What “Approved Supplier” Status Actually Means in a MAT

For many school suppliers, becoming an “approved supplier” for a multi-academy trust sounds like the big win. It suggests access, credibility and perhaps a steady flow of work across several schools. If one trust has 10, 20, 40 or even 70 schools, being approved can feel like the door has finally opened.

But approved supplier status is often misunderstood. It does not always mean you have a contract. It does not always mean individual schools must use you. It does not always mean central teams will promote you. It does not guarantee spend, referrals or exclusivity. In some cases, it simply means the trust is satisfied that you meet minimum requirements and can be considered when a relevant need arises.

That does not make it unimportant. Approved supplier status can be extremely valuable. It can reduce friction, make procurement easier, reassure school leaders, speed up decisions and help you move from cold outreach to credible conversation. But it is not the same as “the trust will now buy from us”.

This guide explains what approved supplier status usually means in a MAT, what it does not mean, how trusts think about supplier approval, and how suppliers can turn approval into real, sustainable school relationships.

First, what is a MAT?

A MAT, or multi-academy trust, is an organisation that runs more than one academy school. The schools are legally part of the trust, and the trust board is responsible for the overall governance of the organisation.

In practice, MATs vary enormously. Some trusts are small and local, with two or three schools. Others are regional or national organisations with dozens of schools, central teams, shared services, procurement systems and trust-wide policies.

This matters because “approved supplier” can mean different things depending on the trust. In a small trust, approval may be informal and based on the CEO, school business manager or headteacher knowing the supplier. In a larger trust, it may involve a formal procurement process, contract review, safeguarding checks, data protection checks, financial due diligence, insurance documents, onboarding forms and central purchasing rules.

If you are new to this area, read MATs vs Individual Schools: Who Should Suppliers Target First? alongside this article.

What does “approved supplier” usually mean?

In simple terms, an approved supplier is a supplier that a trust has checked and allowed to be used, either across the trust or for specific schools, categories, services or circumstances.

Approval may mean the supplier has passed checks such as:

insurance;
safeguarding;
DBS and safer recruitment arrangements, where relevant;
financial stability;
references or track record;
data protection and cyber security;
pricing and value for money;
health and safety;
risk assessments;
contract terms;
procurement compliance;
alignment with trust policies.

However, approval is not always the same as selection. A supplier may be approved to provide services, but still need to win each piece of work. The trust may approve several suppliers in the same category so schools or central teams can choose between them when needed.

This is the distinction many suppliers miss: approval gets you through the gate; it does not always get you the job.

Approved does not always mean preferred

The word “approved” is sometimes used loosely. A MAT may have approved suppliers, preferred suppliers, framework suppliers, contracted suppliers and incumbent suppliers. These are not always the same thing.

An approved supplier may simply be allowed to work with the trust because key checks have been completed.

A preferred supplier may be recommended or prioritised by the trust for a particular category.

A contracted supplier has an agreed contract for a defined product or service.

An incumbent supplier is already delivering the service.

A framework supplier sits on a formal procurement framework that the trust can use to buy compliantly.

These differences matter because a supplier can be approved but not preferred, preferred but still not guaranteed work, or on a framework but still need to compete through a further competition or call-off process.

For a deeper guide to trust supplier lists, see How to Get Onto a MAT Preferred Supplier List.

Why MATs use approved supplier lists

MATs use approved supplier processes for practical reasons. They are responsible for public money, pupil safety, legal compliance, value for money and operational consistency. Allowing every school to use any supplier without checks can create risk.

Approved supplier systems help trusts:

manage safeguarding risk;
control procurement and contract compliance;
avoid duplicate or unnecessary spending;
secure better value through scale;
reduce administrative work for individual schools;
standardise key systems across the trust;
improve accountability;
monitor supplier performance;
avoid conflicts of interest;
support school leaders with trusted options.

From the trust’s point of view, approval is not a favour to suppliers. It is a risk management and value-for-money process.

What approval does not mean

Suppliers often hear “approved” and assume too much. This can lead to disappointment and awkward follow-up.

Approved supplier status does not necessarily mean:

the trust has committed to buy from you;
every school in the trust knows who you are;
schools must use you;
you are the only supplier in your category;
you can contact every headteacher as if you have a central endorsement;
your pricing has been accepted for every future job;
you will be invited to every relevant opportunity;
the central team will promote you internally;
you can skip safeguarding, data or site checks for each project;
the status lasts forever.

In many trusts, approval means “you may now be considered”. It does not mean “you have been chosen”.

Why individual schools may still not buy from you

Even after approval, individual schools may not immediately use you. There are several reasons.

The school may already have an incumbent supplier. The budget may sit centrally. The school may not have the problem you solve. The headteacher may not know you are approved. The trust may have approved you for one category but not another. The school may need three quotes. A central lead may need to authorise the spend. Your service may be approved but not currently funded.

Sometimes the issue is internal communication. A trust procurement team may approve you, but that does not mean every school business manager, SENCO, IT lead, subject leader or headteacher has been briefed.

This is why approval should be followed by relationship-building, not celebration and silence.

How MAT procurement differs from selling to one school

When selling to an individual school, your buyer may be relatively close to the problem. A headteacher, school business manager, SENCO or subject leader may identify a need, evaluate suppliers and approve the purchase within school-level limits.

In a MAT, the decision may be split across several people:

a school identifies the need;
a central team checks procurement rules;
a finance lead checks affordability;
a safeguarding lead checks pupil-facing risk;
a data protection officer checks data processing;
an IT lead checks system compatibility;
a trust executive decides whether the offer aligns with strategy;
local school leaders decide whether they want to use it.

This makes MAT sales slower in some cases, but more valuable if handled well. You are not just persuading a school. You are helping several people feel confident that your offer is useful, compliant, affordable and manageable.

Common routes to approved supplier status

There is no single route. MATs use different approaches depending on size, category and procurement policy.

Direct approval by the trust

A trust may approve suppliers directly after due diligence. This is common for lower-value services, local providers, occasional suppliers or categories where the trust does not need a full tender.

Competitive tender

For larger contracts, the trust may run a formal tender. Suppliers submit proposals, pricing and evidence, and the trust evaluates them against published criteria.

Framework route

A trust may buy through an approved framework or buying option. Frameworks can make procurement easier because key terms and supplier checks have already been established. The DfE’s Buying for Schools guidance points schools towards DfE-approved buying options, and the Get Help Buying for Schools service supports schools and trusts with compliant buying.

School-led request

An individual school within the trust may ask to use a supplier. The trust may then run checks before allowing the purchase.

Pilot or trial

A supplier may begin with one school or a small group of schools. If the pilot works, the trust may consider wider approval.

Each route has different implications. A supplier approved after a small pilot may still need a stronger evidence pack before trust-wide rollout. A supplier on a national framework may still need to demonstrate fit for the trust’s context.

What MATs usually check before approving a supplier

The checks depend on the product or service. A stationery supplier, safeguarding software provider, tutoring company, catering contractor, IT provider and sports coach will not all face the same requirements.

Common checks include:

Basic company information: trading name, company number, VAT status, contact details and ownership.
Financial checks: stability, payment terms, pricing and whether the supplier can deliver at scale.
Insurance: public liability, employer’s liability, professional indemnity or specialist cover.
Safeguarding: policies, training, safer recruitment and reporting procedures.
DBS arrangements: especially where staff work with or near pupils.
Data protection: privacy, data processing, UK GDPR compliance and data security.
Cyber security: particularly for software, MIS, edtech, IT and cloud services.
Health and safety: risk assessments, method statements and safe working procedures.
References: evidence from similar schools or trusts.
Quality assurance: how performance is monitored and issues are handled.
Contract terms: cancellation, renewal, liability, service levels and support.
Conflicts of interest: especially where staff, trustees or connected parties have relationships with suppliers.

If you want to work with schools, prepare these documents before you are asked. For a broader checklist, see Requirements for Businesses Working with Schools.

DBS checks are only one part of approval

Many pupil-facing suppliers assume that having DBS-checked staff is enough. It is not.

A MAT will often want to understand what level of check is used, whether barred list checks apply, how staff are recruited, how safeguarding training is delivered, how concerns are reported, how staff are supervised, and how the provider follows school procedures on site.

For example, an after-school club, tutor, mentor, therapist, sports coach or workshop provider may all need to show more than “DBS checked”. The trust may also ask about insurance, first aid, risk assessments, staff conduct, complaints, incident reporting and data handling.

For more detail, read What a DBS Check Covers — and What Schools Still Need to Verify Themselves.

Approval may be category-specific

A common misunderstanding is that once approved, a supplier is approved for everything they offer. That is not always true.

A company may be approved to deliver staff CPD but not pupil workshops. A tutor may be approved for online intervention but not unsupervised on-site work. An IT provider may be approved for hardware supply but not network management. A wellbeing provider may be approved for staff training but not therapeutic pupil support.

If your offer expands, tell the trust. Do not assume old approval covers new services.

A good question to ask is:

Can you confirm which services or categories our approved supplier status covers, and whether any additional checks would be needed for other work?

This avoids confusion later.

Approval may be time-limited

Supplier approval is not always permanent. Trusts may review suppliers annually, at contract renewal, after policy changes, after incidents, when insurance expires, or when procurement rules change.

You may need to refresh:

insurance certificates;
safeguarding policies;
DBS information;
data protection documents;
pricing;
references;
risk assessments;
contract terms;
service performance reports.

Suppliers who keep documents up to date make life easier for trusts. Suppliers who let documents expire create friction and may lose work even if the service itself is good.

Approved supplier status and frameworks

Some suppliers confuse being approved by a MAT with being on a procurement framework. They can overlap, but they are not the same.

A framework is usually a procurement route that has already gone through a competitive process for a defined category of goods or services. Schools and trusts can often use frameworks to buy more quickly and compliantly, depending on the framework rules.

Being approved by a MAT means that specific trust has allowed you to be used under its own process. Being on a framework may make trust approval easier, but it does not automatically mean every MAT will use you. The trust may still need to check fit, pricing, safeguarding, data protection, local need and implementation.

If you are on a framework, explain clearly:

which framework you are on;
what category or lot applies;
how the trust can buy through it;
whether direct award or further competition is required;
what the pricing and terms are;
what support you provide during the call-off process.

Do not simply say “we are framework approved” and expect the trust to work out the rest.

Approved supplier status does not remove the need to sell well

Once approved, some suppliers relax. They assume the hard part is over. In reality, the sales process may only be beginning.

You still need to show:

which problem you solve;
which schools or pupils benefit;
why your offer is better than alternatives;
how implementation works;
what staff time is required;
what evidence supports the offer;
how impact will be reviewed;
what the total cost is;
why now is the right time.

Approval reduces procurement friction. It does not replace a compelling reason to buy.

If you need to sharpen your offer, read How to Write a Proposal That Wins School Contracts.

How to use approved status without overclaiming

Approved supplier status can help your outreach, but you need to use it carefully. Overclaiming can damage trust quickly.

Do not write:

We are the approved supplier for your trust, so please book a meeting.

That sounds entitled and may be inaccurate.

A better version is:

We are now an approved supplier for the trust for [service/category], so the procurement checks are already in place if your school has a relevant need. I wanted to share a short overview of how we support schools with [specific problem].

This is factual, helpful and does not imply the school is required to buy.

What to ask when you become approved

When a MAT confirms you are approved, do not simply say thank you and wait. Ask practical questions that help you understand what the status actually means.

Useful questions include:

Which schools or teams can use us under this approval?
Which service category does the approval cover?
Are we approved trust-wide or only for a specific school?
Are there other approved suppliers in the same category?
Are individual schools free to choose, or does central approval still apply?
Can schools buy directly from us, or must they raise requests centrally?
Are there spending thresholds we need to be aware of?
Will our details be shared internally?
Can we contact schools directly and mention approved status?
How often is supplier approval reviewed?
What documents need to be kept updated?
Who is our main trust contact?

These questions prevent misunderstanding and help you plan the next stage properly.

How schools inside the MAT find approved suppliers

In some trusts, approved suppliers are listed in a central procurement system. In others, school business managers have access to a shared list. Some trusts publish preferred suppliers internally but not publicly. Some rely on central teams to advise schools when a need arises.

Do not assume individual schools know you exist. Ask how the trust communicates approved suppliers internally.

You might ask:

Is there a preferred way for approved suppliers to introduce their service to schools in the trust, or should all communication go through the central team?

Some trusts will welcome a short internal briefing, webinar or one-page summary. Others will prefer you not to contact schools directly unless invited. Respect the trust’s process.

How to turn approval into real work

Approval is only useful if schools understand when and why to use you. After approval, your job is to make adoption easy.

That means providing:

a short trust-specific overview;
clear pricing;
simple next steps for schools;
case studies from similar schools;
implementation timelines;
FAQs for school leaders;
evidence of impact;
contact details for support;
a reminder of the category you are approved for;
renewal or ordering deadlines where relevant.

Keep this concise. School leaders do not need a 30-page brochure. They need to know whether you solve a real problem and how easy it is to proceed.

Why trust-wide approval may still start with one school

Many suppliers want trust-wide rollout immediately. MATs are often more cautious. Even after approval, a trust may want to see how the service works in one or two schools before recommending it more widely.

This is sensible. Schools within a MAT may share governance, but they are not identical. They may differ in size, phase, location, pupil need, staffing, budget, building condition, curriculum approach and local priorities.

A strong pilot can be more persuasive than a big promise. If one school has a positive experience, the trust has internal evidence. If the pilot produces clear outcomes, low workload and good feedback, wider adoption becomes easier.

When offering a pilot, make it structured:

define the purpose;
agree the schools involved;
set the timescale;
identify success measures;
confirm support and responsibilities;
review impact;
produce a short summary for trust leaders.

A pilot without review is just a discounted service.

Approved status and centralised purchasing

Some MATs centralise purchasing heavily. Others allow schools more autonomy. This affects how approved supplier status works.

In a highly centralised trust, schools may not be able to buy directly even if they like your service. They may need central approval, a purchase order from the trust, or alignment with a trust-wide strategy.

In a more decentralised trust, individual schools may have delegated budgets and can choose from approved suppliers within certain limits.

Ask where the decision sits. Do not waste months persuading individual schools if the category is centrally controlled. Equally, do not spend all your time with the central team if individual schools hold the budget and choose providers locally.

Good supplier strategy depends on knowing the decision route.

What different teams care about

In a MAT, several teams may influence supplier approval and buying. Each cares about different things.

Trust finance team

They care about affordability, procurement rules, payment terms, purchase orders, recurring costs, value for money and budget control.

Procurement or operations team

They care about supplier due diligence, contract compliance, frameworks, risk, documentation and consistency.

Safeguarding team

They care about pupil safety, safer recruitment, DBS checks, training, reporting procedures, supervision and conduct.

Data protection officer

They care about personal data, data processing agreements, security, retention, privacy notices and UK GDPR compliance.

IT team

They care about compatibility, cyber security, integrations, support, access, devices, networks and implementation workload.

Education or school improvement team

They care about impact on learning, curriculum, outcomes, attendance, behaviour, SEND, workload and staff development.

School leaders

They care about whether the offer solves their problem, fits their context and can be implemented without creating chaos.

Your materials should make sense to all of these audiences. A glossy brochure for headteachers is not enough if the DPO needs a data processing agreement and the school business manager needs transparent pricing.

What suppliers should prepare before applying for approval

If you want to become an approved supplier, prepare before contacting the trust. It shows professionalism and speeds up the process.

Your supplier pack should include:

one-page summary of your offer;
clear pricing and renewal terms;
company information;
insurance certificates;
safeguarding policy, where relevant;
safer recruitment and DBS information, where relevant;
risk assessments, where relevant;
data protection information;
cyber security information, for digital products;
references or case studies;
implementation plan;
support arrangements;
contract terms;
complaints or escalation process;
evidence of impact.

If you cannot provide these quickly, a trust may decide you are not ready to work at MAT level.

How to approach a MAT about approved supplier status

Do not begin by asking to be added to the approved supplier list. Begin by showing that there is a relevant reason for the trust to consider you.

A strong first message might say:

Hello, we support schools with [specific problem], particularly in [phase/category]. I can see your trust includes [relevant school type/context], and I wondered whether you currently have an approved route for this type of support. If useful, I can send a one-page overview, pricing and compliance pack for review.

This is better than:

Please add us to your approved supplier list.

The first message gives the trust a reason to care. The second asks for admin before value has been established.

When approved supplier status is worth pursuing

Not every supplier needs MAT approval as a first step. It is most worth pursuing when:

your offer can serve multiple schools in the same trust;
your service involves compliance, safeguarding, IT or data checks;
schools in the trust have a shared need;
the trust centrally controls your category;
you can deliver consistently at scale;
you have evidence from similar schools;
you can handle trust-level procurement processes;
your pricing works across multiple settings.

If your service is very local, small-scale or highly dependent on individual school context, it may be better to build evidence with individual schools first and then approach the trust later.

When approval may not lead to work

Sometimes suppliers get approved but never receive work. This can happen for several reasons.

The trust approved too many suppliers in the category.
Schools do not know the supplier is approved.
The need is not currently a priority.
Budgets are not available.
The incumbent supplier remains strong.
The supplier did not follow up professionally.
The offer is too broad or unclear.
The pricing does not fit school budgets.
The trust changed strategy.
The approval covered a narrower service than the supplier assumed.

This is why you should treat approval as the start of a relationship, not the end of a sales process.

How to stay visible without becoming annoying

Once approved, suppliers need a follow-up rhythm. Too little contact and schools forget you. Too much contact and you become irritating.

Useful follow-up might include:

a short introductory pack for relevant schools;
a termly update with genuinely useful information;
case studies from schools in similar contexts;
clear reminders before planning windows;
availability for trust briefings or webinars;
impact reports for any schools already using you;
document refresh reminders before insurance or policy expiry.

Follow-up should always be tied to school need and timing. Do not simply email every month asking whether they need anything.

For more on timing and follow-up, read How to Follow Up Schools Professionally and The School Year Calendar Every Supplier Should Plan Around.

How approved suppliers can lose trust

Approval can be lost formally or informally. Sometimes a trust removes a supplier from a list. Sometimes the supplier remains technically approved but stops being recommended.

Common causes include:

poor communication;
unreliable delivery;
hidden costs;
missed deadlines;
weak safeguarding practice;
expired insurance or documents;
data protection concerns;
complaints from schools;
pressure selling to individual schools;
overclaiming trust endorsement;
failure to show impact;
not adapting to trust processes.

In a MAT, reputation travels quickly. A positive experience in one school can open doors. A poor experience can close several at once.

How to measure whether approval is working for you

Approved supplier status should be measured like any other business development channel. Do not simply count it as a win and move on.

Track:

number of schools in the trust aware of your approval;
number of conversations generated;
number of proposals requested;
number of schools using your service;
revenue by trust;
renewal rate;
implementation success;
trust-level feedback;
case studies created;
referrals within the trust;
documents kept up to date.

If you are approved but there is no movement after several terms, ask whether the trust still sees a need for your category, whether schools know about you, and whether your materials need to be clearer.

What to do if a school says, “We can only use approved suppliers”

This is common. Do not argue. Ask how the process works.

You might reply:

Thank you for letting me know. Could you point me towards the trust process for supplier approval, or let me know which central contact manages this category? I can provide our pricing, safeguarding, insurance and compliance documents if helpful.

This keeps the conversation professional. It also helps you find the right route rather than repeatedly contacting the wrong person.

What to do if you are approved but a school still says no

Approval does not remove the school’s right to say no. A school may not need your service, may have no budget, may prefer another supplier, or may not be ready.

Respond professionally:

That makes sense. As we are already approved for the trust, would it be useful if I sent a short summary for future planning, or would you prefer me to reconnect later in the year?

A respectful no can become a later opportunity. A pushy response can damage your position across the trust.

How MATs can make approved supplier lists work better

This article is mainly for suppliers, but trusts also benefit from clear supplier processes.

MATs can improve approved supplier systems by:

defining what approved status means;
telling suppliers whether approval is trust-wide or category-specific;
making internal supplier lists easy for schools to access;
setting review dates;
keeping compliance documents up to date;
avoiding unnecessarily long supplier lists that create confusion;
tracking supplier performance;
giving schools clear procurement routes;
explaining when schools can choose locally and when decisions are central;
removing suppliers who no longer meet requirements.

A clear approved supplier system helps schools buy safely and helps good suppliers serve the trust well.

Approved supplier status and school-level relationships

One of the biggest mistakes suppliers make is focusing only on the trust centre. Central approval is valuable, but school-level relationships still matter.

A headteacher, SENCO, school business manager, subject leader or pastoral lead needs to understand why your offer helps their school. They may not care that you are approved until they see relevance. Approval reassures them that the route is easier, but it does not create need.

The best supplier strategy combines both:

trust-level compliance and procurement readiness;
school-level relevance and relationship-building.

One without the other is weaker. A supplier loved by schools but not approved may hit procurement barriers. A supplier approved centrally but unknown locally may sit unused.

Final thoughts

Approved supplier status in a MAT is valuable, but it is not magic. It usually means the trust has checked that you can be used. It may mean you are eligible, compliant and easier to buy from. It does not always mean you are preferred, contracted, exclusive or guaranteed work.

The suppliers who benefit most from approval understand what comes next. They clarify the scope of approval. They provide the right documents. They respect the trust’s process. They communicate carefully with schools. They show impact. They follow up at the right time. They keep compliance information current. They do not overclaim what approval means.

In a MAT, trust is built at two levels: centrally and locally. Approved supplier status helps with the central door. Real work comes when individual schools and trust leaders can see that your offer solves a genuine problem, fits their systems and makes life easier rather than harder.

Approval gets you onto the list. Value, reliability and relationships keep you there.

Frequently Asked Questions

What does approved supplier mean in a MAT?

It usually means the multi-academy trust has checked the supplier and allowed them to be used for a particular service, category or purpose. It does not always mean the supplier has a contract or guaranteed work.

Is an approved supplier the same as a preferred supplier?

Not always. An approved supplier may be allowed to work with the trust. A preferred supplier may be actively recommended or prioritised. Some trusts use the terms differently, so suppliers should ask what the status means in that trust.

Does approved supplier status guarantee work?

No. Approval usually means the supplier can be considered or used if there is a need. Individual schools or central teams may still choose another supplier, delay spending or require further approval.

Can individual schools in a MAT choose their own suppliers?

It depends on the trust. Some MATs allow schools to choose from approved suppliers within delegated budgets. Others centralise purchasing for certain categories such as IT, estates, HR, catering, safeguarding systems or curriculum platforms.

What checks do MATs carry out before approving suppliers?

Checks may include insurance, safeguarding, DBS and safer recruitment, financial stability, references, data protection, cyber security, health and safety, risk assessments, contract terms and procurement compliance.

Is DBS checking enough to become approved?

No. DBS checks are only one part of safeguarding and due diligence. A MAT may also want safeguarding policies, training records, risk assessments, insurance, supervision arrangements and reporting procedures.

Can approval be limited to one service?

Yes. A supplier may be approved for one category but need further checks for another. For example, approval for staff training may not automatically cover pupil-facing workshops or unsupervised work with children.

How long does approved supplier status last?

It depends on the trust. Some approvals are reviewed annually, at contract renewal, when documents expire, or when procurement policies change. Suppliers should keep insurance, safeguarding and compliance documents updated.

How should suppliers mention approved status in outreach?

Be factual and careful. Say you are approved for a specific category if that is true, but do not imply that schools are required to use you or that the trust has endorsed every part of your offer.

What should suppliers ask after being approved?

Ask whether approval is trust-wide or school-specific, which services it covers, whether schools can buy directly, whether other suppliers are also approved, how schools will find you, and when approval will be reviewed.

Can a supplier be approved but still need to compete?

Yes. A trust may approve several suppliers in the same category and still require quotes, further competition or school-level selection before any work is awarded.

What is the biggest mistake suppliers make after becoming approved?

The biggest mistake is assuming approval equals sales. Suppliers still need to build relationships, show relevance, provide clear proposals, prove value and follow up professionally.