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Early Career Framework – actions for schools employing Early Career Teachers (ECTs)

Date posted: 24/06/2021
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Early Career Framework – actions for schools employing Early Career Teachers (ECTs)

From September 2021 the Early Career Framework (ECF) replaces NQT statutory Induction.

Before September 2021, school leaders should:

· read the updated statutory guidance

· choose a delivery approach to meet the new requirements

· set up their programme through the DfE’s online service if they intend to use an approved funded provider or deliver the accredited materials themselves.


Support and training delivery for ECTs

Schools will be expected to opt for one of three approaches to deliver their ECF-based induction.

Full Induction Programme:

A funded provider-led programme offering high quality training for early career teachers and their mentors alongside professional development materials.

State-funded schools can choose to work with one of the providers accredited by DfE.

·Ambition Institute

·Best Practice Network (home of Outstanding Leaders Partnership)

·Capita with lead academic partner the University of Birmingham

·Education Development Trust

·Teach First

·UCL Institute of Education


Core Induction Programme:

Schools 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:

Schools design and deliver their own induction programme, based on the early career framework.

Registering an ECT with an Appropriate Body (AB)

Schools will still need to register with an AB from September 2021, with either a:

• Local authority

• Teaching school hub

• or other DfE approved organisations which may act in this role.

The AB will check that ECTs have access to an induction programme based on the ECF.

Reviewing progress over the induction period - ECTs commencing on or after September 2021

(For NQTs who started induction prior to September 2021, they will have until September 2023 to complete a one-year induction period. After this point they will need to complete a full, two-year period).

Year 1

Term 1 (in a three-term year):

Focus on the teacher’s personal and professional conduct and how well the relationships are working.

Term 2:

Consider their progress across each of the Teachers’ Standards and if the teacher will require additional support, providing this as required including a support plan. Ensure that there are no surprises when they have their first formal assessment in Term 3.

Term 3:

First formal assessment review and completion.


Year 2

Terms 4 and 5 (in a three-term year):

For teachers who are consistently on track to meet the Teachers’ Standards, these reviews can be light touch focussing on where development of progress is needed. The ECT may need to continue to receive additional support in this period.

Term 6:

Final formal assessment review and completion.


Written by Alan Taylor. 

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