Tribe. What began as a network of 14 MAT CFOs within reach of Leeds has grown into something far more powerful. It has become a movement rooted in collaboration, insight and shared purpose.

Together, we have faced significant financial pressures, uncertain pay settlements and the ongoing demands of a maturing system. Rather than weather these challenges in isolation, we came together to respond with clarity, confidence and community.

Shared Struggles, Shared Strength

It all started with a dinner table. Breaking bread with colleagues set the tone for what followed: honest conversation, mutual support, and the sharing of practical strategies. Throughout the year, our discussions have covered everything from automation and procurement to income generation and benchmarking.

What has stood out to me is not only the depth of expertise around the table, but the generosity with which it has been shared.

Recipes for Resilience

Our collective learning has now been captured in the CFO Playbook: Recipes for Financial Success. This practical guide shares real examples of action and impact across three core themes:

• Operational Efficiency
• Income Generation and Diversification
• Effective Benchmarking

Whether it is Red Kite’s automation of procure-to-pay (saving 575 hours annually) or Australia MAT’s centralised finance model built on specialist roles, each recipe offers tested ideas for trusts to adapt and implement.

These strategies are not theoretical. They are grounded in real practice and designed to be useful across the sector.

Collaboration That Builds Capacity

One of the key messages that emerged throughout the year is that collaboration builds capacity. Melissa’s reflections from STAR MAT highlighted this beautifully. From procurement alignment to resource sharing and preparation for merger, her trust’s journey is a powerful reminder that meaningful change often begins with shared intent.

James’ leadership on finance benchmarking was equally impactful. His work moved beyond surface-level comparisons to deliver sector-led, detailed analysis of cost per pupil across finance processes. This approach helps trusts make evidence-informed decisions and understand the hidden costs of routine operations.

Taking Control in Uncertain Times

As Stuart McCluskey from Civica noted, many of our discussions were marked by a real sense of urgency. In some sessions, announcements about funding or pay awards were unfolding in real time. But rather than react passively, Tribe members responded with intention.

We heard examples of trusts generating income through gym memberships, wraparound childcare and selling services. These approaches are not just about resilience. They are about trusts taking greater control of their financial futures in order to invest in what matters most.

A Platform for What Comes Next

I am incredibly proud of what the Tribe has achieved this year. The CFO Playbook is a significant output, but the real success lies in the relationships built and the collective ambition it represents.

This model of peer-led collaboration is one we hope to build on, whether through future regional tribes or deeper exploration of key themes. We know that many trusts across the country face similar challenges, and we hope this resource is both relevant and helpful.

Final Reflections

If there is one thing this year has reinforced, it is that financial leadership in education is no longer just about managing risk. It is about creating opportunity. The most effective leaders are not only improving processes, they are strengthening culture and aligning resources to purpose.

To everyone who contributed to the Tribe, thank you. You have demonstrated that even in the most challenging conditions, possibility emerges when we choose to work together.

Let us keep building from here. Together.

As we reflect on a year of change under a new government, Steven Morales’ closing keynote at the Red Kite Learning Trust conference provided a sobering yet inspiring view of where we are and where we must go. His words resonated with me as a leader working at the intersection of education and technology, particularly as we guide trusts on digital transformation journeys rooted in sustainability, innovation and impact.

Steven rightly noted that while there was hope for a renewed focus on education, it has not materialised with the clarity or urgency many anticipated. The sentiment of “structure agnostic” reform has led to uncertainty – about the future of academisation, the role of trusts, and the broader system architecture. Yet amidst this ambiguity, operational strength has never been more vital. This is not a time for passivity. It is a time to build from the inside out.

From Efficiency to Capacity Gains

A central message was clear: we must shift our mindset from efficiency savings to capacity gains. Rather than viewing resourcing through the lens of cuts or containment, we need to create space – for learning, for leadership, for innovation. Technology, particularly AI and automation, can be powerful levers here.

As Steven observed, AI is coming at us like a freight train. It is no longer a theoretical discussion. From data analysis to workflow automation, the tools are ready. The question is: are we? Our work with trusts reveals enormous potential in reimagining tasks that are repeatable and predictable. These are ripe for automation – freeing up precious human energy to focus on relationships, creativity and strategy. But this only works when there is digital confidence and leadership at the heart of the organisation.

Digital Leadership is Organisational Leadership

This is not a bolt-on. Digital capability is now integral to how we lead. Steven’s concept of “joined-up leadership” – where pedagogy, business and governance cohere around a shared mission – reflects the very heart of digital transformation. You cannot improve curriculum or outcomes without thinking about timetabling, systems, data, infrastructure and resource. Digital leadership is not the responsibility of the IT lead. It belongs at the strategic core.

Too often, however, we see operational leadership undervalued or isolated. Steven highlighted that nearly 50% of school business leaders do not receive an annual performance conversation. This is unacceptable. If we are serious about transforming education, we must invest in people, not just platforms. Culture and capability are the true enablers of change.

Reimagining the Operating Model

The ISBL’s operational excellence framework offers a structured, evidence-based approach to doing just that. Its domains – from process design to data performance, quality assurance, and continuous improvement – provide a roadmap for trusts to become not just well-run, but future-ready. The analogy to Team GB’s Olympic transformation was a powerful one. Marginal gains in kit, nutrition and mindset translated into global success. We must apply the same ambition to our school systems.

At TransforMATive, we are already seeing the benefits of this thinking in our partnerships. Whether it’s automating admissions pipelines, aligning financial planning tools, or developing trust-wide AI strategies, the most successful organisations are those that think holistically, act strategically, and empower every leader to lead.

Conclusion: A Call to Collective Courage

Steven reminded us that operational leadership is not separate from educational excellence – it enables it. And it’s time we treated it with the same rigour and respect. In a political landscape that remains uncertain, our best bet is to build strong from within.

Digital transformation is not about shiny tech. It’s about smarter ways of working. It’s about freeing time for the things that matter. It’s about resilience in the face of complexity. And most of all, it’s about leadership – connected, confident and capable.

We may not control policy. But we do control our ambition.

I had the privilege to attend and present at the Red Kite Learning Trust conference earlier this month. The conference focused on technology and operational excellence and I had the pleasure of hearing Mark share his remarkable journey from corporate boardrooms to craft beer startups and back again. It was full of sharp insights, hard lessons, and generous humour. And although Mark came from outside education, everything he said resonated deeply with the challenges we face in transforming our schools and trusts.

Innovation, after all, is not exclusive to products and profit. It is equally critical in public service and education, especially in an era where we are asked to deliver more with less, adapt to ever-changing demands, and scale solutions in complex environments. Mark’s message was clear: we need to develop dual capability – the systems to operate efficiently and the mindset to innovate boldly.

Education Needs Both Operating Systems

Mark made a key distinction between two kinds of operating models: the execution engine that delivers day-to-day operations and the venture engine that tests and scales new ideas. Most organisations, he noted, tend to have one or the other. Rarely both.

This is exactly the tension we see in schools and trusts. We are excellent at routine. We have compliance nailed. But when it comes to scaling innovation – whether it is adopting AI tools, rethinking MIS procurement, or designing cross-school digital infrastructure – many organisations get stuck.

To thrive, we must adopt what Mark called an “ambidextrous mindset” – where operational excellence and innovation coexist. In digital terms, this means building agile infrastructure and governance systems that allow us to test, learn and iterate without compromising on safeguarding, finance, or educational standards.

Focus: Know What You’re Brilliant At

One of Mark’s central themes was the power of focus. In a sea of demands, distractions and half-funded initiatives, organisations need to double down on their unique strengths. This lesson is vital for multi-academy trusts navigating digital strategy.

Too many digital programmes try to do everything: plug every gap, satisfy every voice, chase every metric. The trusts that succeed are those that focus on what they do exceptionally well – whether that is community engagement, teacher development, or data-led decision making – and build digital systems that amplify that strength.

Ask yourself: what is your trust’s digital superpower? What would other trusts look at and wish they had?

Originality: Redefining Constraints

Mark’s advent calendar anecdote was more than just clever marketing. It was a lesson in reframing constraints. Faced with a warehouse bottleneck in December, they created demand in November. The limitation led to innovation.

Schools face their own unmovable constraints: the school day, term dates, inspection cycles, budget limits. But what if we treated these not as roadblocks, but as design prompts? What if we asked: how might we innovate within (or even around) the structure of the school year?

In our work at TransforMATive, we see the best ideas emerge when teams are given permission to think differently. AI use in lesson planning, dynamic timetabling, shared procurement across trusts – these ideas often come from the margins, not the centre.

Results: Move from Theory to Test

Mark was rightly sceptical of focus groups and “big launch” thinking. He reminded us that the only way to test desirability is to put something in front of people and see if they will actually use it. He used the framework of desirability, feasibility, and viability – a tool we should be applying more often in education technology projects.

This means:

• Building minimum viable pilots instead of massive rollouts
• Listening to real feedback from users – not just reports
• Using data to guide iteration, not to punish deviation

We need to create a culture in education where testing small and failing safely is not just accepted, but expected.

Growth: From Pilot to Scale

Once something works, the next challenge is scaling it without breaking it. Mark’s story of Perfect Draft and the beer gifting platform mirrored the challenge we see in trusts: how do you scale a good idea from one school to many?

Here, governance matters. Advisory boards, communities of practice, digital leadership networks – these are the infrastructure we need to scale ideas responsibly. We have seen trusts grow AI practices from a single classroom to a trust-wide strategy by embedding support, professional development, and shared learning pathways.

If your digital project is stuck at pilot stage, ask yourself: who is helping you grow it?

Ecosystem: Innovation is a Team Sport

The final message was perhaps the most important. Innovation is never a solo effort. Mark reminded us that building an innovation ecosystem involves talent, knowledge, funding and most of all, community. He spoke of partnering across geography and sector, assembling diverse skills and creating the conditions where ideas can thrive.

In education, this is critical. No single trust can solve the sector’s challenges alone. We need federated learning, shared platforms, and transparent knowledge exchange. We need partnerships with EdTech firms, universities, local authorities, and yes, with each other.

At TransforMATive, we are building these ecosystems every day – across MATs, with AI policy developers, with software providers and frontline educators – all with one aim: better outcomes for children.

Conclusion: Forge a Path Forward

Mark summarised his approach using the acronym FORGE: Focus, Originality, Results, Growth, Ecosystem. It is a model worth borrowing.

In a time of tight budgets, rising need and accelerated change, we do not just need innovation. We need intentional, inclusive, and strategic innovation.

We need digital leadership that is not afraid to test, fail, listen and grow.

We need operational structures that deliver stability, and cultural mindsets that invite disruption.

And above all, we need to remember that technology is only ever a means to an end. That end must be a better, fairer, more empowering education system for all.

Listening to Tom Rees speak is always grounding. His keynote this week was no exception. At its core, it was a call to re-engage with the moral foundations of our education system. A reminder that, despite all our complexity and systems and metrics, we are here for one reason: to give every child the opportunity to live a full, enriched life.

Tom’s message, centred around the lived reality of children with special educational needs and disabilities (SEND), was deeply human and fundamentally civic. As someone immersed in digital strategy, I came away with a simple question: are our technologies serving inclusion, or unintentionally reinforcing exclusion?

Technology with a Moral Purpose

Tom’s speech took us from the East End of 1920s London to the current state of our SEND system. He reminded us of the post-war promise of the welfare state – a promise of education, healthcare and social care for all. But he also laid bare the gaps that still persist, particularly for children with additional needs.

In our world of digital transformation, we must ensure our work upholds that promise. Whether we are rolling out a new MIS, implementing an AI-powered assessment tool, or embedding analytics into the classroom, we must ask: who is this for? Who benefits? And most importantly, who might be left behind?

Technology must be a bridge, not a barrier.

Rejecting the Binary: There Are Only Children

One of the most powerful statements Tom made was this: “There are no ‘SEND children’ and ‘other children’. There are only children.” This simple truth speaks volumes. It challenges the structures and silos that we, sometimes inadvertently, replicate in our systems.

Digital strategy is no exception. All too often, accessibility is seen as a bolt-on, inclusion as someone else’s job, or data on SEND pupils as an afterthought. But real digital leadership understands that inclusion must be baked in from the beginning – in user design, in training, in procurement decisions and in the data we prioritise.

We must stop designing systems for the average child. We must start designing for every child.

SEND and the Evidence Gap in EdTech

Tom challenged us to admit that SEND has not benefitted from the same rigorous, evidence-informed reform as curriculum or assessment. I would argue the same applies to EdTech. While the sector has raced ahead in AI, automation and analytics, we have not yet held our innovations to the standard SEND learners deserve.

We see too many tools that lack adaptive features. Too many platforms that do not interface with assistive technology. Too much inconsistent advice around digital inclusion. And too few partnerships between trusts, tech providers and SEND professionals to co-design what good looks like.

At TransforMATive, we are committed to closing this gap. Whether supporting trusts with AI strategy, procurement, or platform development, we work to ensure that inclusion is not a compliance exercise, but a core design principle.

From Diagnosis to Design: Data That Works for Everyone

Tom also spoke about the “labelling industry” – how we have become too quick to classify children, often inconsistently, and with labels that follow them for life. This made me reflect on our use of data in digital systems.

Are we using data to liberate or to limit? Are we designing dashboards that flag “SEND status” as a risk indicator, or as a signpost for tailored support and strength-based insight?

Digital leaders have a responsibility to reshape how we see and serve our children through data. This includes:

• Developing strength-based data models
• Prioritising accessible and inclusive analytics
• Building systems that reflect potential, not just problems
• Ensuring that SEND and inclusion leads are involved in every tech procurement decision

A Broader, Richer Vision of Education

Tom’s three purposes of education – to educate, to enrich, and to empower – could form the foundation of a digital vision for any trust. These are not just abstract aims. They offer a framework for how we should be using digital tools:

• Educate: Technology must support high-quality teaching and deep learning, not replace it.
• Enrich: Platforms must create opportunities for creativity, connection and joy.
• Empower: Systems must increase voice, agency and belonging, particularly for those who have been underserved.

This is why inclusive digital transformation matters. It is not just about infrastructure. It is about justice.

Conclusion: Holding the Promise

Tom’s grandmother, Connie, lived through two world wars and still carried with her a belief in building a better world for the next generation. Her life, and the values it embodied, were woven through his keynote as a living metaphor for what our education system can – and should – be.

Digital leadership must carry that same promise. Not just to make things faster or smarter, but fairer and more human. To use our tools not simply to diagnose deficits, but to design dignity. To make the system work for every child, especially those it has failed in the past.

That is the promise we must hold. And we must hold it together.