The Impact on Schools & Teachers

This September, the revised Early Careers Framework comes into effect for Newly Qualified Teachers. A reform in the way which new teachers are inducted has been a long time in the making – teachers and educators have been working with the Department for Education to structure a two-year package of high-quality professional development. Teachers do not always get the consistent professional development that is crucial to them and their pupils’ success as the experience of new teachers can vary from school to school.

To help you understand the new Early Careers Framework, we’ve broken this down and what it means for teachers and schools.

What is the Early Careers Framework?

The current Early Careers Framework will be fully replaced with a standardised training programme. The reforms are part of the government’s teacher recruitment and retention strategy, which aims to improve the training and development opportunities available to teachers.

Instead of completing one NQT year, the Early Career Framework involves a new, two-year period of high-quality professional development. The additional year of support and mentorship will hopefully prepare teachers more effectively for the classroom of the future, improving teacher retention and bringing more modern education research to the forefront of early career teacher training and development. Furthermore, the term early career teacher (ECT) replaces newly qualified teacher (NQT).

The revised Early Years Framework can be found here https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/978358/Early-Career_Framework_April_2021.pdf

What are the Key Changes?

The statutory guidance on NQT inductions sets out the full details of what is expected of NQTs and schools for induction arrangements.

The guidance can be found here https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/972316/Statutory_Induction_Guidance_2021_final__002_____1___1_.pdf

The key changes are:

• The standard length of induction has been increased from one school year to two school years (see para 2.29).
• The term early career teacher (ECT) replaces newly qualified teacher (NQT).
• In addition to the 10% timetable reduction that Early Career Teachers (ECTs) receive in their first year of induction, ECTs will also receive a 5% timetable reduction in the second year of induction (see para 2.19).
• Schools are expected to deliver an induction period that is underpinned by the ECF (see para 2.39). There are three approaches schools can choose from to enable the delivery of an early career framework-based induction:
• A funded provider led programme.
• Schools deliver their own training using DfE-accredited materials and resources.
• Schools design and deliver their own early career framework-based induction.
• The role of the mentor has been introduced as separate to the role of the induction tutor. The mentor will have a key role in supporting the ECT during induction (see para 2.43).
• Appropriate bodies will have a role in checking that an ECF-based induction is in place (see para 5.11).
• There will be two formal assessment points, one midway through induction, and one at the end of the induction period (see para 2.52). These will be supported by regular progress reviews to monitor progress, to take place in each term where a formal assessment is not scheduled (see para 2.46).
• In cases 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 (see para 3.5).
• Transitional arrangements for those teachers who will have started but not completed their induction as of September 2021, when the new guidance comes into force (see para 1.4).
• The number of ad-hoc absences permitted has been extended to 29 days per year, in line with the extended length of induction (see para 3.6).

How will the Early Careers Framework Impact Teachers?

Newly qualified teachers will benefit significantly from the change. The new framework will set every aspect of what new teachers must learn. NQT’s must learn about all areas of teaching, from classroom strategies to adaptive teaching, assessments and behaviour management. In previous years, teachers have received a year of support from a school-based mentor. The new, second year of additional support and structured learning will enable teachers to grow in confidence, experience and teaching knowledge

As well as an increase in support, newly qualified teachers on the Early Careers Framework will also have a reduced timetable for the full two years, allowing additional time for mentor meetings, training sessions or observations.  The framework lays out in clear terms what teachers need to know before they can qualify as a teacher. At the end of the two years, teachers will be assessed against the Teaching Standards as they are now, but with an extra year of mentorship and support under their belt.

How will the Early Careers Framework Impact Schools?

The early career framework is the evidence base which underpins this new entitlement for early career teachers’ professional development. It sets out what all early career teachers should learn about, and learn how to do, during the first 2 years of their careers.

How schools can prepare for these changes

There are 3 approaches to enable the delivery of an ECF-based induction. Schools can choose:

• A funded provider-led programme
• To deliver their own training using DfE-accredited materials and resources
• To design and deliver their own 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.

Schools can use the information here https://www.gov.uk/government/publications/early-career-framework-reforms-overview/early-career-framework-reforms-overview to understand the differences between each available delivery approach.

Early Roll-Out

An early roll-out of the ECF reforms took place in Autumn 2020 for eligible schools in the North East, Greater Manchester, Bradford and Doncaster.

Eligible schools which opted in to the early roll-out were able to give feedback to ensure the ECF reforms meet the needs of teachers and schools working in a range of contexts. The information provided was used to develop the programme ahead of the national roll-out from September 2021.

In response to the coronavirus pandemic, over 4,600 new teachers outside of early roll-out areas were given a one-year package of additional support based on the ECF. For further on the  guidance on changes to the induction for NQTs during the coronavirus (COVID-19) outbreak please click here https://www.gov.uk/government/publications/coronavirus-covid-19-induction-for-newly-qualified-teachers.

Helpful links 

Early Career Framework Reforms: Overview - https://www.gov.uk/government/publications/early-career-framework-reforms-overview/early-career-framework-reforms-overview?utm_source=LGA&utm_medium=email&utm_campaign=statguidance

Induction for Early Career Teachers - https://www.gov.uk/government/publications/induction-for-early-career-teachers-england?utm_source=LGA&utm_medium=email&utm_campaign=statguidance

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

Department of Education - https://www.gov.uk/government/organisations/department-for-education