How to Get Onto a MAT Preferred Supplier List

For many school suppliers, getting onto a multi-academy trust preferred supplier list feels like the holy grail. One relationship could lead to work across several schools. One trust-level approval could reduce repeated conversations. One good contract could create long-term, recurring revenue.

But preferred supplier lists are often misunderstood.

A MAT preferred supplier list is not a magic door that automatically produces orders. It does not mean every school in the trust will buy from you. It does not remove the need to prove value, meet safeguarding expectations, follow procurement rules or build relationships with the people who actually use your service.

What it can do is make you easier for the trust to consider, approve and recommend when a relevant need arises.

This guide explains what MAT preferred supplier lists are, how trusts choose suppliers, what evidence you need, how to approach the right people and how to increase your chances of becoming a trusted supplier across multiple schools.

First: what is a MAT preferred supplier list?

A multi-academy trust preferred supplier list is a list of suppliers a trust has approved, shortlisted, used before or identified as suitable for particular goods or services.

The exact meaning varies from trust to trust.

In one MAT, a preferred supplier list may be a formal procurement arrangement managed by the central finance or procurement team. In another, it may be an internal recommendation list used by school business managers. In a smaller trust, it may simply mean “these are the suppliers we know, trust and tend to use”.

That difference matters. Before trying to “get on the list”, you need to understand what kind of list the trust actually has.

Common types of MAT supplier arrangements

Approved supplier list: suppliers have provided required documents and passed basic checks.
Preferred supplier list: suppliers are recommended or prioritised for certain categories.
Framework supplier: suppliers are available through a formal framework agreement that the trust can use.
Contracted supplier: the trust has awarded a contract for a specific service or period.
Local school supplier: one school in the trust uses the supplier, but the arrangement is not trust-wide.
Informal recommendation: staff know the supplier has worked well elsewhere in the trust.

Do not assume these are the same. A school saying “we use you regularly” is not the same as trust-wide preferred supplier status. Equally, being on an approved list may simply mean you are eligible to be considered, not guaranteed work.

Why MATs use preferred suppliers

MATs often use preferred suppliers to reduce risk, improve value and create consistency across schools.

A trust may be managing several schools, each with different needs, budgets and staff capacity. If every school chooses every supplier independently, the trust may end up with duplicated systems, inconsistent contracts, uneven quality, variable safeguarding checks and poor visibility of spending.

Preferred supplier arrangements can help MATs:

save time when schools need a reliable provider;
improve value through better pricing or economies of scale;
standardise quality across the trust;
reduce procurement risk;
make safeguarding and insurance checks easier;
avoid repeated due diligence for similar suppliers;
support schools with limited buying capacity;
manage contracts centrally;
improve reporting and accountability;
align suppliers with trust-wide priorities.

For suppliers, this means your pitch should not only be “we can help one school”. It should also explain how you make life easier for the trust.

What MATs are trying to avoid

To understand how to get approved, you need to understand what MATs are trying to prevent.

A MAT may be cautious about suppliers because it wants to avoid:

poor value for money;
unclear pricing;
unapproved commitments made by individual schools;
suppliers that cannot scale across sites;
weak safeguarding processes;
expired insurance documents;
data protection problems;
inconsistent quality between schools;
long or risky contract terms;
hidden costs;
systems that do not integrate;
suppliers that create extra admin for central teams;
conflicts of interest or related party concerns;
non-compliant procurement.

Your job is to reduce those concerns before the trust has to ask.

If your service involves pupils, school sites or data, make sure your compliance information is ready. Read DBS checks, insurance and safeguarding requirements for businesses working with schools before approaching trusts.

Preferred supplier status is earned before it is requested

One of the biggest mistakes suppliers make is asking to be added to a preferred supplier list before they have created any trust-level confidence.

A cold email saying “Can we be added to your preferred supplier list?” rarely works. The trust has no reason to approve you yet.

A better approach is to build evidence first.

That evidence might come from:

successful work with one school in the trust;
a case study from a similar MAT;
clear pricing and package options;
strong safeguarding and insurance documents;
proof you can deliver consistently across multiple schools;
a framework route the trust can use;
a recommendation from a school business manager or headteacher;
a pilot that reduces risk;
a proposal that shows how central teams benefit.

Preferred supplier status is usually the result of trust, not the starting point.

Who decides which suppliers a MAT uses?

There is no single answer. MAT structures vary widely.

In a small trust, individual headteachers and school business managers may still have significant influence. In a larger trust, procurement may be centralised and decisions may involve several senior roles.

Depending on your service, relevant contacts may include:

chief finance officer;
chief operating officer;
procurement manager;
finance director;
trust business manager;
operations director;
estates director;
IT director;
data protection officer;
safeguarding lead;
HR director;
school improvement lead;
director of education;
headteachers or executive headteachers;
school business managers within individual schools.

The right contact depends on what you sell.

Supplier type	Likely MAT contacts
IT, edtech and cybersecurity	IT director, COO, CFO, data protection officer, digital strategy lead
Facilities, cleaning, catering, maintenance	COO, estates director, procurement lead, school business managers
Tutoring and intervention	Director of education, school improvement lead, headteachers, pupil premium lead
Wellbeing, SEND and therapeutic services	SEND lead, safeguarding lead, director of education, headteachers, inclusion lead
CPD and training	Director of education, HR director, professional development lead, school improvement team
Transport, uniform, photography	COO, procurement lead, school business managers, operations teams

If you contact the wrong person, you may still get a polite response, but it may not move the opportunity forward. Good MAT outreach starts with understanding who owns the problem you solve.

Understand the trust’s procurement process before pitching

MATs are public-sector buyers. They need to show that spending is properly managed, transparent and value for money. The Academy Trust Handbook sets the financial governance framework for academy trusts, and DfE buying guidance encourages schools and trusts to use compliant buying routes and approved buying options where appropriate.

For suppliers, this means you should never present a preferred supplier list as a way to bypass procurement. That is the wrong message.

Instead, show that you can work within the trust’s process.

A professional line might be:

“We understand the trust will need to follow its procurement and approval processes. We can provide pricing, references, compliance documents and a structured proposal to support internal review.”

That kind of wording reassures MAT leaders that you will not create governance headaches.

Frameworks vs MAT preferred supplier lists

Some suppliers confuse frameworks with preferred supplier lists.

A framework is a formal buying arrangement where suppliers have already been appointed through a procurement process. Schools and trusts may be able to use frameworks to buy more easily, either through direct award or further competition depending on the framework rules.

A MAT preferred supplier list is usually internal to the trust. It may or may not be connected to a formal framework.

Being on a national or regional framework can help because it gives the trust a compliant route to buy from you. But it does not automatically mean the MAT knows you, trusts you or will choose you.

Likewise, being known by a MAT does not mean the trust can buy from you without following its rules.

Useful official resources include DfE Buying for Schools, DfE buying procedures and procurement law for schools and DfE-approved buying options.

Step 1: Choose the right MATs to target

Do not try to approach every MAT. Start with the trusts most likely to need what you offer.

Look for fit based on:

geography;
school phase;
trust size;
specialist provision;
growth plans;
known priorities;
existing supplier gaps;
whether your service can scale;
whether you already know one school in the trust;
whether the trust has centralised procurement.

A small local provider may do better targeting a five-school regional MAT than sending generic emails to the largest national trusts. A scalable software company may be better suited to larger trusts with central IT teams. A specialist SEND provider may want trusts with special schools, alternative provision or strong inclusion priorities.

Targeting the right trusts makes your outreach more relevant and your follow-up more effective.

If you need help building a relevant list, read How to build a school outreach list that matches your offer.

Step 2: Research the trust before making contact

MATs can spot generic supplier outreach quickly. Before contacting a trust, understand the basics.

Look at:

how many schools are in the trust;
whether they are primary, secondary, special or mixed phase;
where the schools are located;
whether the trust is growing;
central team structure;
job titles on the trust website;
procurement or finance information;
trust values and priorities;
news updates;
annual reports or strategy documents where available;
existing public tenders or contract notices where relevant.

You do not need to write a research essay. But you do need enough context to explain why your offer is relevant to that trust.

Step 3: Build credibility before asking for trust-wide access

Trusts are cautious about suppliers who want immediate access to every school.

A better route is often:

Start with one relevant school or one central team problem.
Deliver a low-risk pilot or clearly scoped project.
Collect feedback, evidence and operational learning.
Turn that into a short case study or internal summary.
Use the evidence to discuss wider trust suitability.

This works because the trust is not being asked to take a theoretical risk. It can see how you perform in its own environment.

If you already work with one school in a trust, do not jump straight to “Can we sell to all your schools?” Instead, ask whether the experience could be shared appropriately.

For example:

“We have enjoyed supporting [school name]. If the trust is reviewing similar support across other schools, we would be happy to provide a short summary of what was delivered, the feedback and what a wider rollout could look like.”

That sounds professional rather than opportunistic.

Step 4: Prepare a MAT-ready supplier pack

A MAT supplier pack should answer the questions a central team will ask before recommending or approving you.

It should include:

short company overview;
services relevant to schools and trusts;
school experience;
trust or multi-site experience where available;
clear pricing or pricing model;
pilot option if relevant;
implementation process;
capacity and coverage;
case studies or testimonials;
insurance certificates;
DBS and safeguarding information where relevant;
data protection documents where relevant;
risk assessments or health and safety information where relevant;
references;
framework information if you are on one;
named contact for MAT enquiries.

The aim is not to overwhelm the trust with attachments. The aim is to be ready when they ask.

For more detail on school-ready documents, read DBS checks, insurance and safeguarding requirements for businesses working with schools.

Step 5: Make your pricing trust-friendly

MATs often want pricing that is clear, scalable and fair across schools.

A trust may ask:

Is pricing per school, per pupil, per site, per user or per project?
Is there a discount for multiple schools?
What is included centrally and what is school-specific?
Are travel costs included?
Is VAT clear?
Are setup costs separate?
What happens when another school joins later?
Can schools opt in individually?
Is the contract annual, termly or project-based?
Are there exit terms?

Do not assume a MAT simply wants the lowest price. Trusts often care about total value, standardisation, reduced workload and reduced risk.

Useful pricing structures might include:

single-school pilot: a low-risk starting point;
cluster package: pricing for a small group of schools;
trust-wide package: centralised pricing for all schools;
core plus add-ons: standard service with optional extras;
implementation plus annual support: useful for IT, training or consultancy;
tiered pricing: based on school size or number of users.

Make sure your pricing is sustainable. A trust-wide deal that is underpriced can become a serious operational problem.

For more guidance, read How to price your services for schools without underselling yourself.

Step 6: Show how you reduce workload for schools and central teams

MATs are often interested in suppliers who make processes easier.

If your service reduces workload, say exactly how.

For example:

one central onboarding process;
one named account manager;
standardised safeguarding documents;
consistent reporting across schools;
central invoicing option;
school-level contacts for delivery;
templates for parent communication;
implementation timetable for each site;
clear escalation route;
termly review meeting with the trust;
training resources for staff;
simple opt-in process for schools.

This is where many suppliers miss the opportunity. They focus on the product or service, but the trust is also evaluating the management burden.

Step 7: Use case studies that prove MAT suitability

A case study from one school is useful. A case study that shows scalability, consistency or reduced admin is even better for MATs.

Trust leaders want to know:

Can you deliver across different school contexts?
Can you maintain quality across sites?
Can you communicate with central teams and individual schools?
Can you report clearly?
Can you adapt without becoming inconsistent?
Can you handle multiple start dates or locations?

If you do not yet have a MAT case study, use the closest evidence you have. For example, several similar schools, a local authority project, a cluster of schools, a large single school or a project with multiple stakeholders.

Make your evidence specific.

“We delivered the programme across four primary schools with one central onboarding process, school-specific timetables and a shared end-of-term summary for the trust lead.”

That is stronger than:

“We have lots of experience working with schools.”

If you need to build better evidence, read How to get a case study or testimonial from a school and use it to win more work.

Step 8: Write a trust-level proposal, not just a school proposal

A MAT proposal should show that you understand central decision-making.

It should include:

the trust-level need;
how schools will benefit;
how the central team will manage or monitor the work;
which schools are included;
what can be standardised;
what can be adapted locally;
implementation timeline;
pricing options;
risk and compliance information;
reporting arrangements;
renewal or review points;
next steps for approval.

A weak trust proposal says:

“We can deliver this service to all your schools.”

A stronger trust proposal says:

“We recommend starting with a three-school pilot across one primary, one secondary and one school with higher inclusion needs. This would allow the trust to compare implementation, staff feedback and pupil engagement before considering wider rollout.”

The second version feels lower risk and more strategic.

For proposal structure, read How to write a proposal that wins school contracts.

Step 9: Ask the right question

“Can we be added to your preferred supplier list?” may be too direct too early.

Better questions include:

“How does the trust usually approve new suppliers in this category?”
“Is this service usually procured centrally or by individual schools?”
“Do you currently maintain an approved supplier list for this type of service?”
“Would a pilot with one or two schools be the most appropriate first step?”
“What information would you need before considering us for future trust-wide opportunities?”
“Are there any frameworks or procurement routes the trust prefers suppliers to use?”
“When does the trust usually review suppliers in this category?”

These questions show that you respect the trust’s process. They also give you useful information instead of forcing a yes-or-no answer.

Step 10: Follow up professionally

MAT opportunities often move slowly. Central teams may need to speak with schools, compare suppliers, check frameworks, confirm budgets or wait for a procurement window.

Do not chase aggressively.

A good follow-up helps the trust make progress:

“I wanted to check whether the supplier pack gives you enough information for internal review. If useful, I can also provide a shorter summary showing pilot options, trust-wide pricing and compliance documents available.”

Or:

“You mentioned the trust may review providers for the next academic year. Would it be helpful if I sent updated pricing and availability before that planning window?”

Or:

“If a trust-wide decision is too early, we can provide a lower-risk pilot option with one or two schools and a short review summary afterwards.”

For more follow-up examples, read Why schools ghost suppliers — and how to follow up professionally.

What to say in your first MAT outreach email

Keep it short, relevant and trust-aware.

Subject: Support for [specific need] across [trust/schools]

Hi [Name],

I’m contacting you because we support schools with [specific service], particularly where trusts want [reduced admin / consistent delivery / safer compliance / better reporting / improved pupil support].

We currently help schools by [one-sentence explanation of outcome]. For MATs, we can provide a pilot option, central onboarding, school-level delivery and clear reporting for trust review.

Would it be useful for me to send a short supplier summary with pricing options, safeguarding/insurance information and an example case study?

Best wishes,
[Your name]

Notice that this email does not demand a meeting. It offers a useful next step.

What to say if you already work with one school in the trust

This is a stronger position. Use the existing relationship carefully.

Subject: Summary of work with [school name]

Hi [Name],

We have been working with [school name] on [service/project], and the feedback has been positive.

If the trust is reviewing similar provision across other schools, I would be happy to send a short summary covering what was delivered, the process, feedback, pricing options and what a wider pilot could look like.

We can also provide our safeguarding, insurance and supplier compliance documents for trust review.

Best wishes,
[Your name]

Before naming the school publicly or sharing detailed feedback, make sure you have permission. Internal trust discussion may still require care, especially if quotes, pupil data or sensitive outcomes are involved.

What to say if the MAT says it already has suppliers

This does not always mean the door is closed. It may mean the trust is not currently reviewing that category.

Reply politely:

“Thank you for letting me know. That makes complete sense. Do you know when the trust next expects to review suppliers in this area? I would be happy to send a short summary for future reference, or reconnect closer to the review period.”

If appropriate, you can also ask:

“Are there any gaps or specialist areas where the trust occasionally looks outside its current supplier list?”

Do not criticise the existing supplier. Trusts do not respond well to suppliers who try to undermine others without evidence.

What to say if the MAT asks whether you are on a framework

Answer honestly.

If you are on a relevant framework:

“Yes, we are available through [framework name]. I can send the framework details, lot information and buying route if helpful.”

If you are not:

“We are not currently on that framework. We understand the trust may need to use approved procurement routes, so we are happy to provide the information needed for comparison or future consideration if there is an appropriate route.”

Do not pretend to be on a framework. Trust procurement teams will check.

What MATs want to see before recommending you

Before recommending you to schools, a MAT may want to see:

evidence of successful school delivery;
references or testimonials;
clear pricing;
capacity to support multiple sites;
professional insurance;
safeguarding and DBS information where relevant;
data protection documentation where relevant;
risk assessments or health and safety information;
quality assurance process;
complaints or escalation process;
contract terms;
implementation plan;
renewal and review process;
financial stability for larger contracts;
proof that you understand schools.

The easier you make this due diligence, the more professional you look.

How to handle related party and conflict of interest concerns

Academy trusts must manage conflicts of interest and related party transactions properly. If you have any personal, family, business or governance connection with a trustee, member, senior employee or school leader in the trust, do not ignore it.

Be transparent. The trust may need to follow reporting or approval procedures before entering into a transaction.

Do not ask a personal contact to “just get you on the list”. That can create problems for them and for you.

A professional supplier respects governance. If there is a connection, say so early and let the trust handle it through its process.

How to move from one-school supplier to MAT-wide supplier

If you are already working well with one school in a MAT, you have a useful starting point. But you still need to build the bridge carefully.

Use this sequence:

Deliver excellently for the first school.
Ask for feedback or a testimonial with permission.
Create a short internal summary of the project.
Ask whether the school contact would be comfortable sharing feedback with the trust.
Identify the relevant central team contact.
Offer a pilot or review conversation rather than a full rollout immediately.
Show how the process could work across other schools.

This is slower than sending a mass email, but far more credible.

How to stay on a preferred supplier list once approved

Getting approved is only the beginning. MATs will not keep recommending suppliers who create problems.

To stay trusted:

keep insurance documents up to date;
refresh safeguarding training where relevant;
communicate clearly with central and school-level contacts;
honour agreed pricing;
avoid unexpected extras;
deliver consistently across sites;
respond quickly to issues;
provide simple reporting;
review performance regularly;
ask for feedback;
do not overpromise capacity;
make renewals easy.

Preferred supplier status is not a trophy. It is an ongoing relationship.

Common mistakes suppliers make with MATs

1. Asking for preferred status too soon

Build evidence first. A MAT is more likely to consider you when you can show relevant experience and a low-risk route to working together.

2. Treating the MAT as one big school

A trust is not just a larger school. It has governance, central teams, schemes of delegation, procurement policies and varied school contexts.

3. Ignoring individual school relationships

Even in centralised trusts, school-level users still matter. If headteachers or school staff dislike the service, trust approval will not save the relationship.

4. Sending generic sales material

MAT leaders need to know how your service works across multiple schools, not just that it exists.

5. Underpricing a trust-wide deal

Multi-school delivery can increase complexity. Make sure your pricing covers onboarding, reporting, travel, account management and support.

6. Forgetting compliance

If your documents are missing or outdated, approval slows down. MATs often need cleaner due diligence than individual small purchases.

7. Not understanding procurement routes

A trust may need quotes, tenders, frameworks or internal approvals. Respect the process rather than trying to work around it.

8. Overpromising scale

Do not claim you can support 40 schools if your team can realistically support five. MATs value honesty and reliability.

A MAT preferred supplier readiness checklist

Before approaching a MAT, check whether you can answer these questions:

Which type of MAT is the best fit for our offer?
Who in the trust owns the problem we solve?
Can we explain our value at trust level and school level?
Do we have clear pricing for one school, several schools and trust-wide delivery?
Can we offer a sensible pilot?
Do we have school testimonials or case studies?
Can we provide safeguarding, DBS and insurance documents where relevant?
Do we understand data protection requirements if pupil or staff data is involved?
Can we deliver consistently across multiple sites?
Do we have enough capacity?
Can we support central reporting or review?
Are we on any relevant frameworks?
Can we follow the trust’s procurement process?
Do we have a clear first email and follow-up plan?

If you cannot answer these yet, it may be better to build evidence with individual schools first.

How All Schools can support MAT supplier visibility

MATs and individual schools often research suppliers before making contact. A clear supplier profile can help your business look more credible when schools are comparing options or building an outreach list.

You can explore the All Schools supplier directory or learn how to join the school suppliers directory.

You may also find these guides useful:

The bottom line

Getting onto a MAT preferred supplier list is not about finding a shortcut. It is about becoming easy for the trust to trust.

You need evidence, clear pricing, strong compliance, relevant case studies, a realistic delivery model and a professional understanding of procurement. You also need patience. MAT decisions can take longer than individual school decisions because more people, schools and governance processes may be involved.

The best route is often to start small, deliver well, collect proof and use that evidence to open a trust-level conversation.

A MAT does not simply want suppliers who can sell to schools. It wants suppliers who can reduce risk, support consistency, provide value for money and make life easier across the trust.

If your business can show that clearly, you are much closer to becoming the kind of supplier MATs want to recommend.

FAQs

What is a MAT preferred supplier list?

A MAT preferred supplier list is a list of suppliers a multi-academy trust has approved, recommended or identified as suitable for certain services. The meaning varies by trust. It may be a formal procurement list, an approved supplier database or an informal internal recommendation list.

Does being on a MAT preferred supplier list guarantee work?

No. It usually means you are easier to consider or recommend, not that every school in the trust must buy from you. Individual schools may still have choices, budgets and approval processes.

Who should I contact in a MAT about becoming a supplier?

It depends on your service. For operational services, contact the COO, CFO, procurement lead or estates team. For IT or software, contact the IT director or digital lead. For pupil support, tutoring, SEND or wellbeing, contact the director of education, inclusion lead, SEND lead or relevant school improvement contact.

Should I ask directly to be added to the preferred supplier list?

Not usually as a first message. It is better to ask how the trust approves suppliers in your category, whether it keeps an approved list, what information it needs and whether a pilot or supplier summary would be useful.

Do MATs have to use procurement frameworks?

Not always. MATs may use frameworks, quotes, tenders or other routes depending on the value and type of purchase and their own procurement rules. Suppliers should respect the trust’s process and provide information that supports compliant buying.

Does being on a framework help me get MAT work?

It can help because it may give trusts a compliant route to buy from you. However, being on a framework does not automatically mean a MAT knows you or will choose you. You still need to show relevance, value and trust-level fit.

Can I get MAT-wide work by starting with one school?

Yes, this is often a strong route. Deliver well for one school, collect feedback, create a case study or summary, then ask whether the trust is reviewing similar support across other schools. Do this respectfully and with permission where needed.

What documents should I have ready for a MAT?

You may need insurance certificates, safeguarding policy, DBS information where relevant, data protection documents, risk assessments, pricing, references, case studies, implementation plans and contract information. Requirements depend on your service.

How should I price services for a MAT?

Offer clear pricing for individual schools, pilot groups and wider trust rollout where relevant. Be transparent about VAT, setup, travel, reporting, account management and support. Do not underprice trust-wide work, as multi-site delivery can create extra complexity.

How long does it take to become a preferred supplier for a MAT?

It varies. Some trusts may approve a supplier quickly for a small need. Others may only review suppliers annually, through a framework, or during a formal procurement process. Building trust, evidence and relationships can take months.