Early Career Teachers

Welcome to Lancashire's Portal Site for Early Career Teachers (ECTs) and their Mentors, Induction Tutors and Headteachers

Lancashire's ECT Induction Steering Group is delighted that:

• As an ECT you have made the decision to begin or continue your teaching career in Lancashire.
• As a school you have committed to supporting the induction of an ECT.

Lancashire is a vibrant and beautiful place to both live and work, with a rich and long-standing industrial, cultural and sporting heritage.

On an annual basis, Lancashire County Council works with over 500 schools and their Induction Tutors. These schools employ over 500 ECTs working in a broad range of contexts – from small, rural primary schools to large urban, secondary schools working in partnership with the Catholic, Church of England and Methodist Diocese. We also work with an increasing number of Independent Schools, Academies, Sixth Form, FE Colleges and schools based outside of Lancashire.

All staff who work in Lancashire's schools contribute to the Council's vision for its residents, that:

"at Lancashire County Council we are helping you to make Lancashire the best place to live,
work, visit and prosper."

The ECT Steering Group supports this aim by overseeing and quality assuring the induction process within schools, through the provision of a range of advice, guidance, support and professional development opportunities for ECTs and their Induction Tutors.

ECT Statutory Induction

ECT induction is a statutory process with several key requirements:

• Statutory induction is now a 2-year process for all teachers starting their induction period from 1st September 2021. (If you started your induction period prior to 1st September 2021, please see 1-Year ECT Induction section for more details)

• ECTs must have a reduced timetable of 10% ECT time in Year 1 and 5% in Year 2 which must be in addition to statutory 10% PPA time for all teachers

• All ECTs are entitled to an induction programme that is underpinned by the Early Career Framework (ECF)

• An induction tutor and a mentor will need to be assigned to each ECT (they are expected to be different individuals, experienced, hold QTS and must be allowed sufficient time to carry out the role)

• Regular one-to-one mentoring sessions with a designated mentor (with QTS)

• Observation of the ECT's teaching with written feedback provided

• ECT's observation of experienced teachers either in the ECT's own institution or another institution where effective practice has been identified

• Support and guidance from a designated induction tutor (with QTS) who will also coordinate progress reviews and assessment of the ECT against the Teachers' Standards

• Completion of progress reviews by the induction tutor with the ECT every term where a formal assessment is not scheduled (terms 1,2,4 and 5)

• Completion of formal assessments by the induction tutor or Headteacher/Principal with the ECT at the end of Year 1 and Year 2 (terms 3 and 6)

In addition, the governing body must be satisfied that the institution has the capacity to support the ECT and that the headteacher/principal is fulfilling their responsibilities.

For further detail on the ECT statutory induction entitlements, please see Statutory Guidance for ECT Induction

Training Courses

We offer a wide range of courses to support ECTs during their induction.

We also offer Induction Tutor Training which is suitable for induction tutors and/or headteachers.

Early Career Framework

All ECTs starting their statutory induction from 1st September 2021 are entitled to 2 years of high-quality professional development support based on the Early Career Framework (ECF). The early career framework sets out what early career teachers are entitled to learn about and learn how to do when they start their careers.

It's vitally important to note that the ECF does not replace statutory induction and must not be used as an assessment framework.

Step 1: Choose an approach for delivery of the ECF-based induction

There are 3 approaches to enable the delivery of an ECF-based induction. It is up to school leaders to choose the approach that best suits the needs of their early career teachers and mentors.

DfE Funded Training Provider

  • Training providers will design and deliver a programme of face-to-face and online training
  • This support is fully funded so there are no costs to schools
  • Available to state-funded schools only

Use DfE Accredited Materials to Deliver your own Training Programme

  • schools deliver their own training using DfE-accredited materials and resources
  • a fidelity check will need to be carried out by the Appropriate Body (LCC)

Design and Deliver your own ECF-based Programme

  • schools design and deliver their own ECF-based induction
  • a fidelity check will need to be carried out by the Appropriate Body (LCC)

DfE Funded Training Provider

There are currently 6 national DfE-funded ECF training providers. ECF providers will design and deliver via delivery partners a programme of face-to-face and online ECF training to ECTs and their mentors (not tutors) focusing on the elements of the Early Career Framework.

Step Two: Choose your ECF Provider

You will need to contact your chosen ECF provider to find out who your delivery partner will be.

ECF Providers

Step Three: Notify the DfE

You must also notify DfE via their online service of your chosen ECF route and the names of your tutor, mentors and ECT(s).

Step Four: Register with an Appropriate Body (LCC)

In addition to choosing an ECF provider above, you must register your ECT(s) for induction with an appropriate body for induction who will have a key quality assurance role in the statutory induction process. If you plan to use Lancashire County Council as your Appropriate Body, go to Registering an Early Career Teacher with Lancashire County Council section for the next steps.

Funding

Provider-led programmes, available to state-funded schools only, are funded by DfE so there are no costs for schools.

Funding will cover:
• time off timetable for early career teachers and mentors in the second year of induction paid directly to schools
• training delivered directly to early career teachers by an external provider - providers will be paid directly so schools will not face any payment burdens
• training delivered directly to mentors by an external provider - providers will be paid directly so schools will not face any payment burdens
• additional funding to backfill mentor time spent undertaking training paid directly to schools

Use DfE Accredited Materials to Deliver your own Training Programme

There are currently 4 national DfE-accredited training materials for delivering the Early Career Framework through your own programme​:

• Ambition Institute
• Education Development Trust
• Teach First
• UCL

For schools/colleges who choose this option, please be aware that it will not involve support training from individual ECF providers. This option will also be subject to detailed planning scrutiny and 'fidelity checking' by the appropriate body for induction before, during and at the end of statutory induction.

Step Two: Choose your DfE Accredited Training Materials

Information about the 4 programmes can be found here.

Step Three: Notify the DfE

You must also notify DfE via their online service of your chosen route and the names of your tutor, mentors and ECT(s). This will also provide you with access to all of the training materials for your chosen materials.

Step Four: Register with an Appropriate Body (LCC)

In addition to choosing materials above, you must register your ECT(s) for induction with an appropriate body for induction who will have a key quality assurance role in the statutory induction process. If you plan to use Lancashire County Council as your Appropriate Body, go to Registering an Early Career Teacher with Lancashire County Council section for the next steps.

Step Five: Fidelity Checks

When you register your ECT(s), if you have indicated that you plan to use a DfE accredited materials for delivery of the ECF, your school will need to complete a fidelity check. Once registration is received, we will be in contact with you regarding this process. The fidelity check should take place before induction begins.

Funding

Funding will cover time off timetable for early career teachers and mentors, in the second year of induction, paid directly to schools. 

Design and Deliver your own ECF-based Programme

Schools may choose to design and deliver their own 2-year induction programme for early career teachers and their mentors. This must cover all aspects of the Early Career Framework.

This option will also be subject to detailed planning scrutiny and 'fidelity checking' by the appropriate body for induction before, during and at the end of statutory induction.

Step Two: Design your programme

Schools will need to design all materials and training for early career teachers and their mentors. The training must cover every 'learn that' and learn how to' statement in the ECF.

Step Three: Register with an Appropriate Body (LCC)

You must register your ECT(s) for induction with an appropriate body for induction who will have a key quality assurance role in the statutory induction process. If you plan to use Lancashire County Council as your Appropriate Body, go to Registering an Early Career Teacher with Lancashire County Council section for the next steps.

Step Four: Fidelity Checks

When you register your ECT(s), if you have indicated that you plan to use your own training materials for delivery of the ECF, your school will need to complete a fidelity check. Once registration is received, we will be in contact with you regarding this process. The fidelity check should take place before induction begins.

Funding

Funding will cover time off timetable for early career teachers and mentors, in the second year of induction, paid directly to schools.

Registering an ECT with Lancashire County Council

Once an ECT has been appointed, the headteacher/principal must notify the appropriate body in advance of the ECT taking up post. Failure to do so may delay the start of the induction period.
If you choose Lancashire County Council as your Appropriate Body, you will need to register your ECT(s) with us using the ECT Manager system.

If you have used the ECT Manager system before, you will be able to log in to register your ECT. If your school is not currently registered with you, you will need to register your school so that we can set you up on ECT Manager.

Prior to induction

It is important that the following checks have been undertaken prior to induction:

• Occupational Health Checks

All ECTs should undergo a pre-employment health screening check. If a school buys into Lancashire County Council's Health & Safety package, then this check can be carried out through the Council's Occupational Health Service Provider Optima Health through their on-line system - https://www.myohportal.co.uk. If a school does not buy into the Health & Safety SLA, then they will need to make their own arrangements for an equivalent check to be undertaken.

• TRA Qualification Check

Schools should verify via the Teacher Regulation Agency that an ECT does hold Qualified Teacher Status (QTS) prior to the start date of induction. QTS Status is only awarded by an Initial Teacher Training (ITT) Provider once all QTS Skills Tests, assignments, examinations and teaching placements have been successfully completed and marked. Schools and ECTs should note that University ITT providers normally only award QTS Status at Examination Boards that are held at specified points across the year. This can, on occasion, lead to a delay in the award of QTS Status.

If an individual does not hold QTS then they are not an ECT and cannot commence Induction. Induction can only commence on or after the day that QTS is awarded.

When you register your ECT:

• Check that the TRA information is correct; the TRN, surname and DoB must exactly match what is registered with the TRA
• Identify the induction tutor and the ECF mentor; it is expected that these roles should be held by different individuals unless there are exceptional circumstances
• Select your chosen approach for the ECF programme delivery; if you are using a Funded Provider-Led Programme, please make sure you correctly identify your delivery partner.

Fidelity Checks

When you register your ECT(s), if you have indicated that you plan to use a CIP or SIP for delivery of the ECF, your school will need to complete a fidelity check. Once registration is received, we will be in contact with you regarding this process. The fidelity check should take place before induction begins.

Roles & Responsibilities

There are several individuals or groups involved with supporting the induction of an ECT:

Headteacher/Principal

The headteacher/principal is expected to:
• ensure that the ECT's post is suitable for induction
• undertake pre-employment checks with TRA that the ECT holds QTS
• register the ECT with an Appropriate Body in advance of the ECT taking up post
• ensure that the ECT has a reduced timetable
• to ensure that ECTs receive a programme of training underpinned by the ECF
• identify a person to act as the ECT's induction tutor to provide regular monitoring and support, and coordination of assessment
• identify a person to act as the ECT's mentor, to provide regular mentoring.
• ensure that the induction tutor and mentor is given adequate time to carry out the role effectively and meet the needs of the ECT
• ensure that progress reviews and assessments are carried out and reports completed and sent to the appropriate body
• make a recommendation to the Appropriate Body as to whether the ECT has successfully completed induction after the final assessment
• ensure that interim assessments are completed for any ECT leaving a post after one term or more but before the next formal assessment would take place
• make the governing body aware of the arrangements that have been put in place to support ECTs serving induction
• retain all relevant documentation/evidence/forms on file for six years

Induction Tutor

The induction tutor (or the headteacher/principal 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 in terms where a formal assessment does not occur
• 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)
• 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 written 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

Mentor

The mentor is expected to:
• regularly meet with the ECT for structured mentor sessions to provide effective targeted feedback
• work collaboratively with the ECT and other colleagues involved in the ECT’s induction within the same school to help ensure the ECT receives a high-quality ECF-based induction programme
• provide, or broker, effective support, including phase or subject specific mentoring and coaching
• take prompt, appropriate action if an ECT appears to be having difficulties

Early Career Teachers

The ECT is expected to:
• provide evidence that they have QTS and are eligible to start induction
• 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
• 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
• retain copies of all assessment reports

Appropriate Body (LCC)

The appropriate body has the main quality assurance role within the induction process. 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
• the monitoring, support, assessment and guidance procedures in place are fair and appropriate.

The appropriate body is expected to take steps to ensure that:
• 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
• 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 within the appropriate body with whom to raise concerns. This is Mike Thompson
• 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.

The appropriate body should also (as local capacity, resources and agreements allow):
• 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
• respond to requests for assistance and advice with training for induction tutors and mentors. 

The Governing Body

The governing body is expected to:
• ensure compliance with the requirement to have regard to statutory induction for ECTs
• be satisfied that the institution has the capacity to support the ECT
• ensure the headteacher/principal is fulfilling their responsibility to meet the requirements of a suitable post for induction
• investigate concerns raised by an individual ECT as part of the institution’s agreed grievance procedures
• 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 can request general reports on the progress of an ECT

Evidence of Progress towards the Teachers' Standards

The Assessment Framework gives a scenario-based framework for assessing ECTs against formatively and can be easily highlighted and dated within lesson observations, in review and assessment meetings, during a book scrutiny or within an ECTs classroom to form a broad picture throughout the induction period of the progress made by the ECT towards meeting the Teachers' Standards.

A copy of the Assessment Framework can be found here.

The Framework is intended to be a working document that is passed between and completed by both the ECT and Induction Tutor as the induction period progresses.

Prompts are provided for you to consider when assessing an ECT against the Standards, along with examples of the types of different evidence that an ECT can use, and space to identify targets for the next Induction period and the support that will be in place to enable ECTs to meet the Standards.
ECTs who are making good progress against the Standards should naturally be generating evidence towards the Teachers' Standards. ECTs who are struggling with their practice against the Standards or who are struggling to evidence the Standards should be directed to gathering evidence to share with their mentor in their one-to-one mentoring sessions or with their Induction Tutor in their review or assessment meetings.

The Assessment Framework identifies a range of pieces of evidence that it would be helpful for ECTs to have available in Review and Assessment Meetings. These might include:
• Lesson plans and Schemes of Work
• Marking, assessments and pupil work
• Records of marks
• Seating plans
• Examples of written reports to parents
• Extra-curricular activities that have been undertaken or contributed to
• Examples of participation in CPD

The final page of the Assessment Framework should be signed at the close of each assessment period by the Headteacher, ECT and Induction Tutor.

If an ECT has difficulties in meeting the Standards during their Induction Year and is supported by the Steering Group, we will expect to review the document in order to plan an appropriate package of support.

The Assessment Framework should be uploaded to the Documents area of ECT Manager at the end of each assessment period as this provides the evidence of progress towards the Teachers' Standards.

If an ECT leaves the school before completing their Induction Period, you will need to complete an Interim Assessment on ECT Manager. The Assessment Framework document should also be uploaded to ECT Manager so that this can be used to support the ECT with completion of their induction period in another organisation.

Progress Reviews & Assessments

ECTs will have two formal assessments of their practice carried out during induction – one at the end of Year 1 (term 3) and one at the end of Year 2 (term 6). Assessments will be completed on a full-time equivalent basis for ECTs completing their induction on a part-time basis.

At each assessment point, we will ask you to upload the ECTs Assessment Framework as their evidence of progress towards the Teachers' Standards. This should be uploaded to the ECTs documents area on ECT Manager.

In addition, at the end of each term where a formal assessment is not due to be completed, a progress review will need to be completed for each ECT, including those completing their induction on a part-time basis.

Completing Progress Reviews and Assessments
All progress reviews and assessments will be completed online through ECT Manager.
An example of a progress review form can be found here.
An example of an assessment form can be found here.

What happens if an ECT is not completing the full 2-year induction in this school?
If an ECT is leaving at the end of a term, you will indicate this on the progress review form and it will automatically convert to an interim assessment which the induction tutor and ECT would complete.
If an ECT is leaving between progress views (e.g. at a half term), please contact us so that we can create an interim assessment on ECT Manager.

Quality Assurance

Further information to be added shortly.

1-Year ECT Induction

If your ECT has already completed part of their induction period before 1st September 2021, please refer to the previous statutory guidance.

ECTs who, on 1 September 2021, had started but not completed their induction have until 1 September 2023 to complete induction within three terms. Where possible these ECTs should have an ECF-based induction and a mentor for the remainder of their one-year induction.

After 1 September 2023, when the transition period ends, all ECTs will be required to complete a two-year induction period. These ECTs should not restart induction, but rather complete what remains of a two-year induction. It is expected that they will be able to access ECF support and entitlements for the remainder of their induction.

ECT Manager

At Lancashire County Council, we use ECT Manager as an online system to manage every part of the ECT induction process.

You can login to ECT Manager using the link below:

Lancashire County Council - ECT Paperless Induction and Assessment Management System (ectmanager.com)

ECT Charges

2-year ECTs

Termly Progress Reviews

£55 per ECT in an SSG School

£85 per ECT in a none-SSG School and £55 for each subsequent ECT

Assessments

£55 per ECT in an SSG School

£85 per ECT in a none-SSG School and £55 for each subsequent ECT

DfE Accredited Materials to Deliver your own Training - Fidelity Check

£300 per school

Design and Deliver your own in-School ECF-based Induction - Fidelity Check

£600 per school

1-year ECTS

Termly Assessments

£100 per ECT

 

Statutory Guidance and Supporting Documents

Please find below links to statutory documentation that will help you through the induction process.

Statutory Guidance  

Teachers Standards

Early Career Framework

Useful Contacts

 

Contact

Office

Mobile

Email

Peter Toogood

 

 

 

 

01772 531796

 

 

 

 

 

ect@lancashire.gov.uk

Caesar Chan

 

 

 

All enquiries

 

in the first instance

 

 

Julie Fryer

Area North Primary

 

01257 516166

07810

252372

 

julie.fryer@lancashire.gov.uk

Alison Hartley Secondary

 

01257 516166

07798

724039

 

alison.hartley@lancashire.gov.uk

 

Lancashire's Steering Group has a strong and effective working partnership with the Professional Associations. It is always advisable to maintain membership of a Professional Association and membership fees are greatly reduced for ECTs. The websites for the main Professional Associations are given below where contact, joining information and resources can be found. Many of the Professional Associations hold ECT events across the year which are always worth attending.

 

The National Education Union - http://www.teachers.org.uk/

 

The NASUWT -http://www.nasuwt.org.uk

 

ASCL - http://www.ascl.org.uk