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ECTs

Early Career Framework (ECF) 

The Early Career Framework was designed to support teachers in their first two years of teaching. This is a CPD tool that allows teachers to build upon their knowledge gained to achieve QTS. 

At HEART Academies Trust, we use Teach First as our platform for providing the ECF. Through Brightspace, there are online modules to work through. These modules provide tasks that are followed up in mentor sessions. Mentors are also provided with high-quality CPD to allow them to support their ECTs in the most effective way possible. 

Mentors have access to the progress their ECTs are making throughout the modules to support them where appropriate. 

ECTs will receive a reduction of 10% of the average teacher’s workload in Year One and 5% in Year Two. This time is used primarily for participating in the ECF and is in addition to the statutory 10% non-contact time (PPA) already allocated to teachers. 

ECF and Assessment 

The Early Career Framework Engagement is a programme of CPD to support effective progress towards meeting the Teacher Standards. The ECF is not and will not be used as an assessment tool. 

All ECTs will be registered with an Appropriate Body (AB), which will make the final decision on whether an ECT has successfully passed their induction against the Teachers’ Standards. HEART Academies Trust uses the Northamptonshire Teaching School for ECTs. 

Throughout the two-year induction period, there are: 

  • Four progress reviews 
  • Two assessments 

The progress reviews are interim reviews to ensure the ECT is making appropriate progress towards the teacher standards and is on track to pass their induction. 

The assessments are completed: 

  • At the end of Year One 
  • At the end of Year Two 

These highlight the evidence against the teacher standards. The Year Two assessment confirms if the ECT has passed or failed the ECT induction. 

Observations should occur: 

  • Approximately half-termly in Year One 
  • Termly in Year Two 

However, this can vary according to the needs of the ECT. 

Evidence Collection 

In order to make judgements on whether the ECT is on track to pass their induction year, the ECT should gather evidence from: 

  • ECT’s preparation for review meetings 
  • ECT’s reflections during meetings 
  • ECT’s professional conduct around the school 
  • ECT’s response to advice and feedback 
  • Analysis of pupils’ work 
  • Assessment records 
  • Samples of ECT’s planning and lesson evaluations 
  • Information about liaison with other staff and parents 
  • Lesson observations 
  • Discussions with the ECT’s mentor 

All of this evidence should support, with confidence, that the ECT is on track to fully meet all of the teacher standards at the end of the induction period (Term 6). 

Each progress review will highlight if the ECT is on track or not. 
The final assessment in Term 6 is a pass or fail judgement. 

While we do not expect ECTs to compile folders of evidence, they should record evidence to show progress against the standards to discuss with the Induction Tutor. 

Assessment Processes 

All ECTs are registered with ECT Manager. All ECTs and Induction Tutors will complete the assessments using this platform. ECTs should receive login information for ECT Manager. 

Anna Crawte is the Induction Tutor for HEART Schools, with support from mentors and key staff in individual schools. 

There is a progress review completed at the: 

  • End of Term 1 and Term 2 in Year 1 
  • End of Term 1 and Term 2 in Year 2 

The assessments are completed at the end of the year for both Year 1 and Year 2. 

At Risk ECTs 

If an ECT is not making expected progress against the teaching standards, they are classified as at risk. 

This should be highlighted as soon as possible and communicated to the ECT. 
The ECT must be made aware of: 

  • The areas in which they need to improve their practice 
  • That they will be given every opportunity to improve to meet the core standards 

This should be clearly stated on an action plan that outlines: 

  • The support to be put in place 
  • The actions the ECT needs to take 

Further observations may take place by a range of staff, including the School Improvement Director or members of the Senior Leadership Team. 

Bedford Borough Council will also be contacted and may visit the school to support the ECT in any way they can to ensure the ECT has every opportunity to meet the teacher standards. 

Next Steps 

At HEART Academies Trust, we value professional development at every step of your career. 

Your support and development do not stop at the end of your ECT years. We provide opportunities to take part in other external qualifications using the suite of NPQs. We also provide shadowing schemes to allow staff to look at career options in more detail. 

Many of our previous ECTs are now in leadership positions within our schools. 

What our staff say: 

Completing my ECT years within Heart Academies Trust has given me the opportunity to gain experience and expertise beyond my school. Despite being close geographically, the schools in our Trust serve very different communities: it has been interesting to learn how school priorities and approaches differ from school to school in order that children are best supported. Working in a Trust also allows for opportunities to explore interests with a greater range of staff. I have received training from practitioners across the Trust, for example, learning about SEND provision and data collection in other Trust schools. I have been directed towards other professionals within the Trust so I can develop specific areas of my practice. As well as more experienced colleagues, I have also had the opportunity to meet and train with other ECTs which has been a valuable support and reassurance. 

Throughout my training the Trust supported me by providing CPD that was tailored to what would have the most impact. It was interesting to meet with other trainees and ECTs in a similar position to myself, giving us a space to discuss and share common challenges we may be facing. Alongside this, a member of the central team regularly visited and observed me in a variety of lessons. I greatly valued these observations. Coming from someone outside of my immediate school setting, I found the feedback offered different insights into my practise and allowed me to develop further as a teacher. 

Work With Us 

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