Proposed Multi-Academy Trust (MAT)

For some time, in order to maximise opportunities for collaboration and joint working, the Derbyshire special schools, support centres and two Staffordshire special schools have worked together.

As part of this group we have been discussing the possibility of the school converting to become an academy and forming part of a multi-academy trust.  This proposal now has the backing of the Department for Education which has approved the establishment of Esteem Multi-Academy Trust.  This is being considered as a means to continue our very successful collaborative work.  The other schools who are also proposing to become part of Esteem Multi-Academy Trust are:

  • Amber Valley & Erewash Support Centre
  • Bennerley Fields School
  • Fountains High School
  • Fountains Primary School
  • Holbrook School for Autism
  • North East Derbyshire Support Centre
  • South Derbyshire Support Centre
  • Stanton Vale School

We are now in the position to begin the formal consultation for parents/carers and other stakeholders. Our consultation period will commence on Monday 21st May and ends Friday 29th June 2018.  To help you understand and give feedback as part of this process you can find more information below.  This information describes what becoming an academy and working with other schools as part of Esteem Multi-Academy will mean for you and your child.  We will be sending information to all stakeholders asking for feedback or you can send comments to the Headteacher via e-mail –

download Consultation Information
download Other Stakeholder Consultation Letter
download Parent/Carer Consultation Letter
download Becoming An Academy - Information for Parents/Carers
download MAT Aims and Objectives


Every pupil can fulfil their potential within the unique PEAK curriculum, making learning motivating and relevant. This will be achieved through team work, dedication, patience and respect. We encourage our pupils, families and others to be involved every step of the way.

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Unique people, individualised approach