How much control do MATs have over academy schools’ spending and purchasing decisions?
Who is this article for?
This blog post is written for education suppliers who want to understand how much purchasing freedom academy schools have within a Multi-Academy Trust, and when MAT approval is needed.
One of the most common assumptions I encounter when speaking to education suppliers is that Multi-Academy Trusts (MATs) control purchasing across all their schools.
It’s understandable. A MAT is one legal organisation, with central governance and financial responsibility for its academies.
But does that mean individual academy schools have little say over which suppliers they use?
Our latest research suggests otherwise.
Some or considerable freedom
82% of academy respondents reported having some or considerable freedom to choose their own suppliers.
For education suppliers, that’s an important finding. It suggests that focusing exclusively on MAT headquarters could mean overlooking opportunities within individual schools.
How much purchasing freedom do academy schools have?
We asked academy respondents how much freedom they have to choose their own suppliers. Our research found that:
Freedom to choose suppliers (% of academy respondents)
Other respondents described limited freedom or arrangements that depended on the product or service.
This demonstrates that academy autonomy and trust-level financial oversight can coexist. A school may be part of a MAT while retaining the ability to choose certain teaching resources, equipment or services.
What can suppliers do with this information?
Don’t automatically remove individual academies from your marketing strategy simply because they belong to a trust.
If you’re selling curriculum resources, classroom equipment, interventions or other school-level products, academy staff may still be influential purchasers.
The key is to establish whether the relevant spending decision is delegated to the school or managed centrally.
When do academies need MAT approval?
We asked when academies normally need MAT central approval. The findings revealed considerable variation:
Above a spending threshold
30%
of academy respondents said MAT approval was required above a spending threshold.
Not sure
27%
of academy respondents were unsure when central approval was necessary.
Most purchases
19%
of academy respondents said approval was required for most purchases.
The uncertainty is particularly interesting. Even people working within academy schools may not always know precisely when central approval becomes necessary.
What can suppliers do with this information?
Make understanding the approval process part of your sales conversation. Useful questions include:
- Can the school approve this purchase independently?
- Does the trust need to approve the supplier or contract?
- Is there an existing central purchasing arrangement?
- Would a multi-year agreement require additional authorisation?
These questions can prevent delays later in the process.
A supplier who helps a school navigate purchasing requirements is often more useful than one who simply sends a quotation and waits.
Who controls departmental budgets?
We asked how departmental or curriculum resource budgets are managed. Our survey found:
Department-controlled budgets
45%
of academy respondents said departments control allocated budgets.
Leadership-approved purchases
27%
of academy respondents said departments recommend purchases but school leadership provides approval.
This is particularly relevant to suppliers selling subject-specific products.
A science department, for example, may have its own budget for equipment and consumables. A SENCO may identify a need for an intervention programme. A PE department may be able to recommend resources or services.
However, the level of purchasing authority attached to those responsibilities can vary.
What can suppliers do with this information?
Include subject leaders, SENCOs and relevant departmental contacts in your targeting. These individuals may understand the need for your product better than anyone else.
But don’t stop there. Make sure your marketing also considers the headteacher, school business manager and, where relevant, MAT central team.
The most effective approach is often to build interest with the person who will benefit from the product while providing the information needed by whoever approves the purchase.
How does academy funding affect purchasing?
Academies are publicly funded, with their principal recurring revenue allocation provided through the General Annual Grant (GAG).
The academy trust is responsible for financial management, but it can delegate budget responsibilities to individual schools. Some MATs also pool eligible GAG funding and allocate resources across their academies according to trust priorities.
This means a school’s overall funding allocation isn’t necessarily the amount its headteacher or departments can independently spend.
A MAT might purchase IT infrastructure or HR services centrally while allowing schools to select classroom resources within agreed budgets.
For suppliers, understanding the difference between where funding sits and where purchasing decisions are made is essential.
Our guide to MATs and academies provides further background on academy structures.
What about spending power?
Our research also explored discretionary budgets. Reported annual budgets varied considerably:
Annual discretionary budget (% of academy respondents)
These figures describe respondents’ areas of responsibility, not total school budgets or national departmental averages.
For suppliers, the lesson is to avoid assuming that every school or department has the same spending capacity.
Transparent pricing, appropriately sized packages and clear evidence of value can help potential customers evaluate whether a product is affordable.
My perspective: Central accountability doesn’t always mean central purchasing
Through my responsibilities as Chair of Governors at two schools and chairing finance panels, I understand the importance of financial oversight, delegated responsibility and accountability.
I’ve also been involved in two academisation processes, giving me first-hand experience of the organisational changes associated with academy status.
What suppliers need to appreciate is that governance structures and day-to-day purchasing responsibilities are not necessarily the same thing.
A trust can retain overall financial responsibility while allowing individual academies meaningful involvement in supplier selection. Equally, a school may want a particular product but require central authorisation before proceeding.
That’s why I encourage suppliers to understand the buying process rather than relying on assumptions about academy status.
What should education suppliers do differently?
If you’re selling a product that solves a school-level problem, don’t ignore the school.
If your product involves a significant contract, shared infrastructure or trust-wide implementation, don’t ignore the MAT.
And if you’re unsure where purchasing responsibility sits, target relevant contacts at both levels and tailor your message accordingly.
The key takeaway: MAT membership doesn’t automatically remove purchasing influence from individual academies. Suppliers need to understand both the school’s needs and the trust’s approval arrangements.
This article draws on Buzz Education’s October 2026 research into purchasing decisions among academy school professionals.
Want to reach the right people at academies and MATs?
Buzz Education’s email marketing services for schools can support this kind of targeted approach.
Frequently asked questions
Do MATs control purchasing for all their academy schools?
Not necessarily. A MAT is one legal organisation with central financial responsibility, but it can delegate purchasing to individual schools. In our research, 82% of academy respondents reported some or considerable freedom to choose their own suppliers.
How much freedom do academies have to choose suppliers?
54% of respondents reported freedom within agreed budgets and 27% reported considerable freedom. Other respondents described limited freedom or arrangements that depended on the product or service.
When does an academy need MAT approval to buy something?
It varies. 30% said approval was required above a spending threshold, 19% said it was required for most purchases and 27% were unsure when central approval was necessary.
Who controls departmental budgets in academies?
45% of respondents said departments control allocated budgets, while 27% said departments recommend purchases but school leadership provides approval. The level of purchasing authority can vary.
What is the General Annual Grant (GAG)?
It is the principal recurring revenue allocation academies receive. The academy trust is responsible for financial management but can delegate budget responsibilities to schools, and some MATs pool eligible GAG funding across their academies.
Should suppliers market to academies or to the MAT?
Where you are unsure who holds purchasing responsibility, target relevant contacts at both levels and tailor your message accordingly. School-level products suit academy contacts, while significant contracts or trust-wide implementation involve the MAT.