When you join DMAT you become so much more than a part of a Multi-Academy Trust. You are joining a family of professionals who enjoy working together and are committed to using the best available research evidence to transform the life chances of all children.

We are excited about the work that we do and are committed to ongoing professional growth and development.  At DMAT ‘getting better never stops’.

At DMAT we have worked hard to grow a culture in our schools where all staff are looked after, supported and professionally enriched. In an ever-changing educational landscape we have kept our focus on four very clear priorities:

  • Ensuring all staff are able to have a sensible work/life balance – this means that we constantly review what we do so all staff are able to thrive and focus on their core purpose.
  • A strong focus on evidence informed CPD – professional growth and development is a high priority for us. We use the research evidence around effective professional development to ensure all staff are enriched.
  • Developing and growing our own excellent leaders, who in turn are able to grow and develop their own high-performing teams.
  • Appoint colleagues with shared values, who thrive within our schools.

Alongside this, we care deeply about staff well-being. All DMAT staff have access to leaders in their school, SCITT and Trust team to whom they can go to for support. We provide all DMAT colleagues with access to our ‘Employment Assistance Programme’, including a range of personal, medical, well-being support and benefits.

Since starting at the school in 2014 I’ve held various roles progressing through the finance team up to my current role as a Director of Finance. Durrington High School has been a very supportive employer actively encouraging me to improve my professional skills set. Coming to work here has been one of the best decisions I’ve ever made.

I am an experienced secondary school teacher, who left the profession for a year to work in a corporate office job (Education Recruitment). There is, what feels like an old age narrative being fed, that nothing has changed and nothing will change. Mostly by teachers who have had awful experiences working in schools. I absolutely sympathise and understand (…) but from visiting schools across the South of England in the last year, I can say that there is positive change happening within several schools. For anyone considering returning to teaching, or looking to leave the profession completely, I would urge you to firstly explore other schools: book visits, ask questions, voice your interest n finding a school that aligns with your values. That is how I came across the new role I am in in a school which puts their staff and students first and is proactively and consistently working to reduce workload for the greater good.

Current Opportunities

My journey at Durrington High School began in April 2023 when, after 9 years of primary teaching, I felt like I wanted to take my career in a new direction: step out of the classroom but stay within the education sector. The change of pace from a primary school to a large, busy and thriving secondary school has been just what I needed and I love that no two days in my new role are ever the same. From day one I felt included, supported and appreciated by the brilliant leadership team and the lovely colleagues I get to work alongside every day. This has been a perfect next step in my career. I can’t wait to see what new opportunities and challenges come my way at Durrington!

Let us know you are interested in working with us by joining our Talent Pool

I attended parents evening tonight for my daughter. I just wanted to pass on my thanks to you and your excellent staff. They were knowledgeable and detailed about her personality and were so encouraging to her. It’s so reassuring to know that she is in such great hands. My son has just finished his exams with the school and it has been wonderful how you have helped him grow and he is now ready for college.

Our Culture

At DMAT, we are dedicated to fostering a culture within our schools that prioritises the well-being, support, and professional enrichment of all our staff. If you believe you could contribute to the exciting journey at DMAT, we would like to hear from you!

"Colleagues from my trainee year have commented that they do not feel supported in their schools and that their ideas and contributions to the school or department are rarely appreciated. I struggle to empathise - I could not feel more supported, valued, appreciated and understood in the environment at Durrington''
Early Careers Teacher


At DMAT, we embed a ‘tight but loose’ approach. We want teaching to be tight, in terms of focusing on sound , evidence-informed pedagogical principles resulting in strong outcomes for our pupils, but loose in terms of how this is interpreted in classrooms. We do not talk about ‘outstanding’ teaching and we do not grade lessons; instead we talk about great teaching and how all teachers can get that little bit better. Outstanding teaching is formulaic; great teaching accepts that successful teaching looks different in different contexts – great teachers are great at teaching their subject.

We have distilled our approach to great teaching down to six pedagogical principles:

  • Challenge
  • Explanation
  • Modelling
  • Practice
  • Questioning
  • Feedback

We believe that when teachers implement these principles effectively, children learn well, have high aspirations of what they can achieve and develop into confident and resilient learners.

We allow Teachers to Focus on Their Core Purpose. We understand the importance of constantly reviewing our practices so that teachers are allowed to focus their energies on the main thing – planning and delivering great lessons. We do this by focusing on a number of key areas:

  • The culture of our schools is critical to ensuring we have an enjoyable, rewarding working environment in which all colleagues believe the demands of them in their role are reasonable and manageable.
  • We use INSET days and meeting times to support the idea of collaborative planning.
  • There is no trust wide approach to marking and feedback. There is also no centrally prescribed frequency of written feedback. Schools think carefully about evidence informed ‘feedback principles’ and contextualise these to their setting.
  • We use the research evidence to identify practices that are most likely to improve children outcomes – so teachers and leaders don’t waste their time on ineffective approaches.
  • All data analysis is carried out centrally for teachers and we continue to look at how we can make all processes and sharing of data as streamlined and relevant as possible.
  • There is no expectation that staff respond to emails in the evening or at weekends. We want all staff to be able to achieve a healthy work-life balance and we trust the professional judgement of our staff to make decisions about when they work outside school hours.
  • We have worked hard to keep the contact time for teachers below local and national averages. Our class sizes are below national averages.
  • Our schools have well established systems and sanctions to support disruption free learning in lessons.
  • Any approach we take within our schools is fully reviewed. If it’s not working, we won’t continue with it for the sake of it. We will either ditch it or adapt it – or try something new.

Associate Staff (non-teaching)

At DMAT we understand that associate staff are an integral part of our success.  In the same way that we nurture and develop our teaching staff, we do the same for our associate staff.  Here are some of the ways in which we achieve this:

  • We are really keen to identify talent within our associate staff and provide career progression pathways for them.  For example, a number of our teaching assistants have trained to teach through our SCITT.


  • There are a number of leadership roles for associate staff, which involve leading teams across our schools.


  • Our INSET programmes are designed to include bespoke training for associate staff


  • We invest time in understanding individual developmental needs and supporting all colleagues to meet their professional goals through the bespoke appraisal process for associate staff.


  • We have access to bespoke online training to support self-directed study, tailored to the individual needs of the range of associate staff roles within DMAT.


  • As our trust grows, there will be the opportunity for associate staff to work collaboratively across DMAT schools.
Being a Pastoral Manager can be a challenging job but it is never boring. Everyday is different and rewarding. I love being able to build relationships with our students and their parents/ carers and watching them thrive throughout their time at DMAT I enjoy being the students biggest cheerleader and supporter. I also like being part of a House team as it enable us to get the most out of our students and take care of their wellbeing at the same time.
Pastoral Manager

Associate Staff (non-teaching)

Our Trust

Durrington High School

The Laurels Pimary School

Durrington Research School

The South Downs SCITT

DMAT IT Services

Our People

Chris Woodcock


Durrington High School

Shaun Allison


Durrington High School

Charlotte Bull


The Laurels Primary School

Sue Marooney MBE


Durrington Multi Academy Trust

Pauline Montalto

Deputy CEO

Durrington Multi Academy Trust

Neil Feist

SCITT Programme Leader

The Southdowns SCITT

Chris Runeckles

Director of Research

Durrington Research School