What began as a competition involving just seven schools has, in only two years, expanded to almost forty schools from across Coventry and Warwickshire. In 2026, these schools will compete across a three-day qualifying tournament, with the top ten earning a coveted place in the Grand Final on 14th October. The qualifying competition is also welcoming guest schools from beyond the county, marking another step towards becoming a truly national event. 

The foundations for future growth are already in place. Earlier this year, the KMAT Great Debate successfully launched its first Key Stage 2 tournament, inspiring younger pupils and creating a clear pathway into the secondary competition. The ambition is to expand this model across partner schools, ensuring each new cohort of Year 7 students arrives ready to take to the debating stage. 

Mr Abbott: From the outset, fairness was central to our approach. The KMAT Great Debate does not charge schools to enter, because we believe that opportunities of this kind should be open to students regardless of their school, background or financial circumstances. As the event grew, this principle became even more important. We wanted students to understand that the competition was not about advantage or status, but about confidence, teamwork and the enjoyment of debate itself. 

Much of the event’s success has been built on goodwill. Staff, community guests, local governors, trustees and public figures have generously given their time as judges and supporters. That shared commitment has created something very special: a community of schools working together to give students a memorable and meaningful experience. Over time, as the profile and reputation of the KMAT Great Debate have grown, local companies have also recognised the value of the event and provided sponsorship to support in many different ways. That support has helped the competition develop while keeping its original ethos intact: free to enter and inclusive in spirit. 

As more schools have joined, we have also had to think carefully about how to help new students feel confident in an unfamiliar environment. For some, this may be their first experience of formal debating or their first visit to a large event outside their own school. We therefore place great importance on making expectations clear, creating a warm welcome and ensuring that every student feels able to take part, contribute and thrive. 

Mr Dudley: At first, the bit that took me most by surprise was how much the students who were involved enjoyed it. I can distinctly remember a young boy in our 2024 tournament, turning to his friend in one of the preparation phases of a debate and saying something like “I’m so excited to be here, and I’ve no idea why!” This extends to the student support staff and the judges too; there is a real energy about the competition, especially in the preparation phases when peers come together to help.  

Over time, I’ve gotten used to that energy, but it’s still a tremendous buzz to see how the debaters react to getting a particularly juicy topic to discuss. Another major shock has been the readiness of other schools across the country to pick up this format and experiment with it. Just before I penned this response, I responded to an email from a school in Essex wanting to set up a satellite event. The dream was for us to build a national tournament; the shock is that we might actually just do it!  

Mr Abbott: Debate can sometimes sound formal or intimidating, but the KMAT Great Debate has shown that young people of all abilities can shine when they are given the right encouragement and sense of belief. I have been struck by the confidence students gain, not only in speaking publicly, but in listening carefully, working as a team and respecting different viewpoints.  

It has also been inspiring to see how quickly the event has created a shared sense of pride across schools. Parents, teachers, judges and students all recognise that this is about far more than winning. It is about helping young people find their voice, develop resilience and realise that what they have to say really matters. 

Mr Abbott: One of the main issues has been getting the story out there to the local school communities. I’ve sent a lot of emails to a lot of different schools! Fortunately, our school’s involvement in other debate events meant I ended up interacting with likeminded individuals; all it took was for a few of them to take a chance, and we were off and away! 

Mr Dudley: The good thing now is that we are at a point where the media attention generated through the success of the previous events is such that schools are now reaching out to us to be involved. Additionally, through sponsorship, news articles and endorsement through public figures, the word continues to spread. Our next challenge is ensuring that the satellite tournaments are successful. Fortunately, I am working with some equally passionate members of staff in schools across the country.  

Mr Abbott: One of the main challenges of growing the event is finding the time to support other schools before, during and after their own debates. There are many dedicated staff across the country who want to create these opportunities for students, but schools are busy places and teachers often balance this work alongside full teaching timetables and other commitments.  

That is why we try to make the model as accessible and practical as possible. KMAT is always happy to welcome visitors who want to see debating in action, because experiencing the atmosphere first-hand is often the best way to understand how similar events can be developed elsewhere. Where schools are unable to visit in person, sharing filmed debates and resources can also be a powerful way of showing what is possible and helping others adapt the approach to their own context. 

Mr Aaron Dudley is head of year 10 at Kenilworth School and Sixth Form and a KMAT Great Debate Event Co-ordinator 

Mr Hayden Abbott is the chief executive officer of Kenilworth Multi-Academy Trust