Introduction
At Stoke Primary School we encourage the appointment of Early Career Teachers (ECTs) who are able to bring new and innovative ideas to our staff team.
This policy outlines the structured support in in place for ECTs throughout their two-year induction programme, following the UCL ECT framework. It should be read alongside statutory guidance available on the Department for Education (DfE) website.
Aims
- Implement a two-year ECT programme that meets statutory requirements outlined in the Early Career Framework (ECF).
- Provide a supportive induction process to equip ECTs with the skills and knowledge required to be effective teachers.
- Clarify the roles and responsibilities of all staff involved in supporting ECT.
This policy applies to ECTs who start their induction on or after 1 September 2021.
Legislation and statutory guidance
This policy is based on:
The ‘relevant standards’ referred to below are the Teachers’ Standards.
The ECT induction programme
The induction programme is structured around the ECF, ensuring that ECTs develop essential teaching skills.
- Before induction begins, the headteacher and the appropriate body must confirm that the post is suitable.
- A full-time ECT will complete induction over two academic years; part-time ECTs will complete an equivalent period.
- Up to one term of continuous employment in another post may count towards induction.
- The programme is quality assured by Coventry City Council Local Education Authority/UCL, our designated ‘appropriate body.’
Induction Requirements for ECTs
Each ECT will:
- Have the necessary tasks, experience, and support to meet the relevant standards.
- Be assigned an induction tutor and an induction mentor, both holding QTS.
- Have a reduced teaching timetable:
- Year 1: No more than 80% of a full-time teacher’s timetable.
- Year 2: No more than 85% of a full-time teacher’s timetable.
- Teach regular classes and participate in planning, teaching, and assessment.
- Not be assigned additional non-teaching responsibilities without proper preparation and support.
- Receive appropriate support in managing classroom discipline.
Support for ECTs
We provide structured support through:
- A designated induction tutor for monitoring, support, and assessment coordination.
- A dedicated induction mentor for structured mentoring sessions and feedback.
- Regular classroom observations with constructive feedback.
- Professional progress reviews each term (except in formal assessment terms).
- Opportunities to observe experienced teachers within or outside the school.
Assessment of ECT performance
Formal assessment meetings will occur in Term 3 (end of Year 1) and Term 6 (end of Year 2), conducted by the headteacher or induction tutor. Assessments are based on transparent evidence from progress reviews and the induction programme. Copies of the evidence relied on will be provided to the ECT and the appropriate body.
After each formal assessment meeting, a formal assessment report will be completed that clearly shows how the ECT is performing against the relevant standards. A formal assessment report is completed, signed by the headteacher, induction tutor, and ECT, and submitted to the appropriate body. The ECT will add their own comments, reflecting on the progress they have made.
A copy of the formal assessment report will then be sent to the appropriate body. The final assessment report will be sent within 10 working days of the meeting. The final assessment determines whether the ECT has met the relevant standards.
If an ECT leave mid-year, an interim assessment will capture progress.
At-Risk Procedures
If it becomes clear during a termly progress review or at the first formal assessment point that the ECT is not making sufficient progress, additional monitoring and support measures will be put in place immediately, meaning:
- Areas needing improvement will be identified.
- Appropriate objectives are set to guide the ECT towards satisfactory performance against the relevant standards.
- Progress reviews and assessment will be shared with the appropriate body for oversight.
If there are concerns about the ECT’s progress during their subsequent progress reviews or formal assessment, as long as it is not the final formal assessment, the induction tutor or headteacher will discuss this with the ECT.
Roles and Responsibilities
Role of the ECT
The ECT will:
- Provide evidence of QTS and eligibility for induction.
- Meet with their induction tutor at the start of the programme to set priorities, keeping these under review.
- Agree with their induction tutor how best to use their reduced timetable allowance and guarantee engagement with their ECF-based induction.
- Provide evidence of their progress against the relevant standards.
- Participate fully in the monitoring and development programme.
- Participate in scheduled classroom observations, progress reviews and formal assessment meetings.
- Agree with their induction tutor the start and end dates of the induction period, and the dates of any absences from work during the period.
- Keep copies of all assessment reports.
When the ECT has any concerns, they will:
- Raise these with their induction tutor as soon as possible.
- Consult with their contact at the appropriate body at an early stage if there are difficulties in resolving issues with their induction tutor or within the school.
Role of the Headteacher
The headteacher will:
- Confirm ECT’s QTS and induction requirements.
- Assign an appropriate body and notify them of the ECT’s induction.
- Ensure a suitable post and effective ECF-based induction programme.
- Ensure the induction tutor is appropriately trained and has sufficient time to carry out their role effectively.
- Ensure the induction mentor is appropriately trained and has sufficient time to carry out their role effectively.
- Maintain and keep accurate records of employment that will contribute towards the induction period.
- Keep the governing body informed of ECT support and progress.
- Make a recommendation to the appropriate body on whether the ECT’s performance against the relevant standards is satisfactory.
- Keep all relevant documentation, evidence and forms on file for 6 years.
Role of the Induction Tutor
The induction tutor will:
- Provide guidance and structured support to the ECT (with the appropriate body where necessary)
- Conduct regular progress reviews throughout the induction period.
- Undertake two formal assessment meetings during the induction period, coordinating input from other colleagues as appropriate.
- Carry out progress reviews in terms where a formal assessment does not occur.
- Inform the ECT following progress reviews of their progress against the relevant standards, and share records with the ECT, headteacher and relevant body.
- Inform the ECT during the formal assessment meeting of the judgements to be recorded on their formal assessment record and invite the ECT to add their own comments.
- Ensure that the ECT’s teaching is observed, and feedback is provided.
- Ensure the ECT is aware of how they can raise concerns about their induction programme or their personal progress, both within and outside of the school.
- Take prompt, appropriate action if the ECT appears to be having difficulties.
Role of the Induction Mentor
The induction mentor will:
- Regularly meet with the ECT for structured mentor sessions to provide targeted feedback.
- Work with the ECT, and colleagues within the school who are involved in the ECT’s induction, to ensure the ECT receives a high-quality ECF-based programme.
- Provide, or arrange, effective support – including subject-specific, phase-specific, coaching and/or mentoring.
- Act promptly and appropriately if the ECT appears to be having difficulties.
Role of the Governing Board
The governing board will:
- Ensure compliance with statutory guidance on ECT induction.
- Be satisfied that the school has the capacity to support the ECT.
- Ensure the headteacher is fulfilling their responsibility to meet the requirements of a suitable induction post.
- Investigate concerns raised by the ECT as part of the school’s grievance procedures.
- If it has any concerns or questions, seek guidance from the appropriate body on the quality of the induction arrangements and the roles and responsibilities of staff involved in the process.
- If it wishes, request general reports on the progress of the ECT on a termly basis.
