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ECT Induction support (formerly NQT)

Early Career Teacher recruitment next steps and support

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


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.

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