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Early Career Teachers (ECF & Appropriate Body)

Appropriate Body Services for Early Career Teachers (ECTs)

 

A top quality, paperless system, priced competitively at £150 p/a

As you know, all qualified teachers who are employed in a relevant school in England must, by law, have completed an induction period satisfactorily, subject to specified exemptions. Appropriate Bodies play a key part in induction but, did you know, all schools, irrespective of phase, type or local authority, are free to choose their own Appropriate Body service, which are primarily delivered by Teaching School Hubs, such as us: SFETsuccess for every teacher!

Let SFET Teaching School Hub Appropriate Body support you!

We currently support 180+ NQTs in both primary and secondary schools as an Appropriate Body across Hampshire and Surrey, with more schools joining every year due to our workload friendly programme, focused on efficient use of time for greatest impact on the NQT’s progress and attainment. Our primary and secondary programmes run separately to ensure phase specific training and support led by South Farnham (Primary) and George Abbot (Secondary) with each phase supported by phase specific delivery partners across both Hampshire and Surrey.

You may be aware that, from September, there are changes to the induction programme of newly qualified teachers. At this point you may be overwhelmed with information and acronyms (NQT, ECT, ECF) but please don’t worry – we are here to help you every step of the way. The aspiration that every teacher, at every stage of their career, is supported and encouraged to not just stay in teaching, but to thrive, through Teaching School Hubs, is the most exciting change to professional development in recent times. Now is the time for Headteachers and Governing Bodies to be bold and to choose the provision that is right for their school staff so that we can, collectively, provide our children with the best education, outcomes and opportunities possible.

What is new for September 2021?

There are several key changes for schools to consider in regard to induction from September 2021: You can compare this year with these changes below:

  • The term early career teacher (ECT) replaces newly qualified teacher (NQT)
  • The standard length of induction has been increased from one school year to two school years (full time equivalent). The induction period will normally last for six school terms. To complete induction successfully, the early career teacher must show by the end of it that they are meeting the Teachers’ Standards consistently and independently
  • In addition to the 10% timetable reduction that early career teachers receive in their first year of induction they also receive a 5% timetable reduction in the second year (funded by DfE)
  • Schools need to deliver an induction period that is underpinned by the Early Career Framework (ECF). Appropriate bodies will have a role in checking that an ECF-based induction is in place. There are three approaches schools can choose from to enable the delivery of an ECF based induction. It is up to the headteacher to choose the approach that best suits the needs of their ECTs and mentors, but we can deliver this for you too
  • The mentor has a key role in supporting the ECT during induction and is separate to the role of the induction tutor, who has main responsibility for assessment against the Teachers’ Standards
  • There will be two formal assessment points, one midway through induction (end of Year 1), and one at the end of the induction period (end of Year 2). These will be supported by regular progress reviews to monitor progress, to take place in each term where a formal assessment is not scheduled

You can read the revised full government guidance documents here:

  1. Guidance regarding changes to statutory induction
  2. Guidance for appropriate bodies 

Visit our Early Career Framework page to learn more.

Appropriate Body Service for Hampshire and Surrey

 

An 'at a glance' guide to our appropriate body service for schools across Hampshire and Surrey

You can download our at a glance 'Appropriate Body overview' at the bottom of this page. It is important to remember that within the national reforms the training content underpinning this assessment and support service is delivered through the Early Career Framework. Find out more here.

 

School roles and responsibilities

From September 2021, schools are responsible for ensuring that Early Career Teachers (ECTs) receive a programme of training that allows them to understand and apply the knowledge and skills set out in the Early Career Framework (ECF).

In association with the Appropriate Body, schools are also required to assess ECTs against the Teaching Standards and will ultimately make a recommendation as to whether the ECT has completed the induction satisfactorily.

To download a PDF version of this document, click here.

The Headteacher

The headteacher is, along with the appropriate body, jointly responsible for the monitoring, support and assessment of the ECT during induction.

Early Career Framework-based training is expected to be embedded as a central aspect of induction; it is not an additional training programme. The headteacher is expected to ensure that ECTs receive a programme of training that enables the ECT to understand and apply the knowledge and skills set out in each of the ECF evidence (‘learn that’) statements and practice (‘learn how to’) statements.

The headteacher must ensure the induction tutor and mentor has the ability and sufficient time to carry out their role effectively. They are responsible for ensuring the ECT’s progress is reviewed regularly, including through observations of and feedback on their teaching and that assessments are carried out, reports completed and sent to the appropriate body. We are very mindful of workload and this should be done in the most streamlined and least burdensome way.

The headteacher is responsible for making a recommendation to the appropriate body on whether the ECT’s performance against the Teachers’ Standards is satisfactory or requires an extension at the end of their induction. They should act early, alerting the appropriate body when necessary, in cases where an ECT may be at risk of not completing induction satisfactorily. 

The SLT Induction Lead (ECF)

The SLT Induction Lead is essential to the success of the Early Career Framework (could be a role also undertaken by the Headteacher or a colleague with senior responsibilities). Having a supportive senior colleague in school is often the key to success for great teachers.

The SLT Induction lead has responsibility for ensuring the mentor and early career teacher have appropriate timetables to ensure that they can make the most of the programme. The ECT’s weekly self-directed study should be scheduled before the mentor interactions if possible, as these interactions follow on from this work. The ECT will need to attend two training sessions per half-term and you will need to consider this when creating the ECT’s timetable.

ECTs should continue to be registered with an appropriate body and will continue to adhere to the specific requirements of the appropriate body programme, including assessment requirements.

Whilst the mentor will monitor the progress of the ECT and their self-directed study in their weekly interactions, the SLT Induction lead role has overall responsibility for the success of the early career teacher’s CPD, including ensuring that the mentors and early career teachers engage with the ECF. It is recommended that the SLT Induction Lead carries out quality assurance activities across the year. These could include observation of the weekly interactions between the mentor and early career teacher and joint lesson observations of the early career teacher. 

The Induction Tutor (school assessment)

The headteacher should identify a person to act as the ECT’s induction tutor, to provide regular monitoring, guidance and support, and coordination of professional development and assessment. The induction tutor is expected to hold QTS and have the necessary skills, knowledge and time 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 to be the induction tutor. The induction tutor is a separate role to that of mentor.

It may, in some circumstances due to size of school or capacity, be necessary for the induction tutor to also act as the mentor

An ECT’s teaching is expected to be observed at regular intervals throughout their induction period to facilitate a fair and effective assessment of the ECT’s teaching practice, conduct and efficiency against the Teachers’ Standards. Observations of the ECT may be undertaken by the induction tutor or another suitable person from inside or outside the institution.

The induction tutor and the ECT must meet to review any teaching that has been observed, with arrangements for post-observation review meetings made in advance. Feedback from the observation should be provided in a prompt manner; it should be constructive, with a brief written record made on each occasion indicating where any development needs have been identified.

The induction tutor is expected to review the ECT’s progress against the Teachers’ Standards throughout the induction period, with progress reviews taking place in each term where a formal assessment is not scheduled. ECTs should have formal assessments carried out by either the headteacher or the induction tutor with input from other colleagues as appropriate (normally one at the end of term three and one at the end of term six, or pro rata for part-time staff). The induction tutor should inform the ECT following progress review meetings of the determination of their progress against the Teachers’ Standards and share progress review records with the ECT, headteacher and appropriate body.

The induction tutor should ensure that all monitoring and record keeping is done in the most streamlined and least burdensome way, and that requests for evidence from ECTs do not require new documentation but draw on existing working documents.

Can the Induction Tutor also be the Mentor?

The mentor and the induction tutor 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 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.

Mentors should not carry out formal assessments unless they are also acting as the induction tutor.

The Mentor (Early Career Framework training, coaching and support)

The mentor has a key role in supporting the ECT during induction and is separate to the role of the induction tutor. They will 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.

Mentors are expected to engage with a series of group webinars and content familiarisation sessions which will be delivered virtually. Mentors are responsible for the delivery of a series of instructional coaching sessions with their Early Career Teachers. Full training will be provided by the Teaching School Hub.

The headteacher 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 meeting regularly with the ECT for structured mentor sessions to provide effective targeted feedback and attending mentor training where appropriate. Instructional coaching is a central and critical aspect of the mentoring role – one that can make a big difference to an ECT’s practice.

 

The role of the appropriate body

Appropriate bodies will now have a role in checking that early career teachers (ECTs) are receiving a programme of support and training based on the Early Career Framework (ECF). This sits alongside their historic role ensuring that new teachers receive their statutory entitlements and are fairly and consistently assessed.

Find out more in the government guidance for appropriate bodies.

ECF Fidelity Checks (core or school-led ECF only)

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).

For schools opting for our fully funded induction programme there are no checks required.

For schools opting to run the ECF themselves through a core or school-led induction programme a check is required. This check is referred to here 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. Schools must ensure that their induction complies with the expectation to offer full coverage of the ECF.

No charge

 

£350 one-off charge per school

What is involved?

Headteacher to complete a CIP Fidelity Check Form outlining how the school will deliver the ECT and mentor training sessions (termly breakdown of training sessions/sequence with reference to the lead provider’s core induction materials) and outlining how the self-directed study will be delivered and monitored.

Pre-Induction check 1 – check the school has designed an induction for the ECT with fidelity to the ECF

Review point 2- check school implementation of plans prior to the end of year one

Review point 3 - check school actual delivery of planned induction prior to final assessment

£350 per school – one off charge to include an initial curriculum check and two 0.5 day ‘on programme’ checks

£1,050 one-off charge per school

What is involved?

Headteacher to complete a SIP Fidelity Check Form(available to download at the bottom of this page). Must provide a clear breakdown of how the ECT(s) will receive training and mentoring to support every ECF ‘Learn that’ and ‘learn how to’ statement in sufficient depth and breadth, and with robust evidence-based rationales for how the framework has been translated into an ECF-based tra­­­­ining programme. Set out a two-year curriculum/sequence and schedule.

Pre-Induction check 1 – check the school has designed an induction for the ECT with fidelity to the ECF (greater scrutiny)

Review point 2 - check school implementation of plans prior to the end of year one

Review point 3 - check school actual delivery of planned induction prior to final assessment

£1,050 per school – one off charge to include two days curriculum/sequence/evidence check and two 0.5 day ‘on programme’ checks

Please click here or scroll down to the bottom of this page to download this one-page summary for schools:

 

Where schools opt for the Full Induction Programme, which includes materials and funded training, the appropriate body does not need to carry out ECF fidelity checks. This is because the providers of Full Induction Programmes will already be subject to separate quality assurance through Ofsted and contract management to ensure their training provides fidelity to the ECF.

Where schools deliver induction through a Core Induction Programme (CIP) or choose to design their own school-based induction programme (SIP) using the Early Career Framework, additional quality assurance will be necessary in order to safeguard ECT 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. 

Frequently asked questions

What arrangements are made for part-time ECTs?

Our appropriate body has the ability to reduce the induction period for ECTs who are completing induction on a part-time basis. We should only consider granting a reduction and bringing forward the final assessment point either in advance of induction starting or once the ECT has completed a period covering but not equivalent to two school years.

For example:

An ECT starting induction in September 2021 and working 0.5FTE would ordinarily be expected to complete a four-year induction finishing in summer 2025, but can be considered for a reduction in summer term 2023.

A prerequisite for considering reduction past the two-year point will be that the ECT is considered to be meeting the Teachers’ Standards. In making this decision, our team will consult the headteacher and must always gain the agreement of the teacher concerned.

It is for the school and appropriate body to decide in each individual case the length of the induction period required which is fair and takes full account of the ECT’s working pattern.

Can the two-year induction period be reduced?

It takes time to develop the skills needed for a successful career in teaching which is why all ECTs are entitled to a two-year induction programme. 

As set out in the Induction statutory guidance, in exceptional individual cases, a headteacher or ECT might request a reduced induction period on the basis that the ECT meets the Teachers’ Standards. This will need to be evidenced, and SFET will consider whether the ECT has significant experience teaching whole classes to the relevant standards. This could include teachers who have taught in the independent sector or who have gained QTS via the assessment-only route (for part-time ECTs please see section above).

The minimum period that can be counted towards completion of the induction period (for both full-time and part-time ECTs) is continuous employment equivalent to one term (based on an institution that operates three terms in a school year). This applies to both permanent and long-term supply teaching posts. It also reflects the need for each ECT to work in a stable environment and receive a supported and pre-planned induction programme. In addition, it is important that the ECT is in post long enough to be able to receive sufficient monitoring and feedback and prepare for a fair and reasonable assessment of their performance. It would be very difficult to do this against all of the Teachers’ Standards over a period of less than one term

SFET can therefore reduce the length of the induction period to a minimum of one term (at our discretion). In making this decision, we will consult the headteacher (as to whether the ECT is meeting the Teachers’ Standards) and must always gain the agreement of the ECT.

Reductions to the length of induction are only be granted in exceptional circumstances and are likely only to be appropriate for ECTs who have significant experience of teaching whole classes. Our appropriate body will carefully consider what evidence is appropriate for demonstrating significant teaching experience. This could include:

  • referrals from previous employers confirming the type and length of teaching experience
  • performance management records or other documentation from previous employers
  • a written submission from the headteacher or ECT addressing how previous teaching experience was significant and how it met the Teachers’ Standards

In cases where a reduction has been agreed, only the final assessment meeting and report will be required with the headteacher's recommendation. 

Any reduction to the induction period should only be made on the basis that the ECT has met the relevant standards and we will be particularly mindful of any ECT being denied their entitlement to a two-year induction unnecessarily. If a teacher wishes to serve the full induction period they must be permitted to do so. Reductions to induction should never be used because the school does not have the resource to offer a full-length induction.

If SSF SCITT awarded QTS can we still use SFET Appropriate Body services?

Yes.

As the SFET Teaching School Hub is part of our MAT this is permitted (unless employed by South Farnham School).

Is the Early Career Framework used for assessment of induction?

No.

The Early Career Framework is not an assessment framework and should not be used for assessment by an appropriate body.

Assessment remains against the Teachers' Standards.

Do we have to attend all clinics?

No. 

Clinics are optional and enable ECTs and mentors to gain additional support throughout the year alongside colleagues from other schools.

Our dedicated team are ready to provide assistance as and when you need it, so there is no need to wait for a clinic if you have a question or require support.

You can contact Jackie Blackwood (jblackwood@sfet.org.uk) or the SFET Teaching School Hub team on 01252 986890 (tshub@sfet.org.uk). 

How does an ECT complete Induction?

Following a final assessment point, if SFET appropriate body decide that an ECT’s performance has satisfactorily met the relevant standards, then they have satisfactorily completed their induction period.

What happens if an extension is required?

If SFET's appropriate body decide that an ECT’s performance has not satisfactorily met the relevant standards then SFET must decide either to fail or extend the ECT’s induction.

An appropriate body can expect the ECT’s final formal assessment to detail which of the relevant standards the ECT’s performance is considered to have been met or not met, and what evidence supports the headteacher’s recommendation. Each of the Teachers’ Standards has underlying bullet points which may help frame the assessment for the school, as well as prevent evidence that is too detailed or not relevant to the standards.

SFET will help ensure that evidence gathering for assessment is not too burdensome for the ECT and school. Nevertheless, SFET might find it difficult to make an informed decision where a school has not provided sufficient detail or sufficient evidence, or where we have not been assured that the school has a fair and appropriate approach to assessment. In such cases we may request to see additional detail or evidence that supports the headteacher’s recommendation.

All decisions must take into account the headteacher’s recommendation and any written representations from the ECT. Each case must be decided on its own merits, but situations where extending an induction is reasonable could include:

  • the ECT’s induction period has been disrupted due to personal crises, illness, or disability
  • the ECT has not received the necessary support during induction
  • there is insufficient evidence for an informed decision to be made about whether the ECT’s performance against the Teachers’ Standards is satisfactory

Failure to successfully complete an induction period will prevent the ECT being employed as a teacher in any school where statutory induction is mandatory and nor are they able to repeat induction. The employing school and SFET must bear these facts in mind before making a decision not to extend the induction and instead to fail the induction.

Except in cases of significant absence which lead to an induction being extended automatically (where absences total 30 days within one year), there is no prescribed length for extensions. SFET can consider what length of extension is reasonable in order for the ECT to meet the relevant standards, again by taking into account all the available evidence, including the headteacher’s recommendation and any written representations from the ECT (these last two must be taken into account). A single term may be considered a sufficient extension for early career teachers who are deemed very close to satisfying the Teachers’ Standards.

There is no prescribed length of extension - this will be agreed by SFET. If the ECT moves employment then a minimum of one term will apply.

SFET will be required to check that ECTs serving an extended induction continue to receive the relevant timetable reduction.

If an ECT (NQT) started induction before 1st September 2021, do they need to complete the new two-year induction/ECF?

No.

These ECTs (NQTs) will complete the three term induction period that they started. The changes to induction apply to all ECTs who start their induction on or after 1st September 2021.

ECTs who, on 1 September 2021, had started but not completed their induction, hereafter referred to as ‘the pre-September 2021 cohort’ have until 1 September 2023 to complete induction within three terms. The pre-September 2021 cohort should continue to have regard to previous statutory guidance, last revised in April 2018 (click here). 

What happens if an ECT fails induction?

An ECT has only one chance to complete statutory induction.

An ECT who has completed induction, and is judged to have failed to meet the Teachers’ Standards at the end of their induction period, is not permitted to repeat induction. 

If SFET appropriate body decides that the ECT has failed to complete their induction period satisfactorily, they will inform the ECT of their right to appeal against this decision, with the name and address of the Appeals Body (the Teaching Regulation Agency), and the deadline for submitting an appeal. The ECT must notify the Teaching Regulation Agency that they wish to appeal the decision within 20 working days, after which the right of appeal expires except in exceptional circumstances.

An ECT working in a relevant school who has failed induction must be dismissed within ten working days of them giving notice that they do not intend to exercise their right to appeal, or from when the time limit for making an appeal expires without an appeal being brought. If the ECT’s appeal is heard, and they have been judged as having failed induction, the employer should dismiss the ECT within ten working days of being told of the outcome of the hearing.

While such an ECT does not lose their QTS, they cannot be employed lawfully as a teacher in a relevant school, including any post where they would carry out specified work. Their name is included on the list of persons, held by the Teaching Regulation Agency, who have failed to satisfactorily complete an induction period.

Are there institutions where induction cannot be served?

Workplaces which cannot offer statutory induction are:

  • a secure training centre
  • a secure children’s home
  • a school requiring special measures (i.e. one which is eligible for intervention under section 62 of the Education and Inspections Act 2006), except in cases where Ofsted have judged a school, or part of a school, to be suitable to host induction
  • an FE institution where, following an Ofsted inspection, it is reported that the overall effectiveness of the institution, or part of its education or training, has been judged to be inadequate (category 4) except in cases where Ofsted has judged the institution or part of the institution to be suitable to host induction

Relevant schools and academies can continue to host induction where a teacher was employed on an employment-based initial teacher training scheme in the school prior to gaining QTS, or had already started an induction period in the setting, before it entered special measures. SFET should be satisfied that such circumstances will not unfairly compromise the ECT’s ability to complete induction successfully.

What arrangements do post-16 institutions need to make?

An FE institution, sixth-form college or 16–19 academy wishing to offer an ECT a post in which to serve a statutory induction period is expected to:

  • ensure that normally no more than 10% of the ECT’s teaching in the FE institution is devoted to teaching classes predominantly consisting of pupils aged 19 and over.
  • enable the ECT to develop a sound knowledge and understanding of day-today practices and the role of a teacher in a school; ECTs should spend the equivalent of at least ten days teaching children of compulsory school age in a school during their induction.
  • make every effort to provide the ECT with up to a further 15 days’ experience in a school setting.

What are the 'reduced timetable' requirements?

The headteacher/principal must ensure that the ECT has a reduced timetable.

In the first year (terms 1-3) of induction an ECT must not teach more than 90% of the timetable of the school’s existing teachers on the main pay range and in the second year (terms 4-6) of induction must not teach more than 95%.

This time off timetable should be used to specifically enable ECTs to undertake activities in their induction programme.

This is in addition to the timetable reduction in respect of planning, preparation and assessment time (PPA) that all teachers receive.

ECTs in independent schools, academies and free schools, BSOs, independent nursery schools and FE colleges must also have a reduced timetable on a comparable basis.

What happens if an ECT leaves a post during induction?

When an ECT leaves a post after completing one term or more in an institution but before the next formal assessment would take place, the induction tutor or headteacher is expected to complete an interim assessment. This is expected to take place before the ECT leaves their post to ensure that the ECT’s progress and performance since the last assessment are captured. This is especially important where concerns about progress may have arisen. The information recorded on the interim assessment report will help to ensure that induction can be continued effectively in any subsequent post. This is also required if the ECT leaves during their final term of induction.