Bonneval sebastien UIpFY1Umamw unsplash (1)

Our ECT Programme

Our lead provider

We are partnered with lead provider Ambition Institute for our ECF-based Early Career Teachers programme. We deliver a fully funded, bespoke induction programme that enables schools to meet the DfE's statutory requirements.

The programme is designed to develop the knowledge, skills and expertise of early career teachers with a two year package of evidence-based support.


The Early Career Teachers programme is a blended learning experience. It provides teachers and their mentors with high quality training and materials alongside scaffolding to ensure effective mentoring.

What participants learn How participants learn
All the ‘learn that’ and ‘learn how to’ content of the Early Career Framework, including behaviour, instruction, curriculum, assessment and self-regulation. A carefully designed combination of face-to-face training, virtual peer-learning groups, expert-led webinars and weekly video tutorials. These all sit alongside support for effective mentoring.
What effective teaching looks like through specific examples and explanations of how and why this practice works.  All content is designed and delivered by experts in teacher education, drawing upon the best available evidence in how teachers learn.

Programme components have been designed intentionally to fit with the demands of schools and the busy lives of teachers. This keeps travel and cover requirements to a minimum, and provides online learning that can be undertaken at any time, in any place, on any device.

Roles & Responsibilities 

There are three key participant groups in schools on the programme: the early career teacher, their mentor and the induction tutor.

Roles & Responsibilities 




Induction Coordinator


A practicing classroom teacher in their first two years of teaching.

An experienced classroom teacher with the capacity for mentoring.

*Ideally a specialist in the teacher’s subject/phase

A member of the school’s senior or middle leadership team


The main audience for the Early Career Framework.

Directly supports the teacher in their development.

The in-school lead of the programme and main point of contact for teachers and mentors.


Learning and practising aspects of the framework throughout the programme.

Engaging with the programme content

Leading the programme in school

Engaging with weekly self-study (through Steplab, our online learning platform) Carry out weekly observation and instructional coaching sessions with teachers Making sure teacher and mentor time is protected.
Attending clinics and conferences Attending conferences, clinics and coaching on coaching to develop instructional coaching practice Providing positive accountability to support teachers and mentors to engage

Early Career Teacher Input

Early Career Teacher inputs


Year 1

Year 2

ECT conferences

Conferences are designed to give early career teachers a deep insight into key aspects of the ECF and implications for their classroom.

Two full day conferences


One full day conference


ECT clinics

Clinics are online workshops designed to help ECTs make sense of study materials and address common misconceptions.

One 90-minute clinic each term

One 90-minute clinic each term

Weekly coaching (by mentor)

Instructional coaching meetings give Teachers a specific, bite-sized action step. They will be given a clear model of 'good' and the opportunity to practise before Classroom implementation.

Weekly 45 minute coaching meeting

Fortnightly 45 minute coaching meeting

Self-directed learning



Mentor Input

Mentors input


Year 1

Year 2

Mentor conferences

Conferences are designed to give mentors a deep insight into instructional coaching and how to best support early career teachers.

Two full day conferences



Mentor clinics

Mentor clinics are online workshops designed to help mentors make sense of study materials, coaching methods and address common misconceptions around the ECF.

One 90-minute clinic

One 90-minute clinic

Weekly observation (of teacher)

Mentors observe their teacher each week. Unlike Conventional observations, these are not judging the effectiveness of a teacher. They are short and sharply focused on specific areas of practice.

Weekly 15 minute observation

Fortnightly 15 minute observation

Weekly coaching (of teacher)

Mentors select a specific, Bite-sized action step for their teacher to develop. Mentors give a clear model of what ‘good’ looks like and support the teacher to practise before classroom implementation.

Weekly 45 minute coaching meeting

Fortnightly 45 minute coaching meeting

Self-directed learning