ECT Induction support (formerly NQT)

In November, the DfE published a response to the consultation on Appropriate Body (AB) reform (opens new window) and induction assessment.

The following information, taken from a DfE briefing pack, has been adapted for Norfolk schools by the partners listed in the 'key contacts' section below. It summarises:

• What you need to know about what is changing with AB services
• What actions you must take to support the induction of Early Career Teachers (ECTs) going forward

What you need to know

1. Teaching School Hubs (TSH) will become the main provider of AB services from September 2024 (except for specialist ABs for some independent and overseas schools).
2. Local Authorities (LAs) will withdraw from their AB role in two stages.
   • From September 2023 they will not take on any new ECTs.
   • From September 2024 they will cease operating as ABs.

   This should allow the majority of ECTs who began induction in September 2022 to complete their induction with their current AB without the need to transfer.

3. From September 2023, all new ECTs need to be registered with a TSH AB.
4. Schools will also need to ensure that any ECTs who are registered with an LA AB and who do not complete their induction by September 2024 are then transferred to a TSH AB. The partners listed below will work with schools in such circumstances closer to September 2024 to support such transfers.
5. Norfolk LA AB ('Norfolk Appropriate Body' (NAB)), Inspiration and the Julian TSHs will work together to minimise mid-induction transfers of ECTs between now and September 2024, while continuing to collaborate to ensure consistency of induction support across the region. In preparation for September 2023, both Inspiration and Julian TSHs will:
   • Coordinate and encourage schools to use their local TSH for AB.
   • Scale up their capacity in response to NAB's phased withdrawal from the AB sector.

Timetable of changes

• ECTs registered 2022 - no change
• ECTs registered from January 2023 - encouraged to be registered with a local TSH
• ECTs registered from September 2023 - will no longer have the option to register with NAB

Actions you must take

1. From September 2023, use a TSH AB for all new ECT registrations. A reminder of the areas that each of the areas that the two Norfolk TSHs cover:
   • Inspiration TSH serves Breckland, Great Yarmouth, South Norfolk and Waveney.
   • Julian TSH serves Broadland, King's Lynn and West Norfolk, North Norfolk and Norwich.
2. If currently accessing AB services from a local authority - or via National Teacher Accreditation (NTA) - talk to your AB at the earliest opportunity to confirm plans i.e. which TSH AB you will use going forward.
3. Keep any ECTs registered with NAB or NTA prior to September 2023 with that AB until they complete induction (or until September 2024, whichever is sooner).
4. Where relevant, give permission to your current AB to share relevant information with your next AB. For schools currently using NAB, this is already covered through the terms and conditions which you agreed to at the point of registration.

Key contacts

Inspiration Teaching School Hub

Contact name: Carmel Greene
Contact email : inspirationteachinghub@inspirationtrust.org
Website : www.inspirationteachingschoolhub.org

The Julian Teaching School Hub

Contact name: Ben Serruys
Contact email : julian-tsh@ndhs.org.uk
Website : www.thejulian-tsh.org.uk

Norfolk Local Authority

Contact name: Denise Beckett
Contact email : denise.beckett@norfolk.gov.uk
Website : www.schools.norfolk.gov.uk

Additional information

Two additional topics can be found on both TSH websites:

• An overview and rationale for the reforms
• An FAQ sheet

ECT induction policy

Per the DfE, it is a mandatory requirement for schools to have an ECT policy: see "Statutory policies for schools and academy trusts". We have developed this ECT Induction Policy (Word doc) [42KB] for you to 'personalise' as appropriate for your school.

From September 2021, the government has funded an entitlement for all Early Career Teachers (ECTs) in England to access high-quality professional development at the start of their career. New teachers will now receive development, support and training over two years instead of one, underpinned by the Early Career Framework (ECF).

This page outlines the ECF reforms, and also provides links to government information about ECF reforms, induction and training.

Early Career Framework reforms

From September 2021, statutory induction arrangements changed to the following:

Length of support

• Two years

Timetable reduction

• 10% reduced timetable in year one
• 5% reduced timetable in year two

Content

• Schools are expected to deliver an induction period that is underpinned by the Early Career Framework (ECF)

Roles of the Mentor and Induction Tutor

• Mentor - key role in supporting the ECT during induction
• Induction Tutor - regularly reviews progress, sets targets and completes assessments

For more details on these roles see ECT recruitment and support.

Assessment

• Assessed against the Teachers' Standards
• Regular progress reviews (terms 1, 2, 4, and 5)
• Two formal assessments - one midway through induction, and one at the end of induction

Funding

• Additional funding to deliver ECF training from the DfE

Role of the Appropriate Body (AB)

• Checking new teachers receive statutory entitlement and are fairly and consistently assessed
• Checking ECTs receive a programme of support and training based on the ECF
• To provide advice, support and guidance

GOV.UK information

Before recruiting an ECT, schools should:

• Read the updated statutory induction guidance (opens new window)
• Learn more about the three delivery approaches available to meet statutory requirements (see sections 2.39 and 2.40 under "Early Career Framework based training" on page 19 in the statutory induction guidance above)

See also the GOV.UK's information on induction, training and support for early career teachers (ECTs) (opens new window).

Early Career Framework induction and training - additional information

• For early career teachers (opens new window)
• For school leaders (opens new window)
• For mentors (opens new window)

What to consider before appointing an Early Career Teacher (ECT)

There are lots of benefits from employing ECTs:

• They bring new ideas
• They bring enthusiasm and energy
• They bring new, up to date skills and specialism's
• They can give existing staff opportunities to develop coaching and mentoring skills

However Inducting ECTs is not only a statutory requirement but also a huge commitment.

• Has your school got capacity to support an ECT?
• Is there a suitable tutor or mentor in school who has the capacity to fulfil the role and knows the statutory requirements for induction?
• Do you have teachers working in the same age group and or subject(s) whose practice is good or outstanding?
• Does the post fulfil the statutory requirements for induction?
• Have you got good school to school links to enable your ECT to observe practice in other settings?

Schools judged as 'requiring improvement' should consider carefully their capacity to support an ECT.

Is the post appropriate for an ECT?

The headteacher must ensure that the duties of the ECT, and the conditions under which the ECT works, are such as to enable there to be a fair and effective assessment of the ECT's performance and efficiency against the Teachers' Standards.

A suitable post for induction:

• Must have prior agreement with an Appropriate Body (AB) to quality assure (QA) the induction process.
• Must provide the ECT with the necessary employment tasks, experience and support to enable him or her to meet the Teachers' Standards by the end of the induction period
• Must provide the ECT with a reduced timetable to enable them to undertake activities in their induction programme in line with the requirements of the Early Career Framework (ECF)
• Must not make unreasonable demands upon the ECT
• Should not normally demand teaching outside the age range and/or subject(s) for which the ECT has been employed to teach
• Must not present the ECT, on a day-to-day basis, with discipline problems that are unreasonably demanding for the setting
• Must involve the ECT regularly teaching the same class(es)
• Must involve similar planning, teaching and assessment processes to those in which other teachers working in similar substantive posts in the institution are engaged
• Must not involve additional non-teaching responsibilities without the provision of appropriate preparation and support

Pre-induction checklist

WHAT to check and WHY check it: 

• The headteacher has provided a suitable post for induction
  • To ensure that the ECT has appropriate opportunity to complete induction
• The headteacher has verified that the award of Qualified Teacher Status (QTS) has been made
  • To ensure that 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
  • To ensure that 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
  • To ensure that 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
  • To ensure that 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 planning, preparation and assessment time (PPA)
  • To ensure that 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     
  • To ensure that the appropriate body can apply the required level of checks to ensure the ECT has access to a high-quality knowledge-based induction

Teachers trained and or under induction between 2019 and 2021

Schools should be aware that most of the teachers trained or undergone induction between 2019 and 2021 will have experienced some form of interruption. In most cases trainee placements were reduced, some significantly and at the point where trainees would have been increasing their teaching experience. Those teachers undergoing induction would have experienced lockdown and remote teaching impacting on the number of days in class.

When employing a teacher direct from training, it is important that references are sought from the Initial Teacher Training (ITT) providers along with details of the trainee's strengths, areas for development and experience during placements. Reports from ITT providers should identify areas for development which can form the basis for initial target setting.

Where ECTs have completed part of their induction in another setting

Ensure the following processes are in place:

• Check the date QTS was awarded and whether induction has begun elsewhere through the Teaching Regulation Agency's (TRA) Teacher Services database (opens new window)
• Ensure you get to see previous assessments and use them to form continued development plans
• Discuss their experience and expectations for continued induction
• Speak to the appropriate body on protocols for continued induction
• Place your ECT in a year group/subject where they have had previous experience
• Implement the school's own induction policy

Next steps when recruiting an Early Career Teacher (ECT)

• Review staffing in accordance with the statutory requirements (opens new window) for Induction Tutors and Mentors
• Register with an Appropriate Body (AB)
• Choose one of the three approaches to the Early Career Framework (ECF) training to engage with:
  • Funded provider led programme
  • Schools deliver own training using DfE accredited materials and resources
  • Schools design and deliver their own two-year induction programme

A graphic overview of this process is also available as a flowchart ("Steps to take on appointing an ECT") (PDF) [444KB] from the Julian Teaching School Hub.

Supporting your ECT

The recruitment process

Following a rigorous recruitment process will help your ECT thrive, fully develop and get the most out of induction. It should include:

• Obtaining up to date references from relevant professionals before appointment
• Ensure ECTs teach the age group/subject(s) they have been trained for
• Discuss placement experiences, including strengths and identified areas for development
• Obtain reports from the ECT's route into teaching

Roles and responsibilities

The Mentor and the Induction Tutor are two discrete roles with different responsibilities and should be held by different individuals

Induction Tutor

The Induction Tutor is a separate role to that of Mentor. In some circumstances this role may be carried out by the headteacher or principal.

• Provides regular monitoring and support
• Carries out formal assessments of the ECT's progress against the Teachers' Standards
• Makes rigorous and fair judgement of progress in relation to the Teachers' Standards
• Recognises when action is needed for an ECT experiencing difficulties

Mentor

This is a key role in supporting the ECT during induction. It is a supportive coaching role and should not be involved with judgements or assessment of the ECT against the Teachers' Standards.

• Regularly meets with ECT for structured mentor sessions
• Attends regular mentoring sessions
• Attends mentor training where appropriate
• Provides targeted feedback
• Ensures the ECT receives a high-quality ECF-based training programme
• Provides or brokers effective support
• Acts promptly where ECT is having difficulties

Both the Mentor and the Induction Tutor should hold Qualified Teacher Status (QTS) and are expected to be given adequate time to carry out their roles.

The following information has been adapted by the partners listed in the 'key contacts' section below from information provided by the DfE to be shared with schools.

Please note that references to 'schools' are intended to be read more broadly as all settings and institutions in which induction can be served.

What is changing when?

From 2024, TSHs will become the main provider of AB services (except for specialist ABs for some independent and overseas schools). Local Authorities (LAs) will withdraw from their AB role.

• From September 2023 they will not take on any additional ECTs.
• From September 2024 they will cease operating as ABs.

Schools need to work out:

• Whether they can/would prefer to keep ECTs starting induction in 2022/23 with their current AB until September 2024;
• Or they could move all existing ECTs to the new AB at the same time.

What if an ECT starts induction after September 2022, or if they work on a part-time basis or require an extension beyond 31st August 2024?

Any ECT registered with an LA AB who has not completed induction by 31st August 2024 will be required to transfer to another AB.

This is a defined cut off point beyond which LA ABs will no longer offer these services.

What choices do I have about when to transfer ECTs?

Schools who currently access AB services through a local authority or National Teacher Accreditation (NTA) will need to ensure that after September 2023 they register all new ECTs with a TSH AB.

If a school has already registered an ECT with an LA AB prior to September 2023, that LA AB can continue to offer AB services to that ECT until September 2024.

If an ECT is registered with an LA AB before September 2023 but does not complete their induction by September 2024, their school will need to ensure that the ECT is then transferred to a TSH AB from September 2024.

If I have an ECT starting in September 2023 who is already halfway through induction can I register them with an LA AB to complete their final year?

No, this will not be possible because LA ABs will not be able to make new registrations after 1 September 2022. All new registrations after this date will need to be with a TSH AB.

In the transition year 2023/24 are schools required to work with two ABs to avoid moving ECTs mid-year?

Schools are supported to make choices in the interests of their ECTs and wherever possible provide stability for them during induction.

Many respondents to the consultation called for a longer transition period so the majority of ECTs who began induction in September 2022 would have the option to avoid disruption by remaining with one AB through the course of their induction. For that reason, the Department extended the period LA ABs may operate with existing ECTs until September 2024.

Local options will vary according to LA capacity, and schools may need to make practical choices about how they access AB services. So, while stability for ECTs should be the priority wherever possible, schools currently accessing AB services from LAs are advised to discuss the options available to them locally.

Do I have to use a TSH AB in the future? What if I can't or don't want to work with my local TSH?

As part of this reform, schools will be encouraged to use the TSH that makes the most sense for their circumstances. For most schools it is anticipated that this will be their local TSH.

Do schools have to use the same TSH as their provider-led ECF-based training delivery partner and to provide their AB services?

No. Although many schools may choose to do this for efficiency, it is not a requirement for schools to use the same organisation for both services. The roles of training provider and AB are separate, and schools can receive these services from different organisations if they wish to. For example, if a school is satisfied with their current training provider, they can still access AB services from a different TSH AB or vice versa.

Why do different ABs charge different fees? Will I have to pay more?

Regulations only allow ABs to recover their costs in the fees they charge for AB services. It may be the case that some schools will not previously have been charged the full cost of providing these services as part of their AB fee, particularly where they may have accessed other services alongside or had funding arrangements with their LA. It is a matter for ABs to determine their fee structure according to their costs and operating models. New AB providers are guided so that their charges do not exceed the cost of supplying the service and should be agreed in advance with the school. TSHs will be supported by the Teaching School Hubs Council (TSHC) in considering their fee structure to reflect the reform and ensure value for money for schools. Julian and Inspiration TSH are working closely together and more widely across the region to ensure fair, consistent and sustainable pricing structures for the region's schools.

What if a local TSH doesn't have capacity to offer my school services?

From September 2023, (when LAs will not be able to claim new ECTs for AB services), every TSH will offer AB services so that every school has access to a TSH AB. Many LAs and TSHs are already working effectively in partnership to ensure a smooth, managed transition of AB services for schools in their areas.

While TSHs are in the process of increasing their capacity during transition, if some are unable to meet demand and offer services to all schools who approach them, they are expected to support schools to find suitable alternative AB provision with a neighbouring AB.

DfE is providing local area ECT data to all ABs to assist their transition and capacity planning and is working with the TSHC to ensure that the TSHs with the most capacity increase demands are supported.

What about independent schools? Which schools and types of institution can access AB services from a TSH?

The Department is clear the default expectation is that TSH ABs should meet local demand for AB services in their area and accept all ECTs when approached regardless of the induction routes the ECTs are on or the type of school or institution they are from. TSH ABs are expected to be prepared to offer services to all schools and settings that are eligible to offer statutory induction, including fee-paying independent schools.

If a TSH, during the transition period, is unable to take on any new ECTs because of capacity challenges, then they will be expected to support the school who approached them to find an alternative provision with a neighbouring TSH as a temporary capacity backstop.

Do schools have to be signed up to a provider-led ECF-based training programme to receive AB services from a TSH?

No. Since all ECTs must be registered with an AB before induction can commence, whether this is induction via the DfE-funded programme or any other route, it is vital they can access AB services. The Department is clear the default expectation is that TSH ABs should meet local demand for AB services in their area and accept all ECTs when approached regardless of the induction routes the ECTs are on or the type of school they are from. TSH ABs should be prepared to offer services (including ECF fidelity checking for non-funded ECF-based programmes) regardless of the type of ECF-based training a school chooses to deliver.

Why are TSHs best placed to do the AB role longer term?

The Department is committed to improving the quality and consistency of AB services.

TSHs offer national coverage through their network of 87 TSHs, they play a significant role in the delivery of DfE-funded ECF-based induction programmes, and each TSH is held accountable against key performance indicators through their formal agreements with the Department.

This makes TSHs ideally placed to offer high-quality and consistent AB services. The Department intends to work closely with the TSHC to build capacity in and encourage consistency across ABs, ensuring all schools have access to high quality AB services.

What happens to induction records after LAs cease to be ABs - what is their responsibility regarding the data they hold? Can they share this with my new TSH AB?

As part of their duties in providing AB services, organisations agree to hold ECT data for a minimum of six years in line with GDPR requirements. It remains the responsibility of the AB that provided these services to keep these records of the ECTs that they offered services to regardless of whether the organisation continues to function as an AB.

For any ECTs transferring to a new AB before they complete induction, schools and ECTs may be asked by their current/previous AB to provide permission to share information with their new AB. Schools are encouraged to provide the necessary permissions around data when requested, to facilitate a well-supported transition for any ECTs moving AB during their induction.

How do I set up my school's Early Career Framework training programme with the DfE's digital service?

To sign up to a provider-led programme for ECF-based training in their school, or sign up to access accredited materials, nominated induction tutors must set up their programme through DfE's online Manage training for early career teachers service. Induction tutors need to have been nominated or sent sign in details to access this service.

For more information on DfE's online service and how to get an account, please visit the GOV.UK's "How to access this service" page.

Where can I get more information?

For information about your local appropriate body services or moving to a new AB, please speak to your current AB in the first instance. All LA and TSHs have been tasked with working together on transition planning and will be able to provide coordinated information about how long local LA AB services are available for and what TSH AB options are available to schools in their area. You can also contact your local TSH directly (see below).

Key contacts

Inspiration Teaching School Hub

Contact name: Carmel Greene
Contact email : inspirationteachinghub@inspirationtrust.org
Website : www.inspirationteachingschoolhub.org

The Julian Teaching School Hub

Contact name: Ben Serruys
Contact email : julian-tsh@ndhs.org.uk
Website : www.thejulian-tsh.org.uk

Norfolk Local Authority

Contact name: Denise Beckett
Contact email : denise.beckett@norfolk.gov.uk
Website : www.schools.norfolk.gov.uk

The following information has been adapted by the partners listed in the 'key contacts' section below from information provided by the DfE to be shared with schools.

Appropriate Bodies (ABs) play a vital statutory role quality assuring induction, ensuring Early Career Teachers (ECTs) receive statutory entitlements during induction, and are fairly and consistently assessed against the Teachers' Standards.

It is essential to the successful delivery of induction reforms that ABs are fit for purpose and accountable, and that there is greater consistency of quality in the AB services that schools receive. It is recognised that many ABs have significant experience and expertise and show great commitment to their ECTs and schools. However, the responses to the consultation provided further evidence that variation in quality and approach is currently an issue across ABs. Thus, the key rationale for the reforms is based on the need to find a cost effective way to introduce greater quality assurance of the AB sector.

The Department has a formal agreement in place with each TSH and holds them to account against key performance indicators. This relationship with TSHs provides an existing mechanism through which to introduce robust quality assurance without the need to set up a costly and duplication quality assurance or accreditation system.

The Department recognises that schools provided a variety of responses to the consultation, some of which raised their concerns about local authorities losing the AB role. The Department is grateful to all respondents who took the time to share their views and highlight potential issues, particularly around minimising the impact on ECTs. The phased transition that has been agreed in response is intended to ensure that for the majority of ECTs, schools have the option not to move those who already began induction in September 2022 to a new AB during their induction.

The Department is committed to ensuring ABs are supported to collaborate during this transition period to help schools make a smooth transition to new ABs where this is necessary.

A separate (external) document with answers to some common questions is linked here.

Key contacts

Inspiration Teaching School Hub

Contact name: Carmel Greene
Contact email: inspirationteachinghub@inspirationtrust.org
Website: www.inspirationteachingschoolhub.org

The Julian Teaching School Hub

Contact name: Ben Serruys
Contact email: julian-tsh@ndhs.org.uk
Website: www.thejulian-tsh.org.uk

Norfolk Local Authority

Contact name: Denise Beckett
Contact email: denise.beckett@norfolk.gov.uk
Website: www.schools.norfolk.gov.uk

Norfolk Appropriate Body

• Denise Beckett, Adviser, Appropriate Body and ECT Induction
  Tel: 01603 638003
  Email: denise.beckett@norfolk.gov.uk

Teaching School Hubs

TSHs have a significant role in the delivery of the Early Career Framework, NPQs, ITT and AB services.

• Inspiration TSH - inspirationteachinghub@inspirationtrust.org
• Julian TSH - julian-tsh@ndhs.org.uk

UEA : Local Partners for delivery of the Early Career Framework

Delivered via Capita with lead academic partner the University of Birmingham, using ECF materials from the Ambition Institute.

• David Board, Lecturer in Primary Education
  Tel: 01603 592319
  Email: ecf.info@uea.ac.uk
• David Jones, Lecturer in Primary Education
  Email: ecf.info@uea.ac.uk

More information (GOV.UK)

Appropriate bodies [statutory] guidance: induction and the early career framework (opens new window)

Induction for early career teachers (England) (opens new window)