Early Career Teacher (ECT)

Induction Policy

• Approved by Trust Board - 25/05/2023
• Applicable from - 01/06/2023
• Next review - May 2025

1. Introduction

1. Who is this policy for?
2. Aims

2. Legislation and statutory guidance (revised March 2021)
3. Appropriate Body Overview
4. The Early Career Framework-Overview

1. How Does the ECF Link to the Teachers’ Standards?

5. Roles and Responsibilities

1. The Governing Body
2. Headteacher
3. Induction Tutor
4. ECF Mentor
5. Early Career Teacher
6. The Central ECF Team

6. Early Career Teacher Entitlement

1. Support for the ECT
2. Lesson Observation, Reviewing and Target Setting
3. Addressing ECT Concerns

7. Statutory Assessment of the ECT (role of the Appropriate Body)
8. ECTs Presenting as a Cause for Concern
9. The Appeal Body
10. Review and Monitoring        
11. Links with Other Policies

Appendix One: ECT Development Plan
Appendix Two: Formal Support Plan

Introduction

The first two years of teaching are not only demanding but also of considerable significance in the professional development of the early career teacher (ECT). Our Trust induction process ensures the appropriate guidance, support, training to include the development of skills, knowledge, expectations and observations are provided through a structured 2 year Early Career Framework (ECF) based training programme and Induction programme.

This programme should support the Early Career Teacher and provide them with the necessary training to ensure that they can demonstrate that their performance against the Teachers’ Standards is satisfactory by the end of the induction period. Induction should provide a foundation for ECTs and equip them with the tools to be an effective and successful teacher.

This policy describes Co-op Academies Trust’s structured approach to supporting and inducting Early Career Teachers (ECTs) and recognises that the quality and commitment of the people who supervise the induction is a crucial factor in its continued success in order to ensure we succeed together and show we care across our academies.

This policy covers the role of the Appropriate Body (AB) and the Early Career Teachers (ECTs) entitlement to access an ECT programme of professional development and support.

All staff will be kept informed of the Trust’s Induction Policy and Academies ECT Policy and will be encouraged to participate, where possible, in its implementation and development.

Co-operative values and the four ‘Ways of Being’ (Show You Care, Succeed Together, Be Yourself Always and Do What Matters Most), will also underpin the support, training and professional behaviours of colleagues including our ECTs.

This policy should be read in conjunction with DfE Statutory Induction for early career teachers England (revised April 2023) and Early Career Framework (March 2021).

Who is this policy for?

Co-op Academies Trust’s Early Career Teachers, Mentors, Induction Tutors, Senior Leadership Teams, Headteachers, Executive Headteachers and Governors.

All Trust academies will:

• Run an ECT induction programme that meets all the statutory requirements underpinned by the Early Career Framework (ECF) from 1 September 2021.
• Provide ECTs with a supportive environment that develops them and equips them with the tools to be effective and successful teachers.
• Make sure all staff understand their role in the ECT induction programme.
• Contribute to the colleague’s sense of job satisfaction, wellbeing, and personal achievement.
• Ensure timely and accurate reporting to the Trust Central Team and AB of ECT recruitment and progress.

Aims

Our Trust induction process has been designed to make a significant contribution to both the professional and personal development of ECTs. The Trust were key partners in the pilot of the National Early Career Framework programme and part of the early roll out.

The Trust will engage with the Full Induction Programme: a funded provider led programme offering high quality training for early career teachers and their mentors alongside professional development materials. The Trust is involved in the design, development and delivery of the full Induction programme with one of the DfE’s accredited provider-led partners. The Trust facilitates part of the ECF seminar package that ECTs and Mentors attend during the induction period.

The purposes of induction include:

• provide an ECF programme appropriate to the individual needs of the ECT;
• to provide appropriate counselling and support through the role of an identified ECF mentor to support the Early Career Framework programme and a separate Induction Tutor to support the induction arrangements;
• an appropriate body has been identified as the main quality assurance role within the 2 year induction process. The appropriate body is responsible for checking that head teachers/principals have put in place an induction programme for the ECT and ensuring that this programme of support is clearly based on the ECF;
• provide ECTs with examples of outstanding/good practice across the individual academy and/or across the local hub;
• help ECTs form good relationships with all members of the school community and stakeholders;
• help ECTs become aware of the school’s role in the local community;
• encourage reflection on their own and observed practice which can be supported;
• with the use of professional development tools such as IRIS;
• provide opportunities to recognise and celebrate good practice;
• provide opportunities to identify areas for developmen;t
• help ECTs to develop an overview of the teacher's roles and responsibilities;
• provide a foundation for longer-term professional development;
• help ECTs meet the Teacher Standards.

Legislation and statutory guidance (revised March 2021)

This policy is based on the DfE Statutory Induction for early career teachers England (revised April 2023), Early Career Framework (March 2021) and Sections 135A, 135B and 141C(1)(b), of the Education Act 2002.

This guidance updates and replaces the statutory guidance which accompanied The Education (Induction Arrangements for School Teachers) (England) Regulations 2012.

This guidance will be kept under review and updated when necessary.

Appropriate Body Overview

Statutory induction is the bridge between initial teacher training and a career in teaching. It combines a structured programme of development, support and professional dialogue, underpinned by the Early Career Framework, with monitoring and an assessment of performance against the Teachers’ Standards. The programme should support the early career teacher and provide them with the necessary training to ensure that they can demonstrate that their performance against the Teachers’ Standards is satisfactory by the end of the period.

Induction should provide a foundation for ECTs and equip them with the tools to be an effective and successful teacher. Appropriate Bodies provide an evidence-based golden thread of professional development, which ultimately, will result in better teaching ensuring children will learn more and be able to do more. For wider context the Golden thread of teacher development is:

• the new core content framework for Trainee teachers,
• the Early Career Framework for new teachers and
• the National Professional Qualifications for experienced teachers.

The appropriate body has the main quality assurance role within the induction process. From 1 September 2023, only teaching school hubs and other organisations determined by the Secretary of State will be listed as being able to act as appropriate bodies. All Co-op Academies, regardless of location, use the Bright Futures Teaching School Hub as their Appropriate Body and it is the responsibility of the Headteacher, delegated or otherwise, to ensure that all ECTs are registered with the Appropriate Body before Induction begins.

Through quality assurance, the Appropriate Body should assure itself that:

• headteachers/principals (and governing bodies where appropriate) are aware of, and are capable of meeting their responsibilities for monitoring support and assessment. This includes checking that an ECT receives an ECF-based induction programme, a designated induction tutor and mentor, and the reduced timetable; and
• the monitoring, support, assessment and guidance procedures in place are fair and appropriate.

The role of an Appropriate Body can only be performed by the body specified in regulations and must not be delegated. The Appropriate Body may work with partners who can support or facilitate the delivery of the roles and responsibilities. The Appropriate Body itself must retain full responsibility for regulatory duties and powers including overseeing induction and decisions on passing induction. The Appropriate Body should, on a regular basis, consult with head teachers/principals on the nature and extent of the quality assurance procedures it operates, or wishes to introduce. Institutions are required to work with the Appropriate Body to enable it to discharge its responsibilities effectively.

The Appropriate Body is expected to take steps to ensure that:

• headteachers/principals have put in place an ECF-based induction programme for the ECT and that their programme of support is clearly based on the ECF;
• headteachers/principals (and governing bodies where appropriate) are meeting their responsibilities in respect of providing a suitable post for induction;
• the monitoring, support, assessment and guidance procedures in place are fair and appropriate;
• where an ECT may be experiencing difficulties, action is taken to address areas of performance that require further development and support;
• where an institution is not fulfilling its responsibilities, contact is made with the institution to raise its concerns;
• induction tutors have the ability and sufficient time to carry out their role effectively;
• mentors have the ability and sufficient time to carry out their role effectively;
• headteachers/principals are consulted on the nature and extent of the quality assurance procedures it operates, or wishes to introduce;
• any agreement entered into with either an FE institution or an independent school’s governing body is upheld;
• the headteacher/principal has verified that the award of QTS has been made;
• the school is providing a reduced timetable in addition to PPA time;
• the ECT is provided with a named contact (or contacts) within the appropriate body with whom to raise concerns;
• FE institutions (including sixth-form colleges) are supported in finding schools for ECTs to spend ten days teaching children of compulsory school age in a school;
• ECTs’ records and assessment reports are maintained;
• headteachers/principals have obtained or have been provided with interim assessments, any formal assessment and progress reviews from the ECT’s previous post;
• the school is submitting progress reviews and assessment reports (including any interim assessments) on time;
• 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;
• agreement is reached with the ECT and the headteacher/principal is consulted where a reduced induction period may be appropriate or is deemed to be satisfactorily completed;
• agreement is reached with the ECT and the headteacher/principal is consulted in cases where a part-time ECT has completed a minimum period covering, but not equivalent to, two school years and has met the necessary requirements where a reduced induction period may be appropriate;
• a final decision is made on whether the ECT’s performance against the Teachers’ Standards is satisfactory or an extension is required and the relevant parties are notified; and
• they provide the Teaching Regulation Agency with details of ECTs who have started; completed (satisfactorily or not); require an extension to; or left school partway through an induction period; together with details of the type of induction an ECT is accessing.
• retain all relevant documentation/evidence/forms on file for six years.

The appropriate body should also (as local capacity, resources and agreements allow):

• respond to requests from headteachers/principal to obtain interim assessments, any formal assessment and progress reviews from the ECTs previous post;
• respond to requests from schools and colleges for guidance, support and assistance with ECTs’ induction programmes;
• provide information to the headteacher on the types of induction available; and
• respond to requests for assistance and advice with training for induction tutors and mentors.

The Early Career Framework-Overview

The Early Career Framework (ECF) underpins an entitlement to a fully funded, two-year package of structured support for early career teachers (ECTs), linked to the best available research evidence. All Co-op Academies Trust ECTs access the DfE Full Induction Programme through the Bright Futures Teaching School Hub who work in partnership with Teach First.

There are Five Core Areas the content of the ECF has been designed to build upon, and complement, early career teachers’ initial teacher education. These are:

1. Behaviour management
2. Pedagogy
3. Curriculum
4. Assessment
5. Professional behaviours

These are not used to assess ECTs against but instead offer support to develop professionally.

From September 2021, early career teachers are expected to receive support from a dedicated mentor through regular one to one mentoring sessions. From September 2023, ECT and mentor sessions are expected to be timetabled during teaching hours. In exceptional circumstances however where schools require flexibility due to timetabling constraints, mentoring may take place outside of teaching hours but should always be scheduled within contracted time. This role should be separate to that of the induction tutor and focus on supporting the early career teacher through the 2-year programme.

The length of the induction period an ECT is required to serve, whether the teaching post in which they are doing so is part-time or full-time, is the full-time equivalent of two school years. This usually consists of six school terms, divided into two periods each consisting of three school terms. In some exceptional circumstances the length of an induction period may be reduced or extended, this decision sits with the Appropriate Body, in this case Bright Futures Teaching School Hub.

How Does the ECF Link to the Teachers’ Standards?

The ECF has been designed to support early career teacher development in 5 core areas – behaviour management, pedagogy, curriculum, assessment and professional behaviours. In order to ensure congruence with the 8 Teachers’ Standards, the content of the framework is presented in 8 sections.

In developing the framework:

• behaviour management was thought to be encompassed by High Expectations and Managing Behaviour (S1 and S7);
• pedagogy was thought to be encompassed by How Pupils Learn, Classroom Practice and Adaptive Teaching (S2, S4, S5);
• curriculum, assessment and professional behaviours were thought to be encompassed by S3, S6 and S8 respectively.

While the ECF is presented around the Teachers’ Standards for clarity, the ECF is not, and should not be used, as an assessment framework. Early career teachers will not be expected to collect evidence against the ECF, and they will continue to be assessed against the Teachers’ Standards only.

Roles and Responsibilities

The Governing Body

The governing body will be fully aware of its responsibility to provide the necessary monitoring, support and assessment for ECTs. Careful consideration is given, prior to any decision to appoint an ECT, whether the academy currently has the capacity to fulfil all its obligations. The governing body will be kept aware and up to date about induction arrangements and the results of formal assessment meetings.

The governing body will investigate concerns raised by the ECT and seek guidance from the appropriate body if necessary.

The governing body:

• should ensure compliance with the requirement to have regard to this guidance;
• should be satisfied that the institution has the capacity to support the ECT;  
• should ensure the headteacher/principal is fulfilling their responsibility to meet the requirements of a suitable post for induction;
• must investigate concerns raised by an individual ECT as part of the institution’s agreed grievance procedures;
• can seek guidance from the appropriate body on the quality of the institution’s induction arrangements and the roles and responsibilities of staff involved in the process; and
• can request general reports on the progress of an ECT.

Headteacher

The head teachers statutory responsibilities are:

• clarify whether the teacher needs to serve an induction period or is exempt;
• check with the Teaching Regulation Agency that the individual holds QTS;
• notify the Appropriate Body when an ECT who is taking up a post in which they will be undertaking induction joins the school, before the appointment begins and carry out pre-employment checks upon registration;
• ensure the ECTs post is a suitable post in which to serve induction;
• ensure that an appropriate induction programme is in place;
• ensure the ECT has both a reduced timetable 10% in year 1,  5% in year 2 and PPA time as necessary; and
• where relevant obtain documentation from the ECT’s previous post including any interim assessment and details of absences and take this into account in determining the length and nature of the ECT’s induction programme and period (see transition arrangements Statutory Induction Guidance 2018)
• appoint an induction tutor, separate from the ECF mentor (who must hold QTS) and ensure two formal assessment points, one midway through induction, and one at the end of the induction period. These will be supported by regular progress reviews to monitor progress, to take place in each term where a formal assessment is not scheduled;   
• ensure the induction tutor is appropriately trained and has time to carry out their role;
• appoint an ECF mentor for each ECT (who must hold QTS)
• ensure that all ECTs are enrolled and receive the appropriate ECF programme provider as indicated by the Trust
• act early, alerting the Appropriate Body when necessary, in cases where an ECT may be at risk of not completing induction satisfactorily;
• ensure third party observation of a ECT whose progress towards meeting the standards may be at risk;
• maintain accurate records of periods of employment that will count towards the induction period and when ECTs leave the academy part way through a period;
• monitor absences and notify the Appropriate Body as soon as absences over the whole period total 30 days or more;
• periodically inform the governing body about the school’s induction arrangements;
• ensure termly assessment reports are completed (on pro rated time scale for part-time staff) and sent to the Appropriate Body as required;
• participate appropriately in the Appropriate Body’s quality assurance procedures;
• consult and agree with the Appropriate Body the exceptional cases where it may be appropriate to shorten the induction period;
• within 10 days of the ECT completing the induction period, make a recommendation to the Appropriate Body on whether the ECT has met the core standards, using agreed forms;
• provide interim assessment reports for staff moving in between formal assessment periods and notify the Appropriate Body when an ECT serving induction leaves the school/college; and
• retain all relevant documentation/evidence on file for six years ensuring an appropriate induction programme is set up
• make a recommendation to the Appropriate Body on whether the ECT’s performance against the relevant standards is satisfactory
• notify the Appropriate Body before commencing any formal capability procedure against the ECT during the statutory induction period
• where ECTs working part-time can demonstrate that they have met the Teachers’ Standards, the appropriate body is able to reduce the length of the induction period and bring forward the final assessment point. This decision is only to be made in agreement with the ECT and once the ECT has completed a period covering, but not equivalent to, two school years;
• involve the ECT regularly teaching the same class(es);
• not present the ECT, on a day-to-day basis, with discipline problems that are unreasonably demanding for the setting;

While the Headteacher may not delegate these responsibilities, many of the associated tasks will be carried out by an Induction Tutor or other suitably experienced colleague.  In addition to the statutory requirements the Headteacher will:

• observe and give written warnings to an ECT at risk of failing to meet the required standards.
• keep the governing body aware and up to date about induction arrangements and the results of formal assessment meetings

Induction Tutor

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

The induction tutor (or the Headteacher if carrying out this role) is expected to:

• provide, or coordinate, guidance for the ECT’s professional development (with the   appropriate body where necessary);
• carry out regular progress reviews throughout the induction period;
• undertake two formal assessment meetings during the total induction period coordinating 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);
• carry out progress reviews in terms where a formal assessment does not occur;
• 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;
• inform the ECT during the assessment meeting of the judgements to be recorded in the formal assessment record and invite the ECT to add their comments;
• ensure that the ECT’s teaching is observed and feedback provided;
• ensure ECTs are aware of how, both within and outside the institution, they can raise any concerns about their induction programme or their personal progress;
• take prompt, appropriate action if an ECT appears to be having difficulties;
• 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;
• provide, or co‑ordinate, guidance and effective support including coaching and mentoring for the ECT’s professional development (with the Appropriate Body where necessary);
• ensure ECTs are aware of how, both within and outside the institution, they can raise any concerns about their induction programme or their personal progress;
• take prompt and appropriate action where an ECT appears to be experiencing difficulties; and
• ensure completed assessment reports/forms are sent to the Appropriate Body by the appropriate deadlines.

ECF Mentor

The ECF mentor will support the ECT through:

• regularly meeting with the ECT for structured mentor sessions to provide targeted feedback
• working with the ECT, and colleagues within the school who are involved in the ECT’s induction, to help make sure the ECT receives a high-quality ECF-based programme
• providing, or arrange, effective support – including subject-specific, phase-specific, coaching and/or mentoring
• acting promptly and appropriately if the ECT appears to be having difficulties.
• engaging with the ECF programme of training that supports the ECT to understand and apply the knowledge and skills set out in the Early Career Framework’s evidence (‘learn that’) statements and practice (‘learn how to’) statements;
• liaising and feeding back on programme support and development with the academy Induction Tutor and Appropriate Body as and when required;
• regularly one to one mentoring sessions who is expected to hold QTS and has the time and ability to carry out the role effectively.

Early Career Teacher

The ECT has a vital part to play in their own induction and are expected to:

• provide evidence that they have QTS and are eligible to start induction;
• prior to appointment, satisfactorily meet the safe recruitment checks required by KCSIE (2022) and the Trust’s Safer Recruitment Policy 
• meet with their induction tutor to discuss and agree priorities for their induction programme and keep these under review;
• agree with their induction tutor how best to use their reduced timetable allowance and guarantee engagement with their ECF-based induction programme;
• provide evidence of their progress against the Teachers’ Standards;
• participate fully in the agreed monitoring and development programme;
• raise any concerns with their induction tutor as soon as practicable;
• consult their appropriate body named contact at an early stage if there are, or may be, difficulties in resolving issues with their tutor/within the institution;
• keep track of and participate effectively in the scheduled classroom observations, progress reviews and formal assessment meetings;
• meet regularly with identified ECF mentor and engage fully with Teach First’s ECF programme
• agree with their induction tutor the start and end dates of the induction period/part periods and the dates of any absences from work during any period/part period; and
• retain copies of all assessment reports.

The Central ECF Team

The Central Trust Team provide part of the Governance around the induction process for Trust early career teachers and should therefore maintain an overview of:

• compliance with the requirements within this policy
• quality Assurance processes eg checks on general reports on the progress of an ECT
• should be satisfied that any Co-op Academy has the capacity to support an ECT
• should ensure the Headteacher is fulfilling their responsibility to meet:

• the requirements of a suitable post for induction
• must investigate concerns raised by an individual ECT
• can seek guidance from the Appropriate Body on the quality of the academy induction arrangements and the roles and responsibilities of staff involved in
• the integrity of the whole process

Early Career Teacher Entitlement

Our induction programme ensures that ECTs are provided with the support and monitoring to help them fulfil their professional duties and meet the requirements for satisfactory completion of induction.  It builds on their knowledge, skills and achievements in relation to standards for the award for qualified teacher status (QTS).

The key aspects of the induction programme for ECTs are as follows:

• access to an induction programme that will commence upon appointment and be reviewed after one year in post.
• structured visits to the school prior to taking up appointment with time to discuss the Career Entry and Development Profile, developments needed and how they will be assisted in making these.
• help and guidance from an induction tutor and separate mentor who is adequately prepared for the role and will coordinate the induction programme.
• regular meetings with induction tutor, senior managers, mentors, subject leads and other key staff where appropriate.
• time and regular opportunities to meet with other ECTs and teachers who have recently completed their induction programme.
• observe experienced colleagues teaching.
• a reduction of 10% of the average teacher’s workload. This time is used for participating in the academy’s and ECF induction programme and a reduction of 5% of the average teachers workload during year 2.
• have teaching observed by experienced colleagues.
• to receive prompt written as well as oral feedback on the teaching observed and to receive advice as necessary.

attend meetings of ECTs arranged by the LA, Teach First and Trust where appropriate.

opportunities for further professional development based on agreed targets.

Support for the ECT

The academy will support the ECTs:

• the ECT will be designated an induction tutor, who will provide monitoring and support, and co-ordinate their assessments against the Teachers’ Standards
• a designated induction mentor, who will provide regular structured feedback sessions after a formal or progress review point
• observations of their teaching at regular intervals, and follow-up discussions with prompt and constructive feedback
• regular professional reviews of their progress, to take place termly (except in terms where formal assessment is held), at which their induction tutor will review objectives and revise them in relation to the relevant standards and their current needs and strengths
• opportunities to observe experienced teachers, either within the academy or at another school with effective practice.
• ensure the ECT is enrolled onto a (FTE) two-year package of structured support linked to the best available research evidence.
• weekly mentors meetings to address the key focus of the Early Career Framework (ECF) programme of support.

Note: the ECF programme is a programme of support and is not an assessment tool by which the ECTs will be assessed against. All assessment of the ECT is undertaken through the role of the Appropriate Body.

Lesson Observation, Reviewing and Target Setting

These will be followed and completed in accordance with the DfE Induction Guidance on ECT induction unless the ECT is viewed as at risk of failing to meet the necessary standards. All lesson observations will be agreed with the ECT during progress review/discussion meetings; they should link (wherever possible) to current targets set for the ECT, Teachers Standards and ECF modules. Feedback will be given as soon after the lesson observation as possible. Strengths and possible areas for improvement should be discussed.

Addressing ECT Concerns

When the ECT has any concerns regarding the induction, mentoring and support programme or Teach First ECF training, they will;

• Raise these with their induction tutor as soon as they can.

The Induction Tutor may seek support from the academy Headteacher and directed central Trust staff from the Early Career Team.

• Where the school does not resolve them the ECT should raise concerns with their  named AB contact. At registration, the Appropriate Body (at the Teaching School Hub) will provide the ECT with a named contact with whom they may raise any concerns about their induction programme that they are unable to resolve. This person should not be directly involved in monitoring or supporting the ECT or in making decisions about satisfactory completion of induction.

• For Bright Futures, if a concern is regarding the Early Career Framework,  ecf@bright-futures.co.uk should be contacted. If a concern is regarding the Appropriate Body ab-induction@bright-futures.co.uk should be contacted.

Statutory Assessment of the ECT (role of the Appropriate Body)

There are two formal assessment points which will be rigorous but also objective. The first of these will be at the end of the first year of induction and the final assessment taking place at the end of the second year (FTE). Please note assessment points for part-time ECTs should be personalised to meet the FTE two-year statutory induction.

Throughout the two-year induction period ‘Progress Reviews’ will take place one per term; this is to make sure the ECT is meeting the Teachers’ Standards, Induction Tutors will report progress through an online IT platform.

The Appropriate Body is responsible for deciding whether the ECT has met the Teachers’ Standards (England), based on the Headteacher’s recommendation at the end of formal assessment point 2.

In the event that the ECT leaves this post after completing one term or more but before the next formal assessment would take place, the induction tutor or Headteacher will complete an interim assessment to ensure that the ECT’s progress and performance since the last assessment is captured.

ECTs Presenting as a Cause for Concern

Where the induction tutor determines during the progress review that the ECT is not making satisfactory progress against the Teachers’ Standards, they should state this clearly within the progress review record and clearly outline the ECT Development Plan they have put in place to assist the ECT in getting back on track. (ECT Development Plan in the appendix 1). This ECT Development Plan should run for a minimum of 6 weeks to allow for support and the demonstration of ECT progress. The ECT Development Plan can be extended if the ECT is responding well and making progress against the SMART targets set. ECT Development Plans can be used more than once throughout the induction period.

The Induction Tutor is expected to notify the Appropriate Body of this being implemented and share both the progress review record and ECT Development Plan for the Appropriate Body to review.

If it becomes apparent that an ECT is not making satisfactory progress after an ECT Development Plan has been in place, the Appropriate Body should be informed, and the Headteacher should ensure that additional monitoring and support measures are put in place immediately. A decision will be made as to whether to extend the ECT Development Plan or move the ECTs to a formal support plan. (See appendix 2).

It is important that the ECT is made aware of where they need to improve their practice and given every opportunity to raise their performance.

The Headteacher and the Appropriate Body should be satisfied that:

• areas in which improvement is needed have been correctly identified;
• appropriate objectives have been set to guide the ECT towards satisfactory performance against the Teachers’ Standards; and
• an effective support programme is in place to help the ECT improve their performance.

If the ECT’s progress is still unsatisfactory in subsequent progress reviews, following the first formal assessment point, or after a period of formal support Induction Tutors should continue to deliver progress reviews as set out above, including reviewing and revising the ECT’s objectives and support/development plan, linking these with the Teachers’ Standards and sharing with the ECT, Head of School/Principal and Appropriate Body.

In accordance with the Statutory induction guidance in a few serious cases it may be necessary to instigate the Trust’s Capability procedure before the end of the statutory induction period which may run in parallel with the induction process whilst the ECT remains at the Trust. In these cases, Tutors should refer to the Headteacher and the Trust’s regional HR contact and central Head of ECF for advice before instigating this procedure. Following this advice, the Appropriate Body must be informed.

Please note, induction tutors are encouraged to observe their ECT on a ‘regular’ basis and concerns around ECT progress might be raised as a concern earlier than the first formal assessment.

This should be read in conjunction with Bright Futures Teaching School Hubs ‘ECT Support Guidance’ document that can be made available by requesting a copy by emailing ECF@bright-futures.co.uk.

The Appeal Body

The DfE Teaching Regulation Agency is the Appeal Body in England. If an ECT chooses to appeal against a decision that they have failed to satisfactorily complete induction or the imposition of an extension, the Appeal Body can:

The Teaching Regulation Agency will carry out specific duties on behalf of the Secretary of State, including:

Statutory

• hearing appeals; and
• ensuring that the names of ECTs who have failed induction are included on the list of persons who have failed to satisfactorily complete an induction period.

Non-statutory

• recording the progress of ECTs through their induction process and providing details of teachers who have passed or failed induction to employers through the Employer Access Online service.

Review and Monitoring

This policy will be reviewed as part of the Trust’s development cycle or prior to this date should there be any changes to statutory requirements.

Links with other Policies and Guidance

DfE Statutory Induction for early career teachers England (revised April 2023)
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1151553/Statutory_Induction_for_early_career_teachers_england.pdf

DfE Early Career Framework
https://www.gov.uk/government/publications/early-career-framework

Co-op Induction & Probationary Procedure
https://www.coopacademies.co.uk/wp-content/uploads/2018/01/Co-op-Academies-Induction-Probationary-Procedure.pdf 

DfE Teacher Recruitment and Retention Strategy
https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy

DfE Teacher Standards
https://www.gov.uk/government/publications/teachers-standard

ECF Reforms
https://www.gov.uk/government/publications/early-career-framework-reforms-overview/early-career-framework-reforms-overview

Co-op Academies Safeguarding Policy (safer recruitment)
https://www.coopacademies.co.uk/wp-content/uploads/2022/12/Safer-Recruitment-Policy-2022-v2.pdf 

DfE Appropriate Bodies Guidance (for AB)
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/973245/Final_AB_guidance__1_.pdf

Appendix One: ECT Development Plan

Find the ECT Development Plan here
*Please make a copy of this document to edit

Appendix Two: Formal Support Plan

Find the ECT Support Plan here
*This plan should be read in conjunction with the covering letter which explains the context and the next steps