We will be hosting an in-depth discussion of the Early Career Framework reforms on Tuesday 27 April. We invite all interested parties to sign up now for “Early Career Framework – What You Need to Know” 


Developing the next generation of teachers

Our Early Career Development Programme supports Early Career Teachers (ECTs) to develop the skills and confidence needed to flourish in the classroom. Designed to follow seamlessly from Initial Teacher Training, the 2 year fully-funded induction programme gives ECTs structured support based on the Early Career Framework and additionally provides for the training of in-school mentors. 

Early Career Development Programme

  Provides a solid evidence-based development programme for a long and successful career in teaching

  Delivers vital support at a critical stage in a teacher's career allowing for greater retention of staff

  Includes a development programme for in-school mentors facilitating the sharing of experience and best practice

  Fully funded by the DfE with flexible non-onerous delivery schedule

  Delivered by the leading provider of school leadership CPD 

Why Best Practice Network?

Our Early Career Development Programme team consists of experienced school leaders, academics, instructional designers and a highly professional and motivated candidate support team.

The team has been involved in the Early Roll Out phase of the Early Career Framework and we are poised to begin a full national rollout of our Early Career Development Programme offer. Our team is made up of:

  NLEs, Teaching school directors, practising and retired headteachers, HEIs and Research Schools

  Schools involved in the Early Roll Out phase, giving us the inside track on what worked and what didn’t work during the pilots 

  A passionate and enthusiastic candidate support team who are on-hand to provide expert support

Our Impact

The Outstanding Leaders Partnership has trained over 12,000 school leaders since 2017 and together with Best Practice Network is the leading training provider to education professionals in England.

We are the leading provider of National Professional Qualifications and offer school leader and early years apprenticeships, Early Years Initial Teacher Training, NASENCo, HLTA, and School Business Manager programmes. We are excited to be able to add Early Career Teacher Induction training to our programme delivery offer.

 We exceed a 93% pass rate across all our programmes

  We have exceeded DfE metrics for the NPQs for school leaders for the last 5 years – see metrics here

  97% of candidates would recommend us to a colleague

Support for Early Career Teachers

The Early Career Development Programme has been designed with the Early Career Teacher in mind. The first years of a teacher's career are vitally important for professional development and the best time to develop good habits and effective teaching strategies.

Flexibly delivered with the time constraints of an Early Career Teacher in mind, the programme comprehensively delivers all the content of the Early Career Framework and slots neatly into the schedule of an early career teacher.

  Face-to-face and online webinars with leading experts

  Regular meetings with an in-school mentor 

  Self-study featuring rich multimedia content including videos, practical tasks and discussion activities

Early Career Teacher Schedule

Flexibly delivered  through a combination of online webinars, face-to-face events and self-study, the programme slots neatly into the schedule of an early career teacher.

Annual Induction Conference to engage ECTs with ECF content and initiate motivation and learning networks

Half-termly 1-hour facilitated online training sessions

Half-termly 1-hour facilitated face-to-face sessions

Groups can be based on geography, phase or school delivery partner

9 modules based on the Teachers’ Standards

In-school mentor support and challenge for two years

Mentor Schedule

We work with in-school mentors to equip them with the necessary tools to fully support ECTs.  Our mentoring programme ensures that mentors are proficient in all aspects of the ECF and develops mentoring and coaching techniques that will enable them to support and challenge ECTs. These highly-trained mentors will play a key role in the development of ECTs and the transferable skills learned will produce long lasting benefits for mentors' schools and colleagues.

Introduces the ONSIDE and CEDAR Mentoring models, illustrating their use and impact

Mentors meet the National Standards for school-based Mentors

Mentors complete a skills audit, identifying gaps in knowledge which can be addressed before undertaking the mentor role

Early Career Framework

The content of the framework and its underpinning evidence has been independently assessed and endorsed by the Education Endowment Foundation (EEF). The ECF establishes two types of content that ECTs should learn:

Key evidence statements are prefaced by ‘learn that…’ and are drawn from high quality evidence from the UK and overseas. Full references are available in the ECF document. These statements are numbered by the standard within the ECF to which they apply, followed by a trailing number (e.g., statement 1.4 is drawn from Standard 1 and states that teachers will ‘learn that…setting clear expectations can help communicate shared values that improve classroom and school culture.’ These are referred to throughout the programme materials as ‘learn that…’ statements).

Practice statements are prefaced by ‘learn how to…’ and are drawn from both research and guidance from experts in the sector. These statements are numbered by the standard to which they apply, followed by a trailing letter (e.g., statement 1a is also drawn from Standard 1 and states that teachers will ‘learn how to communicate a belief in the academic potential of all pupils, by using intentional and consistent language that promotes challenge and aspiration’). These are referred to throughout the programme materials as ‘learn how to…’ statements.

High Expectations (Standard 1 – Set high expectations)
Learn that… Learn how to…
1. Teachers have the ability to affect and improve the
wellbeing, motivation and behaviour of their pupils.
2. Teachers are key role models, who can influence the
attitudes, values and behaviours of their pupils.
3. Teacher expectations can affect pupil outcomes; setting
goals that challenge and stretch pupils is essential.
4. Setting clear expectations can help communicate
shared values that improve classroom and school
culture.
5. A culture of mutual trust and respect supports effective
relationships.
6. High-quality teaching has a long-term positive effect on
pupils’ life chances, particularly for children from
disadvantaged backgrounds.

Communicate a belief in the academic potential of all pupils,
by:
• Using intentional and consistent language that promotes challenge and aspiration.
• Setting tasks that stretch pupils, but which are achievable, within a challenging curriculum.
• Creating a positive environment where making mistakes and learning from them and the need for effort and perseverance are part of the daily routine.
• Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes).


Demonstrate consistently high behavioural expectations, by:
• Creating a culture of respect and trust in the classroom that supports all pupils to succeed (e.g. by modelling the types of courteous behaviour expected of pupils).
• Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).
• Applying rules, sanctions and rewards in line with school policy, escalating behaviour incidents as appropriate.
• Acknowledging and praising pupil effort and emphasising progress being made.

Notes

Learn that… statements are informed by the best available educational research; references and further reading are provided below.

Learn how to… statements are drawn from the wider evidence base including both academic research and additional guidance from expert practitioners.

How Pupils Learn (Standard 2 – Promote good progress)
Learn that… Learn how to…
  1. Learning involves a lasting change in pupils’ capabilities or understanding.
  2. Prior knowledge plays an important role in how pupils learn; committing some key facts to their long-term memory is likely to help pupils learn more complex ideas.
  3. An important factor in learning is memory, which can be thought of as comprising two elements: working memory and long-term memory.
  4. Working memory is where information that is being actively processed is held, but its capacity is limited and can be overloaded.
  5. Long-term memory can be considered as a store of knowledge that changes as pupils learn by integrating new ideas with existing knowledge.
  6. Where prior knowledge is weak, pupils are more likely to develop misconceptions, particularly if new ideas are introduced too quickly.
  7. Regular purposeful practice of what has previously been taught can help consolidate material and help pupils remember what they have learned.
  8. Requiring pupils to retrieve information from memory, and spacing practice so that pupils revisit ideas after a gap are also likely to strengthen recall.
  9. Worked examples that take pupils through each step of a new process are also likely to support pupils to learn.


Avoid overloading working memory, by:
• Taking into account pupils’ prior knowledge when planning how much new information to introduce.
• Breaking complex material into smaller steps (e.g. using partially completed examples to focus pupils on the specific steps).
• Reducing distractions that take attention away from what is being taught (e.g. keeping the complexity of a task to a minimum, so that attention is focused on the content).


Build on pupils’ prior knowledge, by:
• Identifying possible misconceptions and planning how to prevent these forming.
• Linking what pupils already know to what is being taught (e.g. explaining how new content builds on what is already known).
• Sequencing lessons so that pupils secure foundational knowledge before encountering more complex content.
• Encouraging pupils to share emerging understanding and points of confusion so that misconceptions can be addressed.


Increase likelihood of material being retained, by:
• Balancing exposition, repetition, practice and retrieval of critical knowledge and skills.

• Planning regular review and practice of key ideas and concepts over time.
• Designing practice, generation and retrieval tasks that provide just enough support so that pupils experience a high success rate when attempting challenging work.
• Increasing challenge with practice and retrieval as knowledge becomes more secure (e.g. by removing scaffolding, lengthening spacing or introducing interacting elements).

Notes

Learn that… statements are informed by the best available educational research; references and further reading are provided below.

Learn how to… statements are drawn from the wider evidence base including both academic research and additional guidance from expert practitioners.

Subject and Curriculum (Standard 3 – Demonstrate good subject and curriculum
knowledge)
Learn that… Learn how to…
1. A school’s curriculum enables it to set out its vision for the knowledge, skills and values that
its pupils will learn, encompassing the national curriculum within a coherent wider vision for
successful learning.
2. Secure subject knowledge helps teachers to motivate pupils and teach effectively.
3. Ensuring pupils master foundational concepts and knowledge before moving on is likely to
build pupils’ confidence and help them succeed.
4. Anticipating common misconceptions within particular subjects is also an important aspect of
curricular knowledge; working closely with colleagues to develop an understanding of likely
misconceptions is valuable.
5. Explicitly teaching pupils the knowledge and skills they need to succeed within particular subject areas is beneficial.
6. In order for pupils to think critically, they must have a secure understanding of knowledgewithin the subject area they are being asked to think critically about.
7. In all subject areas, pupils learn new ideas by linking those ideas to existing knowledge,
organising this knowledge into increasingly complex mental models (or “schemata”); carefully sequencing teaching to facilitate this process is important.
8. Pupils are likely to struggle to transfer what has been learnt in one discipline to a new or unfamiliar context.
9. To access the curriculum, early literacy provides fundamental knowledge; reading comprises two elements: word reading and language comprehension; systematic synthetic phonics is
the most effective approach for teaching pupils to decode.
10. Every teacher can improve pupils’ literacy, including by explicitly teaching reading, writing
and oral language skills specific to individual disciplines.


Deliver a carefully sequenced and coherent curriculum, by:
• Identifying essential concepts, knowledge, skills and principles of the subject and providing opportunity for all pupils to learn and master these critical components.
• Ensuring pupils’ thinking is focused on key ideas within the subject.
• Working with experienced colleagues to accumulate and refine a collection of powerful analogies, illustrations, examples, explanations and demonstrations.
• Using resources and materials aligned with the school curriculum (e.g. textbooks or shared resources designed by experienced colleagues that carefully sequence content).
• Being aware of common misconceptions and discussing with experienced colleagues how to help pupils master important concepts.


Support pupils to build increasingly complex mental models, by:
• Discussing curriculum design with experienced colleagues and balancing exposition, repetition, practice of critical skills and
knowledge.
• Revisiting the big ideas of the subject over time and teaching key concepts through a range of examples.
• Drawing explicit links between new content and the core concepts and principles in the subject.

Develop fluency, by:
• Providing tasks that support pupils to learn key ideas securely (e.g. quizzing pupils so they develop fluency with times tables).
• Using retrieval and spaced practice to build automatic recall of key knowledge.

Help pupils apply knowledge and skills to other contexts, by:
• Ensuring pupils have relevant domain-specific knowledge, especially when being asked to think critically within a subject.
• Interleaving concrete and abstract examples, slowly withdrawing concrete examples and drawing attention to the underlying structure of
problems.


Develop pupils’ literacy, by:
• Demonstrating a clear understanding of systematic synthetic phonics, particularly if teaching early reading and spelling.
• Supporting younger pupils to become fluent readers and to write fluently and legibly.
• Teaching unfamiliar vocabulary explicitly and planning for pupils to be repeatedly exposed to high-utility and high-frequency vocabulary in what is taught.
• Modelling reading comprehension by asking questions, making predictions, and summarising when reading.
• Promoting reading for pleasure (e.g. by using a range of whole class reading approaches and regularly reading high-quality texts to children).
• Modelling and requiring high-quality oral language, recognising that spoken language underpins the development of reading and writing (e.g. requiring pupils to respond to questions in full sentences, making use of relevant technical vocabulary).
• Teaching different forms of writing by modelling planning, drafting and editing.

Notes

Learn that… statements are informed by the best available educational research; references and further reading are provided below.

Learn how to… statements are drawn from the wider evidence base including both academic research and additional guidance from expert practitioners.

Classroom Practice (Standard 4 – Plan and teach well structured lessons)
Learn that… Learn how to…
  1. Effective teaching can transform pupils’ knowledge, capabilities and beliefs about learning.
  2. Effective teachers introduce new material in steps, explicitly linking new ideas to what has been previously studied and learned.
  3. Modelling helps pupils understand new processes and ideas; good models make abstract ideas concrete and accessible.
  4. Guides, scaffolds and worked examples can help pupils apply new ideas, but should be gradually removed as pupil expertise increases.
  5. Explicitly teaching pupils metacognitive strategies linked to subject knowledge, including how to plan, monitor and evaluate, supports independence and academic success.
  6. Questioning is an essential tool for teachers; questions can be used for many purposes, including to check pupils’ prior knowledge, assess understanding and break down problems.
  7. High-quality classroom talk can support pupils to articulate key ideas, consolidate understanding and extend their vocabulary.
  8. Practice is an integral part of effective teaching; ensuring pupils have repeated opportunities to practise, with appropriate guidance and support, increases success.
  9. Paired and group activities can increase pupil success, but to work together effectively pupils need guidance, support and practice.
  10. How pupils are grouped is also important; care should be taken to monitor the impact of groupings on pupil attainment, behaviour and motivation.
  11. Homework can improve pupil outcomes, particularly for older pupils, but it is likely that the quality of homework and its relevance to main class teaching is more important than the amount set.



Plan effective lessons, by:

• Using modelling, explanations and scaffolds, acknowledging that novices need more structure early in a domain.
• Enabling critical thinking and problem solving by first teaching the necessary foundational content knowledge.
• Removing scaffolding only when pupils are achieving a high degree of success in applying previously taught material.
• Providing sufficient opportunity for pupils to consolidate and practise applying new knowledge and skills.
• Breaking tasks down into constituent components when first setting up independent practice (e.g. using tasks that scaffold pupils through meta-cognitive and procedural processes).


Make good use of expositions, by:
• Starting expositions at the point of current pupil understanding.
• Combining a verbal explanation with a relevant graphical representation of the same concept or process, where appropriate.
• Using concrete representation of abstract ideas (e.g. making use of analogies, metaphors, examples and non-examples).

Model effectively, by:
• Narrating thought processes when modelling to make explicit how experts think (e.g. asking questions aloud that pupils should considerwhen working independently and drawing pupils’ attention to links with prior knowledge).
• Making the steps in a process memorable and ensuring pupils can recall them (e.g. naming them, developing mnemonics, or linking to memorable stories).
• Exposing potential pitfalls and explaining how to avoid them.


Stimulate pupil thinking and check for understanding, by:
• Planning activities around what you want pupils to think hard about.
• Including a range of types of questions in class discussions to extend and challenge pupils (e.g. by modelling new vocabulary or asking pupils to justify answers).
• Providing appropriate wait time between question and response where more developed responses are required.
• Considering the factors that will support effective collaborative or paired work (e.g. familiarity with routines, whether pupils have the necessary prior knowledge and how pupils are grouped).
• Providing scaffolds for pupil talk to increase the focus and rigour of dialogue.

Notes

Learn that… statements are informed by the best available educational research; references and further reading are provided below.

Learn how to… statements are drawn from the wider evidence base including both academic research and additional guidance from expert practitioners.

Adaptive Teaching (Standard 5 – Adapt teaching)
Learn that… Learn how to…
1. Pupils are likely to learn at different rates and
to require different levels and types of support
from teachers to succeed.
2. Seeking to understand pupils’ differences,
including their different levels of prior
knowledge and potential barriers to learning, is
an essential part of teaching.
3. Adapting teaching in a responsive way,
including by providing targeted support to
pupils who are struggling, is likely to increase
pupil success.
4. Adaptive teaching is less likely to be valuable if
it causes the teacher to artificially create
distinct tasks for different groups of pupils or to
set lower expectations for particular pupils.
5. Flexibly grouping pupils within a class to
provide more tailored support can be effective,
but care should be taken to monitor its impact
on engagement and motivation, particularly for
low attaining pupils.
6. There is a common misconception that pupils
have distinct and identifiable learning styles.
This is not supported by evidence and attempting to tailor lessons to learning styles is
unlikely to be beneficial.
7. Pupils with special educational needs or
disabilities are likely to require additional or
adapted support; working closely with
colleagues, families and pupils to understand
barriers and identify effective strategies is
essential. 



Develop an understanding of different pupil needs, by:
• Identifying pupils who need new content further broken down.
• Making use of formative assessment.
• Working closely with the Special Educational Needs Co-ordinator (SENCO) and special education professionals and the Designated Safeguarding Lead.
• Using the SEND Code of Practice, which provides additional guidance on supporting pupils with SEND effectively.

Provide opportunity for all pupils to experience success, by:
• Adapting lessons, whilst maintaining high expectations for all, so that all pupils have the opportunity to meet expectations.
• Balancing input of new content so that pupils master important concepts.
• Making effective use of teaching assistants.

Meet individual needs without creating unnecessary workload, by:
• Making use of well-designed resources (e.g. textbooks).
• Planning to connect new content with pupils' existing knowledge or providing additional pre-teaching if pupils lack critical knowledge.
• Building in additional practice or removing unnecessary expositions.
• Reframing questions to provide greater scaffolding or greater stretch.

• Considering carefully whether intervening within lessons with individuals and small groups would be more efficient and effective than planning different lessons for different groups of pupils.


Group pupils effectively, by:
• Applying high expectations to all groups, and ensuring all pupils have access to a rich curriculum.
• Changing groups regularly, avoiding the perception that groups are fixed.
• Ensuring that any groups based on attainment are subject specific.

Notes

Learn that… statements are informed by the best available educational research; references and further reading are provided below.

Learn how to… statements are drawn from the wider evidence base including both academic research and additional guidance from expert practitioners.

Assessment (Standard 6 – Make accurate and productive use of assessment)
Learn that… Learn how to…
1. Effective assessment is critical to teaching because it provides teachers with information about pupils’ understanding and needs.
2. Good assessment helps teachers avoid being over-influenced by potentially misleading
factors, such as how busy pupils appear.
3. Before using any assessment, teachers should be clear about the decision it will be used to
support and be able to justify its use.
4. To be of value, teachers use information from assessments to inform the decisions they make; in turn, pupils must be able to act on feedback for it to have an effect.
5. High-quality feedback can be written or verbal; it is likely to be accurate and clear, encourage further effort, and provide specific guidance on how to improve.
6. Over time, feedback should support pupils to monitor and regulate their own learning.
7. Working with colleagues to identify efficient approaches to assessment is important; assessment can become onerous and have a
disproportionate impact on workload.



Provide high-quality feedback, by:
• Focusing on specific actions for pupils and providing time for pupils to respond to feedback.
• Appreciating that pupils’ responses to feedback can vary depending on a range of social factors (e.g. the message the feedback contains or the age of the child).
• Scaffolding self-assessment by sharing model work with pupils, highlighting key details.
• Thinking carefully about how to ensure feedback is specific and helpful when using peer- or self-assessment.

Make marking manageable and effective, by:
• Recording data only when it is useful for improving pupil outcomes.
• Working with colleagues to identify efficient approaches to marking and alternative approaches to providing feedback (e.g. using whole class feedback or well supported peer- and self-assessment).
• Using verbal feedback during lessons in place of written feedback after lessons where possible.
• Understanding that written marking is only one form of feedback.
• Reducing the opportunity cost of marking (e.g. by using abbreviations and codes in written feedback).
• Prioritising the highlighting of errors related to misunderstandings, rather than careless mistakes when marking.

Notes

Learn that… statements are informed by the best available educational research; references and further reading are provided below.

Learn how to… statements are drawn from the wider evidence base including both academic research and additional guidance from expert practitioners.

Managing Behaviour (Standard 7 – Manage behaviour effectively)
Learn that… Learn how to…
  1. Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment.
  2. A predictable and secure environment benefits all pupils, but is particularly valuable for pupils with special educational needs.
  3. The ability to self-regulate one’s emotions affects pupils’ ability to learn, success in school and future lives.
  4. Teachers can influence pupils’ resilience and beliefs about their ability to succeed, by ensuring all pupils have the opportunity to experience meaningful success.
  5. Building effective relationships is easier when pupils believe that their feelings will be considered and understood.
  6. Pupils are motivated by intrinsic factors (related to their identity and values) and extrinsic factors (related to reward).
  7. Pupils’ investment in learning is also driven by
    their prior experiences and perceptions of
    success and failure.




Develop a positive, predictable and safe environment for pupils, by:
• Establishing a supportive and inclusive environment with a predictable system of reward and sanction in the classroom.
• Working alongside colleagues as part of a wider system of behaviour management (e.g. recognising responsibilities and understanding the right to assistance and training from senior colleagues).
• Giving manageable, specific and sequential instructions.
• Checking pupils’ understanding of instructions before a task begins.
• Using consistent language and non-verbal signals for common classroom directions.
• Using early and least-intrusive interventions as an initial response to low level disruption.
• Responding quickly to any behaviour or bullying that threatens emotional safety.

Establish effective routines and expectations, by:
• Creating and explicitly teaching routines in line with the school ethos that maximise time for learning (e.g. setting and reinforcing expectations about key transition points).
• Practising routines at the beginning of the school year.
• Reinforcing routines (e.g. by articulating the link between time on task and success).

Build trusting relationships, by:
• Liaising with parents, carers and colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.
• Responding consistently to pupil behaviour.

Motivate pupils, by:
• Supporting pupils to master challenging content, which builds towards long-term goals.
• Providing opportunities for pupils to articulate their long-term goals and helping them to see how these are related to their success in school.
• Helping pupils to journey from needing extrinsic motivation to being motivated to work intrinsically.

Notes

Learn that… statements are informed by the best available educational research; references and further reading are provided below.

Learn how to… statements are drawn from the wider evidence base including both academic research and additional guidance from expert practitioners.

Professional Behaviours (Standard 8 – Fulfil wider professional responsibilities)
Learn that… Learn how to…
  1. Effective professional development is likely to be sustained over time, involve expert support or coaching and opportunities for collaboration.
  2. Reflective practice, supported by feedback from and observation of experienced colleagues, professional debate, and learning from educational research, is also likely to support improvement. 3. Teachers can make valuable contributions to the wider life of the school in a broad range of ways, including by supporting and developing effective professional relationships with colleagues.
  3. Building effective relationships with parents, carers and families can improve pupils’ motivation, behaviour and academic success.
  4. Teaching assistants (TAs) can support pupils more effectively when they are prepared for lessons by teachers, and when TAs supplement rather than replace support from teachers.
  5. SENCOs, pastoral leaders, careers advisors and other specialist colleagues also have valuable expertise and can ensure that appropriate support is in place for pupils.
  6. Engaging in high-quality professional development can help teachers improve.




Develop as a professional, by:
• Engaging in professional development focused on developing an area of practice with clear intentions for impact on pupil outcomes, sustained over time with built-in opportunities for practice.
• Strengthening pedagogical and subject knowledge by participating in wider networks.
• Seeking challenge, feedback and critique from mentors and other colleagues in an open and trusting working environment.
• Engaging critically with research and discussing evidence with colleagues.
• Reflecting on progress made, recognising strengths and weaknesses and identifying next steps for further improvement.

Build effective working relationships, by:
• Contributing positively to the wider school culture and developing a feeling of shared responsibility for improving the lives of all pupils within the school.
• Seeking ways to support individual colleagues and working as part of a team.
• Communicating with parents and carers proactively and making effective use of parents’ evenings to engage parents and carers in their children’s schooling.

• Working closely with the SENCO and other professionals supporting pupils with additional needs, making explicit links between
interventions delivered outside of lessons with classroom teaching.
• Sharing the intended lesson outcomes with teaching assistants ahead of lessons.
• Ensuring that support provided by teaching assistants in lessons is additional to, rather than a replacement for, support from the teacher.
• Knowing who to contact with any safeguarding concerns.

Manage workload and wellbeing, by:
• Using and personalising systems and routines to support efficient time and task management.
• Understanding the right to support (e.g. to deal with misbehaviour).
• Collaborating with colleagues to share the load of planning and preparation and making use of shared resources (e.g. textbooks).
• Protecting time for rest and recovery.

Notes

Learn that… statements are informed by the best available educational research; references and further reading are provided below.

Learn how to… statements are drawn from the wider evidence base including both academic research and additional guidance from expert practitioners.

What exactly does the funding cover?

From September 2021, the government is funding entitlement for all early career teachers in England to access high-quality professional development at the start of their career. New teachers will now receive development support and training over 2 years instead of one. The offer for early career teachers includes:
  • 2 years of new, funded, high-quality training
  • freely available high-quality development materials based on the early career framework
  • additional funding for 5% time away from the classroom for teachers in their second year
  • a dedicated mentor and support for these mentors
  • funding to cover mentors’ time with the mentee in the second year of teaching

Where can I find further details about what induction might include?

An overview of the changes to induction is available here, with full guidance to be published later this spring.

Who will be completing the induction sign off?

The Appropriate Body makes the final decision as to whether an Early Career Teacher’s performance is satisfactory against the Teachers’ Standards. In doing this, the Appropriate Body would draw on the recommendation of the headteacher/principal.

Is there a minimum requirement of CPD that NQTs must complete to pass induction?

The length of induction is being increased from one to two years. Judgements on whether an Early Career Teacher has successfully completed induction will continue to be made against the Teachers’ Standards and not against the ECF. Early Career Teachers will be entitled to 10% time-off timetable in year 1 and 5% time-off timetable in year 2 to complete induction activities.

What is meant by FIPs and CIPs?

FIP stands for Full Induction Programme and CIP stands for Core Induction Programme. More information on the Core and Full Induction Programmes is available here.

What is a 'Lead Provider’?

A ‘Lead Provider’ is a Provider who has been contracted by the DfE to deliver the National Roll-out of the ECF. There are six Lead Providers in total who will work with Delivery Partners to deliver the programme on a national scale. The Lead Providers are:


• Ambition Institute
• Best Practice Network
• Capita
• Education Development Trust
• Teach First
• UCL Institute of Education

Can you explain the rationale behind the decision to make the ECF a two-year process?

In a 2017 consultation on ‘Strengthening QTS and Improving Career Progression’, the DfE asked about how they could best support teachers at the start of their careers. The response was clear: there was more they could do to ensure Early Career Teachers experience a high quality, supportive induction.


They worked closely with the sector throughout the consultation process which included conducting user research with Early Career Teachers, Mentors and school leaders.

If schools find a programme is not working for their NQTs, do they have to remain with their existing provider?

If a school has any concerns about the delivery of the programme, they should raise this with either the Lead Provider or the Delivery Partner responsible for delivery.


The DfE expects participants that start on a programme to finish the programme they have started. However, for new cohorts of Early Career Teachers, schools can change from their existing provider.

Do Mentors lead the instructional coaching with Early Career Teachers?

The DfE expects Mentors to be involved in instructional coaching and will provide further details of the expectations around Mentor roles and responsibilities this spring.

Will there be some new guidance on the expectations and roles of the Appropriate Bodies?

Appropriate Bodies will play a central role in ensuring headteachers put in place a suitable ECF-based programme of support and training.

The DfE will publish more information including guidance for Appropriate Bodies in the spring.

After the first cycle of the ECF will the same Mentors be enrolled on the programme for future Early Career Teachers from September 2023?

Mentoring is a very important element of the induction process and it is the school's responsibility to ensure an appropriate Mentor is in place to provide support to effectively meet the needs of every Early Career Teacher.

High quality support will be available to Mentors, and funding will be provided to cover Mentors’ time with the mentee in the second year of teaching.

Funding will be provided to cover time-off timetable for Mentors who are being trained. This will total 36 hours over two years (10% time-off timetable in year 1 and 5% time-off timetable in year 2).

Will NQTs be using their 10% NQT time to engage in these programmes, as a lot of them look like the work involved is above the 10% NQT time?

The DfE has designed this programme to ensure that the strengthened induction will not add to the workload of Early Career Teachers.

In addition to the 10% time away from the classroom in their first year of induction, teachers will be entitled to 5% time away from the classroom in their second year of induction.

It should be possible for the programme to be completed entirely in their time-off timetable.

How will it be ensured that all selected Mentors are sufficiently experienced, high quality classroom practitioners?

The headteacher should identify a teacher to act as the Early Career Teacher’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. The headteacher is responsible for ensuring that the Mentor has the ability and sufficient time to carry out their role effectively.

If a school commits to one Lead Provider, how long are they committed for?

Schools will make their own arrangements with Lead Providers, however, the DfE expects the minimum commitment for one cohort of Early Career Teachers to be for two academic years in line with the extended induction period.

The DfE expects participants that start on a programme to finish the programme that they have started. However, for new cohorts of Early Career Teachers, schools can change from their existing provider.

What is the difference between a Mentor and an 'ECF Lead' as mentioned in the core programme materials?

The ECF Lead (or Induction Tutor) is expected to regularly review the Early Career Teacher’s progress against the Teachers’ Standards throughout the induction period, as well as providing support to the Early Career Teacher. The Induction Tutor role will be defined in more detail in the statutory guidance to be published this spring. This is a different role to that of the Mentor, who will provide dedicated one-to-one mentoring sessions with the Early Career Teacher throughout the induction period.

Is there any further support for present NQTs in year one (this year) included in the ECF?

Early Career Teachers who have begun induction before September 2021 should finish a one-year induction period, under present arrangements.

Where possible, schools can extend Core Induction Programme based training to these teachers. Schools and Early Career Teachers can use, or draw upon, any of the four Core Induction Programmes published here.

Is there any direct funding in relation to the 36 hours of Mentor training?

There is additional funding for schools to backfill Mentor time spent undertaking the 36 hours of Mentor training on the Full Induction Programme. This is in addition to the funding for Mentors to spend time with the Early Career Teacher in their second year of induction. Time-off timetable for Mentors amounts to 10% time-off timetable in year 1 and 5% time-off timetable in year 2.

Do schools pay any fee for taking part in the ECF?

No state funded school in England should pay a fee for participating in the ECF.

Can you provide a breakdown of funding for the ECF? For example, the amount of funding for ‘Part A’ and ‘Part B’?

Year 1 funding is currently funded, as all schools receive funding for an Early Career Teacher’s first year as part of the National Funding Formula.


Year 2 funding is dependent on which programme the school decides to take, and where the school is located. All programmes receive the combined ECT time-off timetable and mentoring hours which will amount to approximately £2,100-£2,600 per Early Career Teacher (figure dependent on location).


Backfill Mentor training payments will be made for schools participating in a provider programme. This funding will pay for the Mentor time-off timetable for 36 hours over two years in order for the Mentors to attend their Mentor training courses.

Are the funding rates for Delivery Partners consistent across the providers?

Funding arrangements are to be agreed between Lead Providers and Delivery Partners as they are dependent on a number of factors, e.g. the exact role of the Delivery Partner in that delivery partnership.

Will schools still get the additional funding for Early Career Teachers’ and Mentors’ training if they decide to develop their own training or develop their own, more bespoke, training in collaboration with other schools/providers?

Yes, the Early Career Teacher 5% time-off timetable, and Mentor time-off timetable in the second year is funded whichever route you choose to take.


The Mentor training payments, however, are only paid for Mentor training of FIP participants.

If a school decides to develop their own induction programme, do they still receive the same £2100 funding?

Yes, and this funding ranges based on the location of the school, so will range from £2,100 - £2,600.

Can universities and local authorities be ECF Delivery Partners?

Yes, any interested education training provider can become a Delivery Partner.

Will schools be able to choose any of the 6 approved providers or only choose from a shorter list that have a call off contract in a particular area?

Schools will be able to review the support that is available and choose a provider that is delivering within their local area that they wish to work with.

How is it intended that these providers will work with newly designated Teaching School Hubs who have to roll out the ECF as a core responsibility?

It is expected that Lead Providers will deliver their service in partnership with high-quality organisations (Delivery Partners) including Teaching School Hubs.

How to Apply

For more information about the Early Career Development Programme (including how to enrol your school or become a delivery partner) please fill in the contact form below.

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Funding

The Early Career Development Programme is freely available for all state-maintained schools and academies in England.

As well as the 10% off timetable for early career teachers in Year 1, all state funded schools offering statutory induction via our Early Career Development Programme will receive additional funding. The funding will cover:

  • 5% off timetable in the second year of induction for all early career teachers to undertake induction activities including training and mentoring
  • funding for mentors to spend with early career teachers in the second year of induction - this is based on 20 hours of mentoring across the academic year

Funding (year 2)

England (excluding the London Area)

Inner London Area

Outer London Area 

Fringe Area

Rounded cost per Early Career Teacher

£1,200

£1,500

£1,400

£1,300

Rounded cost per mentor

£900

£1,100

£1,100

£900

Total

£2,100

£2,600

£2,500

£2,200


There will be additional funding for schools participating in the Early Career Development Programme for the time mentors of early career teachers will spend on the provider-led mentor training. This will consist of 36 hours of backfill time over two years per mentor.

Funding for this programme is in addition to the funding above related to time off timetable for early career teachers and their mentors.