Early Career Teacher (ECT) Support in Schools is a structured programme designed to help Early Career Teachers (ECTs) transition into their teaching career from a teaching qualification to ensure teachers qualify with a high degree of competence and confidence.

Here's an overview of the ECT support provided by Botwell House Catholic Primary School.

 1. Induction Period (2 Years}

• Length: ECT’s undergo a two-year induction
• Purpose: To provide sustained support, mentoring, and professional development.

 2. Mentoring and Support

• Dedicated Mentor: Every ECT is assigned a trained mentor to guide, scaffold and challenge.
• Regular Meetings: Weekly in Year 1 and fortnightly in Year 2.
• Focus: Guidance on pedagogy, behaviour management, workload, subject knowledge, and well-being.

 3. Early Career Framework (ECF)

• What it is: A government-backed framework outlining what ECTs should learn and be supported with.
• Core areas:
  • Behaviour management
  • Pedagogy
  • Curriculum
  • Assessment
  • Professional behaviours
• Provider:  University College London (UCL).

 4. Reduced Timetable

• Year 1: ECTs teach 90% of a full timetable.
• Year 2: 95% of a full timetable.

This allows time for professional development provided by UCL, local training providers and mentoring delivered in school.

 5. Assessment

• Formal Assessments: At the end of Year 1 (interim review) and Year 2 (final assessment).
• Assessment is against the Teachers’ Standards which are nationally recognised standards

6. Wellbeing and Professional Development

• Ongoing Continued Professional Development (CPD): Regular training sessions aligned with the ECF delivered by UCL, locally delivered trainers and in-school mentoring.
• Well-being Focus: Encouraging manageable workloads and mental health awareness.

7. Role of the School

• Induction Tutor: Oversees the induction program and assessments.
• Mentoring Program: Ensures quality mentoring is delivered to the ECT.
• Monitoring and Evaluation: Schools must monitor progress of ECT supporting and challenging performance.

 

Early Career Teacher (ECT) Support at Botwell House Catholic Primary School

At Botwell House Catholic Primary School, the support for Early Career Teachers (ECTs) is structured around a comprehensive two-year induction program. This program is designed to facilitate a smooth transition from initial teacher training to full-time classroom teaching, ensuring that ECTs develop the confidence, competence, and professional knowledge required for a successful teaching career.

1. Two-Year Induction Period

ECTs at Botwell House undergo a two-year induction, providing sustained support, professional development opportunities, and regular mentoring. This period is aimed at building the foundational skills and confidence necessary for long-term success in the profession.

2. Mentoring and Support

Each ECT is assigned a dedicated, trained mentor who offers personalised guidance and support. Mentoring sessions occur weekly during the first year and fortnightly in the second year. These sessions focus on key areas such as pedagogy, behaviour management, workload, subject knowledge, and overall well-being. The mentor plays a vital role in scaffolding the ECT’s development, offering challenge as well as encouragement.

3. Early Career Framework (ECF)

The school follows the Department for Education’s Early Career Framework (ECF), delivered through University College London (UCL). The ECF outlines essential areas of learning and support, including:

• Behaviour Management
• Pedagogy
• Curriculum
• Assessment
• Professional Behaviours

This framework ensures consistency and depth in the training and support provided.

4. Reduced Teaching Timetable

To allow time for professional development, ECTs have a reduced teaching timetable. In their first year, they teach 90% of a full timetable, increasing to 95% in the second year. This protected time is used for UCL-led sessions, local training opportunities, and in-school mentoring.

5. Assessment and Progress Reviews

ECTs undergo two formal assessments: an interim review at the end of the first year and a final assessment at the end of the second. These evaluations are based on the nationally recognised Teachers’ Standards, ensuring that each ECT is meeting the professional expectations of the role.

6. Wellbeing and Continued Professional Development (CPD)

Wellbeing is a key element of the support provided. ECTs are encouraged to maintain a healthy work-life balance and are supported through mental health awareness initiatives. In addition, regular CPD sessions—delivered by UCL, local providers, and in-school mentors—ensure that ECTs continue to grow professionally throughout the induction period.

7. Role of the School

The school’s leadership plays a central role in supporting ECTs. An Induction Tutor oversees the program and manages assessments. The mentoring provision is quality-assured to maintain high standards of support. Progress is closely monitored, with the school committed to both supporting and constructively challenging ECTs to help them reach their full potential