ECT

Introduction

Induction for new entrants into the teaching profession has changed.

From September 2021, schools are required to implement the Early Career Framework, the professional development available to early career teachers at the start of their careers:

  • NQT Support will be replaced in September 2021 by the Early Career Framework (ECF)
  • Newly Qualified Teachers will be known in the future as Early Career Teachers (ECTs)
  • Schools must register their ECTs with an approved Appropriate Body as soon as possible to avoid any delay to induction
  • Schools must select a DfE approved training provider to deliver induction for their ECTs

For over 15 years, as the Appropriate Body for CWAC settings Edsential have supported schools and mentors, taking over 4,500 NQTs through their induction to achieving qualified teacher status. With the new Early Career Framework, we are extending our proven track record as an Appropriate Body to all settings, regardless of local authority or independent advisory provision.

What is the ECF?

The early career framework (ECF) reforms will create a step change in support for early career teachers, providing a funded entitlement to a structured 2-year package of high-quality professional development. The reforms are part of the government’s teacher recruitment and retention strategy, which aims to improve the training and development opportunities available to teachers. The early career framework is the evidence base which underpins this new entitlement for early career teachers’ professional development. It sets out what all early career teachers should learn about and learn how to do during the first 2 years of their careers.

It includes sections on:

  • behaviour management
  • pedagogy
  • curriculum
  • assessment
  • professional behaviours

From September 2021, the government is funding an entitlement for all early career teachers in England to access high-quality professional development at the start of their career. New teachers will now receive development support and training over 2 years instead of one, underpinned by the ECF. The offer for early career teachers includes:

  • 2 years of new, funded, high-quality training
  • freely available high-quality development materials based on the ECF
  • funding for 10% time away from the classroom for teachers in their first year, 5% in their second year
  • a dedicated mentor and support for these mentors including access to funded high-quality training
  • funding to cover mentors’ time with the mentee in the second year of teaching

Edsential: our role as an Appropriate Body

Working for and on behalf of Cheshire West and Chester and providing independent quality assurance of statutory induction, Edsential’s comprehensive package of tailored support will guide Early Career Teachers (or ECTs, formerly Newly Qualified Teachers or NQTs), their schools, tutors and mentors from registration through to the final decision as to whether the ECT has satisfactorily met the Teachers’ Standards, based on the headteacher’s recommendation.

Choosing Edsential as an Appropriate Body

Once we have notification from the headteacher that they have appointed an ECT who is not currently undergoing induction, we will start their induction period. This includes:

  • Registration of the ECT with the Teacher Regulation Agency (TRA)
  • A dedicated webpage for ECTs, induction tutors, mentors, and headteachers which provides information on key induction areas
  • Introductory sessions, training or briefings for induction tutors, mentors and ECTs to make sure everyone understands their roles and responsibilities
  • Provision and scrutiny of all documentation for monitoring, supporting and recording of assessments against the Early Career Framework and Teaching Standards
  • Management of ECT Induction Period through the school’s choice of either a Full Induction Programme, a Core Induction Programmeor a School-based Programme*
  • Provision of documentation for schools to detail their preferred programme of induction for the ECT, which may be subject to fidelity checks by Edsential
  • A named contact for advice, guidance and support via telephone / email
  • Advice and further documentation when an ECT is at risk of failing or has become a cause for concern
  • A school visit, if required
  • Reporting to TRA on progress and final outcome of the ECT two-year programme
  • A range of CPD, learning and other events throughout the two-year programme (charges may apply)
  • Online support through FAQs and Enquiry Form
  • Regular email updates for key dates, networking and training provision
* ECT Induction is provided through either a Full Induction Programme, a Core Induction Programme or a School-based Programme. The Department for Education have selected and quality assured Full Induction Training Providers: schools will need to detail which provider they are using and how the resources will be used with the ECT.

Roles and responsibilities 

  • Appropriate body: Check school’s plans for delivering an ECF-based induction and verify that this has been received by the ECT.
  • Headteacher: Ensure that an appropriate ECF-based induction is in place for the ECT and submit induction plans to the appropriate body.
  • Induction tutor: Support the headteacher in planning an ECF-based induction as required. Ensure that mentor and ECT are aware of the plans for an ECF-based induction.
  • Mentor: Work collaboratively with the ECT and other colleagues involved in the ECT’s induction within the same school to help ensure the ECT receives a high quality ECF-based induction programme.

What about NQTs?

For those NQTs and settings already registered with Edsential and completing their one-year programme (start date up to 31st August 2021), we will continue to provide:

  • Teacher Regulation Agency (TRA) profile and record of NQT progress towards their final outcome of the NQT Induction Year
  • Provision of all documentation for monitoring, supporting and recording of assessments
  • Quality Assurance of Assessment Forms against the Teaching Standards
  • Quality Assurance sampling; visits to settings and/or assessment forms
  • A named contact for advice, guidance and support via telephone / email
  • Advice and further documentation when an NQT is at risk of failing or has become a cause for concern
  • A school visit, if required
  • A range of CPD, learning and other events throughout the two-year programme (charges may apply)
  • Regular email updates for key dates, networking and training provision

Transitional arrangements for NQTs

After 1 September 2023, when the transition period ends, all Early Career Teachers (NQTs) will be required to a complete a two-year induction period. Those Early Career Teachers should not restart induction, but rather complete what remains of a two-year induction.

What Schools should do: Timeline for ECT (early career teachers)

 1. Pre-induction checklist

What to check Why check?
The headteacher has provided a suitable post for induction The ECT has appropriate opportunity to complete induction
The headteacher has verified that the award of QTS has been made The ECT meets the requirements to commence induction
The ECT is provided with a named contact (or contacts) within the appropriate body with whom to raise concerns The ECT has appropriate contacts if they need to raise concerns about their induction
The Mentor has the ability and sufficient time to carry out their role The Mentor has sufficient time to facilitate the support they provide ECTs with during induction
The Induction tutor has the ability and sufficient time to carry out their role The Induction tutor has sufficient time to facilitate the support they provide ECTs with during induction
The school is providing a reduced timetable in addition to PPA The ECT has sufficient time to engage with the ECF-based induction programme; this is also a statutory requirement
The headteacher has confirmed the type of ECF-based induction they are providing (see Chapter 4 for further detail) The appropriate body can apply the required level of checks to ensure the ECT has access a high quality knowledge-based induction

 

Initial checks can be done through correspondence with the headteacher and/or the induction tutor. Where the appropriate body asks the school to supply information or evidence that they have fulfilled their duties.

 2. Registering the ECT with an Appropriate Body

  • Once an ECT has been appointed, the headteacher/principal must notify the appropriate body in advance of the ECT taking up post. Failure to do so may delay the start of the induction period
  • Appoint an induction tutor and a designated mentor (both are expected to hold QTS)
  • Provide the ECT with an ECF-based induction programme.
  • Induction tutors/Mentors can start to register their new ECTs from April 2021 ready for their induction start date September 2021.
  • The start date for induction will be determined by the appropriate body and should be agreed in advance with the headteacher/principal and ECT.
  • The start date for induction should be the date when the ECT’s induction programme formally commences. This may be a different date from when the ECT’s contract starts.

3. Registration September 2021:

Full Induction Programme

If you are using a training provider to support meeting the new statutory induction requirements, please complete the online registration proforma.

Core Induction Programme

If you are delivering an induction programme in your own school using high quality materials and resources, accredited by the DfE  please complete the online registration proforma.

Please also complete: Appendix A

School based programme

If your school are designing their own two-year induction programme based on the Early Career Framework please complete the online registration proforma.

Please also complete: Appendix B

4. Two-Year Early Career Framework Induction September 2021:

Progress Reviews and Formal Assessment dates:

First Term: progress review December 2021 – complete Appendix D

Second Term: progress review April 2022 – complete Appendix D

Third Term: first formal assessment July 2022 – complete Appendix C

Fourth Term: progress review December 2022 – complete Appendix D

Fifth Term: progress review April 2023 – complete Appendix D

Sixth Term: final formal assessment July 2023 – complete Appendix C

Glossary

Appropriate body

Once an ECT has been appointed, the headteacher/principal must notify the appropriate body in advance of the ECT taking up post. Failure to do so may delay the start of the Induction period. 

At registration, the appropriate body will provide the ECT with a named contact with whom they may raise any concerns about their induction programme that they are unable to resolve. This person should not be directly involved in monitoring or supporting the ECT or in making decisions about satisfactory completion of induction. 

Appropriate bodies will inform the Teaching Regulation Agency of any ECTs who start an induction period or who have taken up a post in which to continue their induction.

The appropriate body makes the final decision about the equivalence to two school years in cases where the ECT serves induction in more than one setting or in non-standard settings such as those in the FE sector. In some exceptional circumstances the length of an induction period may be reduced.

Edsential CIC is an experienced Appropriate Body and follow statutory guidelines to:

  • check that early career teachers are receiving their statutory entitlements, and that regard is had to the statutory guidance through independent quality assurance of statutory induction
  • provide ECF Fidelity Checks, ensuring schools are supported to provide ECTs with an ECF-based induction.
  • understand what provision has been made for statutory induction and where the school might benefit from additional support and guidance.
  • update the TRAwith each ECTs progress through the ECF.
  • make the final decision as to whether the ECT has satisfactorily met the Teachers’ Standards, based on the headteacher’s recommendation.

ECF Fidelity Checks

From September 2021, appropriate bodies will be expected to check that all ECTs have access to an induction programme based on the Early Career Framework (ECF). This check is referred to as ‘ECF fidelity’ checking. The level of ECF fidelity checking expected of appropriate bodies will vary depending on the type of ECF-based induction being delivered. Please see Induction (below) for further information.

ECF or Early career Framework

New funded entitlement and support for early career teachers’ professional development, providing a structured 2-year package of high-quality professional development. The reforms are part of the government’s teacher recruitment and retention strategy, which aims to improve the training and development opportunities available to teachers, setting out what all early career teachers should learn about and learn how to do during the first 2 years of their careers

ECT or Early careers teacher

A newly-qualified teacher in their first or second year of induction, registered with the TRA from 1st September 2021, who will follow the new Early Career Framework, or ECF. Teachers who have started but not completed their induction on 1 September 2021 will be allowed, until September 2023, to complete a one-year induction period. After this point, these teachers will still be able to complete their induction, but they will need to complete a full two-year induction. 

Induction

The training and support through the ECF offered to an ECT over a two-year period. The length of the induction period an ECT is required to serve, whether the teaching post in which they are doing so is part-time or full-time, is the full-time equivalent of two school years. This usually consists of six school terms, divided into two periods each consisting of three school terms. The way induction is delivered may take different forms depending on the school’s choices and circumstances. From September 2021, schools will be expected to opt for one of three approaches to delivery of an ECF-based induction.

Full induction programme

A government funded provider led programme offering high quality training for early career teachers and their mentors alongside professional development materials. Schools can choose to work with one of providers accredited by the DfE, who will design and deliver an induction programme. The providers are:

Core Induction Programme

Schools can draw on the content of the high-quality professional development materials accredited by the DfE to deliver their own early career teacher and mentor support.

School based Programme

Where schools deliver induction through a Core Induction Programme or choose to design their own school-based induction programme using the Early Career Framework, additional quality assurance will be necessary in order to safeguard ECTs’ entitlement to an ECF-based induction. Schools delivering their own induction programmes will require an appropriate body to check these have been designed and delivered with fidelity to the ECF. This means that training and support provided to the ECT has covered the ECF evidence statements in sufficient breadth and depth. 

Induction Tutor

The headteacher/principal should identify a person to act as the ECT’s induction tutor, to provide regular monitoring and support, and coordination of assessment. The induction tutor is expected to hold QTS and have the necessary skills and knowledge to work successfully in this role and be able to assess the ECT’s progress against the Teachers’ Standards. This is a very important element of the induction process and the induction tutor must be given sufficient time to carry out the role effectively and to meet the needs of the ECT. The induction tutor will need to be able to make rigorous and fair judgements about the ECT’s progress in relation to the Teachers’ Standards. They will need to be able to recognise when early action is needed in the case of an ECT who is experiencing difficulties. It may, in some circumstances, be appropriate for the headteacher/principal to be the induction tutor. The induction tutor is a separate role to that of mentor (see below).

Mentor

The headteacher/principal should identify a person to act as the ECT’s mentor, to provide regular mentoring. The mentor is expected to hold QTS and have the necessary skills and knowledge to work successfully in this role. Mentoring is a very important element of the induction process and the mentor is expected to be given adequate time to carry out the role effectively and to meet the needs of the ECT. This includes attending regular mentoring sessions and mentor training where appropriate and should amount to at least 20 hours across the second academic year of the early career teacher’s induction. The mentor and the induction tutor (see above) are two discrete roles with differing responsibilities, and it is expected that these roles should be held by different individuals. In exceptional circumstances it may be necessary for the headteacher to designate a single teacher to fulfil both roles, which may be the headteacher/principal themselves. Where this is the case the headteacher should ensure that the induction tutor understands that they are fulfilling two discrete roles and that adequate safeguards are put in place to ensure that the mentoring support offered to the ECT is not conflated with assessment of the ECT against the Teachers’ Standards. Support and funding will be made available to enable mentors to undertake their duties – this will vary based on the delivery route a school chooses.

NQT or National Professional Qualifications

These qualifications (NPQs), already widely recognised and trusted by the sector, and are accredited by the Department for Education. They are designed to help practitioners develop their skills in order to become a more effective school leader and teacher in your school context. From September 2021, the reformed suite of National Professional Qualifications (NPQs) will offer teachers and leaders professional development opportunities and career progression pathways. These qualifications will build on key content areas of the Early Career Framework (ECF) reforms. This allows for further specialisation and development of expertise, helping prepare teachers and leaders for the next step in their careers.

NQT or Newly Qualified Teacher

Referring to a new entrant into the profession, registered with the TRA before 31st August 2021. Teachers who have started but not completed their induction on 1 September 2021 will be allowed, until September 2023, to complete a one-year induction period. After this point, these teachers will still be able to complete their induction, but they will need to complete a full two-year induction

Teaching Standards

These standards set the minimum requirements for teachers’ practice and conduct by which members of the teaching profession are assessed.

TRA or Teacher Regulation Agency

The statutory body which awards teacher status following a successful induction period. 

TSH or Teaching School Hub

Teaching school hubs aim to provide high-quality professional development to teachers at all stages of their careers, delivering school-based initial teacher training (ITT), the ECF, the new specialist national professional qualifications (NPQ), leadership NPQs. They may also provide appropriate body services for early career teachers and other high-quality evidence-based professional development to school leaders and teachers.

FAQ

What exactly does the funding cover

From September 2021, the government is funding entitlement for all early career teachers in England to access high-quality professional development at the start of their career. New teachers will now receive development support and training over 2 years instead of one. The offer for early career teachers includes:

  • 2 years of new, funded, high-quality training
  • freely available?high-quality development materials?based on the early career framework
  • additional funding for 5% time away from the classroom for teachers in their second year
  • a dedicated mentor and support for these mentors
  • funding to cover mentors’ time with the mentee in the second year of teaching

How long is the induction period for an early career teacher?

From September 2021, all early career teachers will be entitled to an induction period of the full-time equivalent of two academic years. 

Can NQTs who have already started their induction complete in one year?

Teachers who have started but not completed their induction on 1 September 2021 will be allowed, until September 2023, to complete a one-year induction period. After this point, these teachers will still be able to complete their induction, but they will need to complete a full two-year induction. 

How will schools deliver the new ECF (early career framework)?

There are three approaches available, school leaders can choose the approach that best suits the needs for the ECTs and mentors. Full Induction Programme Core Induction Programme and School Based Programme

How does the Full Induction Programme work?

Schools can choose to work with providers accredited by the DfE, who will design and deliver an induction programme. This is funded by the DfE. 

How do schools deliver the Core Induction Programme?

Schools can use the DfEaccredited materials  to deliver their own early career teacher and mentor support. 

How do schools deliver their own School Based Programme?

Schools can choose to design and deliver their own induction programme for early careers teachers based on the ECF.   

What if schools choose to deliver their own induction programmes?

If you choose to use the DfE accredited materials or use your own based on the ECF, you will need to provide information to the appropriate body to demonstrate that their programme fulfils all statutory requirements. 

What support will be given to the ECTs?

ECTs will be assigned a dedicated mentor to support them throughout their induction period. 

How is the end of the induction period marked?

The end of the induction period will continue to be marked by a decision on whether the teacher is meeting the ‘Teachers’ Standards satisfactorily.  

Do schools have to commit to an ECT for 2 years, for example, we may have appointed an NQT for one year for a maternity cover or temporary post. Can this happen or must it be two years?

There is no requirement to take somebody on for two years and there is a process that all of the lead providers have in place should an ECT wish to move school because that that will happen.

Is there a minimum requirement of CPD that NQTs must complete to pass induction?

The length of induction is being increased from one to two years. Judgements on whether an Early Career Teacher has successfully completed induction will continue to be made against the Teachers’ Standards and not against the ECF. Early Career Teachers will be entitled to 10% time-off timetable in year 1 and 5% time-off timetable in year 2 to complete induction activities.

Who will be completing the induction sign off?

The Appropriate Body makes the final decision as to whether an Early Career Teacher’s performance is satisfactory against the Teachers’ Standards. In doing this, the Appropriate Body would draw on the recommendation of the headteacher/principal.

What is meant by FIPs and CIPs

FIP stands for Full Induction Programme and CIP stands for Core Induction Programme. More information on the Core and Full Induction Programmes is available?here.

What is a 'Lead Provider’?

A ‘Lead Provider’ is a Provider who has been contracted by the DfE to deliver the National Roll-out of the ECF. There are six Lead Providers in total who will work with Delivery Partners to deliver the programme on a national scale. The Lead Providers are:

  • Ambition Institute
  •  Best Practice Network
  • Capital
  • Education Development Trust
  •  Teach First
  •  UCL Institute of Education

Will schools receive additional funding to deliver the EFC?

The ECF and other changes being made to statutory induction will replace the current guidance, rather than being in addition to the current guidance.  

All state-funded schools offering statutory induction will receive additional funding to deliver the ECF reforms. The funding will cover:  

  • 5 percent off timetable in the second year of induction for all early career teachers to undertake induction activities including training and mentoring.
  • Funding for mentors to spend with early career teachers in the second year of induction – this is based on 20 hours of mentoring across the academic year.

Will the current guidance for newly qualified teachers (England) change?

The ECF and other changes being made to statutory induction will replace the current guidance, rather than being in addition to the current guidance.   

Do schools pay any fee for taking part in the ECF?

No state funded school in England should pay a fee for participating in the ECF.

Is there any direct funding in relation to the 36 hours of Mentor training?

There is additional funding for schools to backfill Mentor time spent undertaking the 36 hours of Mentor training on the Full Induction Programme. This is in addition to the funding for Mentors to spend time with the Early Career Teacher in their second year of induction. Time-off timetable for Mentors amounts to 10% time-off timetable in year 1 and 5% time-off timetable in year 2.

Is there any further support for present NQTs in year one (this year) included in the ECF?

Early Career Teachers who have begun induction before September 2021 should finish a one-year induction period, under present arrangements.

Where possible, schools can extend Core Induction Programme based training to these teachers. Schools and Early Career Teachers can use, or draw upon, any of the four Core Induction Programmes published here.

What is the difference between a Mentor and an 'ECF Lead' as mentioned in the core programme materials?

The ECF Lead (or Induction Tutor) is expected to regularly review the Early Career Teacher’s progress against the Teachers’ Standards throughout the induction period, as well as providing support to the Early Career Teacher. The Induction Tutor role will be defined in more detail in the statutory guidance to be published this spring. This is a different role to that of the Mentor, who will provide dedicated one-to-one mentoring sessions with the Early Career Teacher throughout the induction period.

If a school commits to one Lead Provider, how long are they committed for?

Schools will make their own arrangements with Lead Providers, however, the DfE expects the minimum commitment for one cohort of Early Career Teachers to be for two academic years in line with the extended induction period.

The DfE expects participants that start on a programme to finish the programme that they have started. However, for new cohorts of Early Career Teachers, schools can change from their existing provider.

How will it be ensured that all selected Mentors are sufficiently experienced, high quality classroom practitioners?

The headteacher should identify a teacher to act as the Early Career Teacher’s Mentor, to provide regular mentoring. The Mentor is expected to hold QTS and have the necessary skills and knowledge to work successfully in this role. The headteacher is responsible for ensuring that the Mentor has the ability and sufficient time to carry out their role effectively.

Will NQTs be using their 10% NQT time to engage in these programmes, as a lot of them look like the work involved is above the 10% NQT time?

The DfE has designed this programme to ensure that the strengthened induction will not add to the workload of Early Career Teachers.

In addition to the 10% time away from the classroom in their first year of induction, teachers will be entitled to 5% time away from the classroom in their second year of induction.

It should be possible for the programme to be completed entirely in their time-off timetable.

If schools find a programme is not working for their NQTs, do they have to remain with their existing provider?

If a school has any concerns about the delivery of the programme, they should raise this with either the Lead Provider or the Delivery Partner responsible for delivery.

The DfE expects participants that start on a programme to finish the programme they have started. However, for new cohorts of Early Career Teachers, schools can change from their existing provider.