I’m fascinated by the way multi-academy trusts are developing. In particular, the way alignment is interpreted, the ways in which conformity and compliance is decided upon.

For me, I prefer to use a different framework to guide my thoughts. And that framework revolves around something wonderful which is subsidiarity.

The concept of subsidiarity is of great importance to the way in which schools are organised and managed. Subsidiarity means that, wherever possible, decisions are made by the people who then have to deal most with the consequences of those decisions.  Power and authority are devolved and decentralised.

We see this with local mayors, regional authorities, devolved parliaments, for example. It is commonplace on the continent of Europe. I’ve visited villages in France, Spain and Belgium where local mayors and councils have real agency and can effect real change in their neighbourhoods. Incidentally, these mayors and councillors are often the headteachers are the village schools too.

Within a school system, teachers and governors, working alongside their local community, should be invested in its development, provided with meaningful authority. A failure to do this can lead to stagnation, low productivity and compliance, a problem I believe very deep in our UK society. At its worst, a lack of subsidiarity can provide the fertile ground for dictatorship and totalitarianism.

This is why subsidiarity is such a treasured part of Catholic Social Teaching, and something that invigorates Catholic schools. Not that it is the preserve of faith schools, far from it. But it stems from a deep commitment to service, to love of neighbour and a desire to participate in the common good.

Schools that have a strong commitment to subsidiarity might see this in curriculums that are co-constructed, community partnerships that add value to children’s education, strong links with parents, schools that are civic centres, serving their local communities, and operate a horizontal framework of authority that assists the improvement of behaviour systems and safeguarding of children.

The danger within the current MAT system is not that there is too much direct authority exerted on schools (though this may be the case in a few exceptions) but that this may be allowed to happen in the future de rigeur because a lack of subsidiarity is inbuilt within the structures. And a generation of teachers raised on excessive legalism and control will see this as being normal. Maybe I am being a little too apocalyptic but you see where it could go.

Visiting the Bishop Bewick Catholic Trust in Newcastle and Northumberland last week strengthened my resolve on this. I was particularly taken with the use of Greany’s ‘conceptual framework’, that offers a way of connection across schools whilst promoting subsidiarity within them. This has to be the way forward. Each school unique and dynamic in its own way, but connected by common beliefs, bonded in solidarity.

Subsidiarity is a beautiful thing and we mustn’t take it for granted.