Early Career Framework and Appropriate Body
Early Career Framework
How do you register your ECTs for 2023/24?
How to register your ECT
In order for your ECT to begin their induction, you will need to complete the following steps:
1. Register with Shropshire and Telford Education Partnership, STEP, please click on the link below:
Before registering, please view the following short video for a details step by step guide for how to register your school: How to Register Your School (ectmanager.com)
Please note, once you have registered your school, this will first of all need to be approved by the STEP team before you can start adding your ECTs. We will aim to do this within 48 hours. Once approved, you can then start adding your ECTs. Please refer to the following user manual to do this: Register an ECT (ectmanager.com)
2. Register with the DfE
Please click here to use this service to set up a 2-year ECF-based training programme for your early career teachers (ECTs).
Sign in to this service to tell the DfE:
- how you want to run your training
- which accredited materials or training provider you’ll use
- which ECTs and mentors will take part
Your induction tutor can use this service to:
- tell us whether or not you expect ECTs to join your school
- nominate someone else to be your school’s induction tutor
- change how your school runs your training programme
- tell us that an ECT is transferring from another school, and let us know how you want them to continue their training
For assistance, please telephone 0370 000 2288 or email email@example.com
3. Register with Best Practice Network (Graded outstanding by Ofsted 2023)
If you have chosen to use a DfE-funded training provider to provide the ECF training to your ECT and mentor, you will need to register your details with our lead provider, Best Practice Network.
Please click here to register your school with Best Practice Network if this is your first ECT.
The team at Best Practice Network will contact your ECT and mentor directly, using the information on your DfE registration, to complete their ECF registrations.
If you have any queries regarding the registration process, please email ECF@stepwm2.co.uk.
If your ECT has completed Year 1 of their induction and is staying in the same setting for Year 2, their induction will continue and you will not need to re-register any details.
Please note, for those schools who are already registered with STEP with year 1 or year 2 ECTs who are continuing their induction into the new academic year, your ECT records will automatically be transferred across to ECT Manager. You will still need to register new ECTS starting at your school in the Autumn 23-24 term.
New Schools who have not registered an ECT with STEP previously ONLY
If you are a new school and have not registered an ECT with STEP before you will also need to register with the lead provider who delivers the induction process, Best Practice network, via the link below. This is a one off registration for new schools only, once completed you will not be asked to do this again with any future ECTs.
Early Career Teacher
We are working in partnership with Best Practice Network & Outstanding Leaders Partnership to deliver the Early Career Development Programme which delivers the Early Career Framework reforms for Early Career Teachers. This DfE-funded programme is open to all schools in Shropshire and Telford and Wrekin for Early Career Teachers.
What is the Early Career Development Programme?
The government is funding an entitlement for all early career teachers in England to access high-quality professional development at the start of their career with a view to greater teacher support and retention. Best Practice Network/Outstanding Leaders Partnership will be delivering the programme nationwide from September.
New teachers will now receive development support and training over 2 years instead of one, all underpinned by the DfE’s Early Career Framework reforms.
How much does the Early Career Development Programme cost?
The programme is funded by the DfE and freely available for all state-maintained academies and schools in England.
What does the funding provide for?
The DfE funding provides for the full 2 year induction of an early career teacher (consisting of 122 learning hours over the duration of the programme). There is a further 36 hours of funded training for an in-school mentor (see images below).
Early Career Teaching Learning Hours and Mentor Training & Sessions
Please click link below to view this information
As well as full access to the programme the DfE funding provides for:
- 10% time-off timetable for early career teachers in Year 1
- 5% time-off timetable in the second year of induction for all early career teachers to undertake induction activities including training and mentoring
- funding for mentors to spend with early career teachers in the second year of induction – this is based on 20 hours of mentoring across the academic year
How do I apply for the Early Career Induction Programme?
Please refer to the section above titled "How do you register your ECTs for 2023/24?"
ECT/ECM Training Dates 2023 - 2024
ECF Training Session Dates and Times
For New ECTs commencing their induction from September 2023 to 2025.
- To view the ECT 2023 - 2024 Best Practice's training sessions and network opportunities please click here:
- To view the ECM 2023 - 2024 Best Practice's training sessions and network opportunities please click here:
For ECTs who commenced their induction from September 2022 to 2024 .
- To view the ECT 2022 - 2024 Best Practice's training sessions and network opportunities please click here:
- To view the ECM 2022-2024 Best Practice's training sessions and network opportunities please click here:
If you are an ECT or ECM and are unsure which group you fall into please contact Rhian de Winter, ECF/AB Lead Administrator ECF@stepwm2.co.uk
Please note: the above training sessions and opportunities are subject to change at short notice
The Role of the Induction Tutor
Who should be the Induction Tutor?
The headteacher/principal should identify a person to act as the ECT’s induction tutor, to provide regular monitoring and support, and coordination of assessment.
The role of the Induction Tutor
The induction tutor is expected to hold QTS and have the necessary skills and knowledge to work successfully in this role and be able to assess the ECT’s progress against the Teachers’ Standards. This is a very important element of the induction process and the induction tutor must be given sufficient time to carry out the role effectively and to meet the needs of the ECT.
The induction tutor will need to be able to make rigorous and fair judgements about the ECT’s progress in relation to the Teachers’ Standards. They will need to be able to recognise when early action is needed in the case of an ECT who is experiencing difficulties.
It may, in some circumstances, be appropriate for the headteacher/principal to be the induction tutor. The induction tutor is a separate role to that of mentor.
The induction tutor is expected to conduct a progress review with an ECT in each term where a formal assessment is not scheduled.
There are key differences between formal assessments and progress reviews. As your Appropriate Body we can help ensure that induction tutors hold these distinctions in mind and do not follow unnecessarily burdensome processes for progress reviews. For example, if an ECT has already evidenced how they met a particular Teachers’ Standard as part of their wider professional development, it is not necessary to have them repeat this in full and it is more than sufficient to refer to this existing evidence.
Depending on how far into induction the ECT has progressed, more or less detail may be suitable:
- Term 1: it is probably most helpful to concentrate on the teacher’s personal and professional conduct and how well the relationships are working.
- Term 2: it is probably most helpful to consider how likely the teacher is to require additional support and consider their progress across each of the Teachers’ Standards, helping to ensure that there are no surprises when they have their first formal assessment in Term 3.
- Terms 4 and 5: for teachers who have been consistently on track to meet the Teachers’ Standards, these reviews can afford to be the lightest touch and focus on anything that has emerged to derail progress.
Appropriate Body Introduction and ECT Manager Portal
Every Early Career Teacher needs to be assigned an Appropriate Body by their school. Appropriate Bodies like STEP are organisations who quality assure your statutory teacher induction. Your allocated Appropriate Body will assess you against the Teachers Standards during your two-year Induction period.
Click here to access our ECT Manager Appropriate Body Portal
Click here to download the STEP Service Level Agreement
I’ve forgotten my login details for the ECT portal. What do I need to do?
Go to the sign in page and select can't access your account? This will then take you through steps to gain access.
If you are still experiencing difficulties, please contact Rhian de Winter, ECF/AB Lead Administrator, ECF@stepwm2.co.uk for further assistance.
Click here for the DfE Statutory Induction Guidance.
Statutory induction is the bridge between initial teacher training and a career in teaching. It combines a structured programme of development, support and professional dialogue, underpinned by the Early Career Framework, with monitoring and an assessment of performance against the Teachers’ Standards.
The programme should support the early career teacher and provide them with the necessary training to ensure that they can demonstrate that their performance against the Teachers’ Standards is satisfactory by the end of the period. Induction should provide a foundation for ECTs and equip them with the tools to be an effective and successful teacher
The Teachers’ Standards will be used to assess an ECT’s performance at the end of their induction period. The decision about whether an ECT’s performance against the relevant standards is satisfactory upon completion of induction should take into account the ECT’s work context and must be made on the basis of what can be reasonably expected of an ECT by the end of their induction period within the context of the standards.
Judgements should reflect the expectation that ECTs have effectively consolidated their initial teacher training (ITT) and demonstrated their ability to meet the Teachers’ Standards consistently over a sustained period in their practice. The ECF is not and should not be used as an assessment tool.
Changes Implemented from September 2021
- The term early career teacher (ECT) replaces newly qualified teacher (NQT).
- The standard length of induction has been increased from one school year to two school years.
- In addition to the 10% timetable reduction that ECTs receive in their first year of induction, ECTs will also receive a 5% timetable reduction in the second year of induction.
- Schools are expected to deliver an induction period that is underpinned by the ECF. Appropriate bodies will have a role in checking that an ECF-based induction is in place.
- The role of the mentor has been introduced. The mentor will have a key role in supporting the ECT during induction and is separate to the role of the induction tutor.
- There will be two formal assessment points. One midway through induction after term three, and one at the end of the induction period. These will be supported by regular progress reviews to monitor progress, to take place in each term where a formal assessment is not scheduled.
- 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.
- The number of ad-hoc absences permitted has been extended, in line with the extended length of induction.
Appropriate Body Costings 2023-2024
Full Induction Programme
(DfE funded route)
Cost per ECF
Per ECT per year
Level of support and service
Core Induction Programme
(using DfE accredited materials for schools to deliver their own programme)
£350 per year
£175 per ECT per year
Travel expenses where applicable
School Based Programme
(schools design and deliver their own programme)
£700 per year
£175 per ECT per year
Travel expenses where applicable
ABs will be expected to check in a greater level of detail where schools have opted to design their own school based programme due to the greater risk that a school based induction could diverge from the ECF when DfE accredited materials are not used as the basis for an induction programme. ‘DfE April 2021’
Observations of trainees
NOTE: this fee is not included in the FIP, CIP or School based programme fees
For those wishing to purchase additional observations of their ECT these will incur an additional charge of £50 per hour.
These will provide the employing school with additional verification of its own internal observations.
Where an ECT may be experiencing difficulties –NOTE: this fee is not included in the FIP, CIP or School based programme fees
An additional charge of £50 per hour will be incurred.
Meet our STEP facilitators
My name is Lucy Luke and I am currently a Facilitator on the Early Career Framework and The National Professional Qualification for Leading Behaviour and Culture for STEP.
I taught for 20 years across Telford and Wrekin and Shropshire in the Primary phase, mentoring many student teachers and working alongside a wide variety of schools in a supportive capacity as a Deputy head and then Headteacher.
I now coordinate a EYFS and Primary School direct Teacher Training programme and I am also a School Improvement Advisor for Shropshire Council.
Facilitation has been a wonderful experience thus far and I look forward to continuing to develop my own learning alongside like-minded people.
I am a Teacher of Science and Lead Induction Tutor for the Marches School. I have been teaching science at the Marches for 11 years, teaching across KS3 to KS5 and specialising in Biology. I have always had a passion for science and supporting science careers through things such as the school Medical Society I run.
I have been involved in mentoring for the last 8 years, firstly as a subject mentor and then as the Lead Mentor for the school. As lead mentor for the Marches School Hub my role is to oversee and direct subject mentors of both ITT and NQT students across the school. It was therefore a natural progression to become a facilitator for the ECF as I have a real passion to encourage and equip Early Career Teachers to reach their potential. In my role as a coach it is a privilege to support new teachers in their journey and see their progress and creativity being outworked.
I am Deputy Head at St Peter's CE Primary and Nursery School, Wem.
I love my job and can't imagine being anything other than a teacher! Every day is different and you never know what will happen until it does! Being a part of a child's life is a privilege and even with the daily trials the job brings, I always want to come to school and see the children. Seeing them find their own way in the world is what makes the job so special and being an ECT facilitator means I get to support colleagues in taking the children on that journey. Having taught for many years, the chance to share that experience and at the same time learn from others keeps the fire going!
My name is Claire Standish and I am currently working as a Key Stage 1 Phase Lead at Muxton Primary School in Telford. I have been lucky enough to gain a wealth of teaching experience over the last 19 years, from teaching in village schools in Scotland, across three local authorities in England, and at one of the leading schools in Abu Dhabi, the United Arab Emirates, where I lived and taught. Since qualifying as a teacher, I have always had a particular passion for PSHE where I have led this subject in different four schools, and I am currently a PSHE SLE for Severn Teaching Alliance.
I have always been interested in teacher training and in developing other teachers and have mentored trainee teachers whilst working in a peer mentoring/coaching role for many years. When the opportunity to become an ECT Facilitator arose, I knew that this was something I would not only enjoy doing, but also allows me to contribute a lot to this important role. I am currently facilitating two ECT groups, made up of around 50 ECTs, across Telford and Wrekin.
I have been Head of Languages at The Priory School for several years, teaching French to students in Year 7-11. Previously, I taught French and Italian in a comprehensive school in Essex to Years 7-13.
I have a lot of experience in mentoring Associate Teachers and new teachers to the school and have been facilitating the ECF course since September 2021. Prior to this, I also facilitated ITP and OTP courses as part of the Teaching School CPD delivery. I am also an SLE, supporting local schools with their MFL delivery.
I really enjoy facilitating the Early Career Framework training and believe strongly in supporting ECTs at such a crucial time of their career. It is also very valuable to have the opportunity for discussions with colleagues from other schools and settings, sharing knowledge and experience with each other.
I am currently Associate Assistant Principal at Ercall Wood Academy with responsibility for the ECF, English and literacy. Teaching English has always been my first passion – I love that literature can be used to help our young people explore the world around them and enable them to develop and express their own opinions.
I wanted to become a facilitator for the ECF for many of the same reasons that I wanted to become a teacher. Being able to give back to the teaching community and provide those who are new to the profession with support and guidance is something that I feel strongly about. Having previously worked as a mentor and induction tutor, as well as experience in delivering CPD, becoming a facilitator for the ECF was the perfect opportunity to combine my experiences. The early years of teaching are crucial if we are to ensure longevity for our teachers and I feel incredibly privileged to be able to play a part in this.
I have been teaching for almost 15 years in secondary schools across the West Midlands and Shropshire. I am a history specialist and graduated from Lancaster University in 2006. I am currently Head of Humanities but I also have roles as an Associate to SLT and as union rep for the NASUWT. I am also currently studying for my NPQSL.
I wanted to be involved in the ECT programme as my MA thesis was based on the experiences of Early Career Teachers and the challenges they faced; I enjoy the professional development aspect and reflecting on my own teaching as part of the training
My name is Fay McKirgan and I teach at St. Peter’s C.E. Primary and Nursery School. I have been teaching for over 25 years in a range of schools, working in years 2 to 6. I currently teach in Y2 and have just become SENCO, which just goes to show you’re never too old to learn something new! I enjoy working with the children and am passionate about all children receiving the best education they can, as a good education has such a profound effect on their life chances. This is why I was excited to be part of the ECT programme as a facilitator. I look forward to meeting you!
I am Chris Pierce and I have been the Headteacher at Newport Infant School and Nursery for the last 8 years. Prior to this I was Deputy Headteacher at the school and SENDCO. Over the last year we have taken on the PVI nursery on our site and established a Specialist SEND Provision within our setting.
Alongside my work in school, I have always enjoyed supporting training and mentoring and for the last 10 years I have been involved with the Initial Teacher Training programme run by Severn Training and Schools Alliance as a QA Lead and delivering some training sessions. Additionally, I trained as a facilitator with National College to deliver the Middle leader training programmes which became the National Professional Qualifications. I have facilitated NPQML and now deliver NPQSL as well as being a mentor for the new Early Years SEN Level 3 qualification.
I have three children who are all grown up now; one is a teacher, one is currently on a PGCE course and the other delivers drama and music within schools so the family tradition continues! We all share a love of theatre and music and I spend my free time walking and enjoying the outdoors as well as being a great crafter.
After 17 years teaching across the primary phase and in senior leadership (English manager and SENCo), I was offered work with the University of Chester and the Alliance of Leading Learning. During my career, I welcomed opportunities to drive improvement, work collaboratively, deliver CPD and mentor school-based ATs and ECTs, so the positions being offered to me felt like very natural progressions; that the richness of my career so far had led to this point. I thrive on building confidence, unlocking potential and inspiring others. I am thoroughly enjoying my new career direction, it is particularly interesting working with teachers at the different stages of their journey as a University Based Teacher Educator Mentor with ATs, Facilitator on the Early Career Teacher Programme and Tutor, Mentor and Assessor for the National Award in SEN Coordination. I am also delighted to have been offered Expert Facilitation on National Professional Qualifications starting early next year.
FAQs - Early Career Framework and Appropriate Body
What is the difference between Appropriate Body (AB) and Early Career Framework (ECF)?
You must be signed up to an Appropriate Body (AB) so that you are assessed formally against the Teachers Standards. Your AB provide data to the Teachers Regulation Agency (TRA) which records your progress. There is a small fee for your school to pay so that we can complete the statutory assessments during your two year Induction period. It may be that we come and observe you teach or meet with you and your mentor. Running alongside this, the ECF is a fully-funded, structured programme that supports you during your two year induction period via online and face to face Facilitator-led sessions and a wealth of resources.
How do I sign up to STEP for Appropriate Body?
Please click here to complete our ECT registration form and view the section above "How do you register your ECT?".
How do I sign up to STEP for Early Career Framework?
We have partnered with Best Practice Network as our Teaching School Hub Lead training provider for the ECF. Please register with BPN here:
Please note, for the name prompt, please use ‘Shropshire and Telford Education Partnership (STEP)’. Once your school’s application has been processed, your ECTs and ECMs will be contacted by Best Practice with a schedule of training dates and how to access their CCRM portal.
I’m having problems signing into the BPN portal. What do I do?
No problem. Contact: firstname.lastname@example.org
I haven’t been sent the link to the zoom training, what do I do?
No problem. Contact: email@example.com
I’d like to give some feedback on the BPN Facilitator-led sessions.
At the end of each session, you will be asked to give your feedback on the session. If you would prefer to email, then please email: firstname.lastname@example.org
I want to change my BPN group. How do I do this?
We carefully assign you to a group however, if you would like to change group, please email: ECF@stepwm2.co.uk
I can’t attend a Facilitator-led session. What do I do?
We understand that life in school is busy and that sometimes it may not be possible to attend a session. If this is the case, then you will be sent the link to a recording of the session for you to catch up with. Please do be aware that BPN do monitor your attendance and if a number of sessions are missed, your school will be contacted to see if there is anything further they can do to support you in attending.
What happens if I choose not to engage in the ECF?
The DfE have reviewed their provision for ECTs because there was a need for it to be more consistent in its quality, therefore we strongly advise you to engage and take full advantage of the offer. Should you not engage in the programme, you will receive less support than your peers – support that you are entitled to and need; you will have less evidence to add to your AB assessment points; you wont have access to the incredible range of online resources provided by BPN; your attendance will be monitored and concerns will be raised if your attendance falls below a certain percentage; your schools funding may be withdrawn.
How do I find out about DfE funding to accommodate reduced timetables etc?
Please visit the DfE link below for further information.
What do I do if I have an ECT who is transferring from a different school and is already part way through their induction?
What happens when my school wants to change the Lead Provider?
For schools who are changing from another Lead Provider to BPN, here is a useful screen shot depicting the process on the DfE online service.
PLEASE NOTE - New DfE guidance on Induction changes
The DfE have recently changed the processes to report induction changes.
These could include:
- Mentor replacement
- Change of Induction Tutor
- New ECT joining part way through the year
- ECT moving to another school
Best Practice Network then receives the change through the DfE online service and the ECF Team action the change on our systems. To allow continued access to BPN systems and to prevent delays, we will also accept and action the following changes coming directly from schools:
- Change of Induction Tutor name and email address, as before
- Change of Candidate email address
However this does not replace schools’ responsibilities to notify the DfE and that the information provided to us and the DfE must always match to avoid systems’ errors.
What we offer:
Shropshire & Telford Education Partnership’s appropriate body services is led by The Priory School, Shrewsbury. We have a dedicated AB team which provide services for your ECTs and for schools whose NQTs have already started induction under the 2018 regulations. We also offer a range of services within the Early Career Framework and the new 2021 Early Career Teacher Framework.
Through quality assurance, we assure ourselves that the team around you in school are meeting their responsibilities for monitoring, supporting and assessing you during your teacher induction and that the procedures in place for you in school are fair and appropriate.
As your Appropriate Body, we also provide data to the Teaching Regulation Agency to record your progress.
Your engagement in the Early Career Framework will support you in performing against the Teachers Standards but your participation in the Early Career Framework does not form part of the assessment.
Your school will decide who they want to be your Appropriate Body. As STEP, we would be delighted to support you and be your Appropriate Body for this exciting period of your induction.
At agreed calendared points, you and your Induction Tutor and Mentor will be required to write a summary progress report so that you can evidence your performance against the standards. You will record this on the ECT Manager Portal. You can also add evidence of your successes on the ECT Manager Portal so that we can share in your induction experiences.
Whichever route our schools choose they will receive high quality, personalised and responsive support. All schools will have free access to the online ECT Portal so that you can easily submit assessments online, record mentor meetings and write action plans. A paper format for all records is also available.
If you have any ECF or AB queries please contact:
ECF/AB Administrator Lucie Jenkins or ECF/AB Lead Administrator: Rhian de Winter
Telephone: 01743 284072
ECF/AB Strategic Lead: Lesley Holmes