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Changes to NQT induction from September 2021 (Early Career Framework reform)

From September 2021, all teachers new to the profession will be entitled to a funded statutory two-year period of induction supported by the Early Career Framework. This will replace the current statutory Induction programme of one year for NQT’s. The term NQT (newly qualified teacher) will be replaced with Early Career Teacher (ECT). Some key points are summarised below:

• induction for NQTs (or Early Career Teacher - ECTs) will be increased from one to two years
• 10% non-contact time for ECTs will continue in Year 1, with 5% non-contact time in Year 2
• role of mentor or tutor is key and some DfE funding provided for their time in Year 2
• specific funding will be given to schools for each ECT
• CPD programmes will all be related to the Early Career Framework with three options for schools

What do schools need to do before September 2021?

To prepare for the changes, please read the new statutory guidance for early career teachers see . If you have teachers new to the profession joining you in September, you will need to review your current Induction process and ensure it meets the new statutory requirements.

Schools have a choice as to how they prepare for and deliver an early career framework-based induction. The three approaches schools may consider as set out by the DFE are as follows:

1. access to a funded provider led programme
   1. there are 6 providers accredited by the DFE and Teaching Hubs are acting as partners to deliver these
2. deliver your own induction training programme using the DFE accredited materials and resources
3. design and deliver your own ECF based induction

Should you wish to choose option 2 or 3, you will be asked by your chosen Appropriate Body to undertake fidelity checks to ensure that your programme meets the statutory requirements.

If your school is intending to use a option 1 or 2 then you can nominate your induction tutor to register your school with the ‘Manage training for early career teachers’ service

Website: 

Do I still need to register with an appropriate body to support the induction of my ECT’s?

The answer is YES.

We will continue to act as an appropriate body supporting school’s induction processes, quality assurance and assessment for our current newly qualified teachers (NQT’s) and newly appointed early career teachers (ECT’s). Much of the role of the appropriate body remains the same, in that we will continue to ensure all new teachers receive their statutory entitlements and are fairly and consistently assessed. However, we will also check that all early career teachers are receiving a programme of support and training based on the Early Career Framework.

Due to the revised guidance, we are currently reviewing our role as the appropriate body and updating our current guidance documents, policies, SLA support package and training programme.

Download: Early Career Teacher SLA (PDF)

All non-maintained schools (academies and free schools) are required to select an authorised service provider for Key Stage 1 and Key Stage 2 monitoring and moderation activities. As set out in the statutory guidelines, all non- maintained schools are responsible for ensuring all such agreements are in place and that they comply with the national assessment arrangements as part of their funding agreement. (Please refer to ARA guidelines for key dates).
KS1 assessment support and guidance package (First and Primary Schools)

This includes the following:

• allocation of an authorised provider to oversee monitoring activities and a written local agreement to confirm provider to STA
• email and telephone access to a team of qualified advisers who can give advice relating to
• assessment, including teacher assessment and statutory testing arrangements
• advice on the Phonics Screening Check and P Levels
• monitoring of KS1 tests
• advice on teacher assessment of writing for Year 2 (Please note: this DOES NOT include moderation package – see below)

KS2 assessment support and guidance package (Primary, First and Middle Schools)

This includes the following:

• allocation of authorised provider to oversee monitoring activities
• email and telephone access to a team of qualified advisers who can give advice relating to assessment, including teacher assessment and statutory testing arrangements
• advice on the Phonics Screening Check and P Levels
• monitoring of KS2 tests
• advice on teacher assessment of writing for Year 6

Primary assessment support and guidance package (Primary Schools with KS1 and KS2 pupils)

This package is for schools who have pupils in KS1 and KS2 and incorporates both the Key Stage 1 and Key Stage 2 Support and Guidance Packages (as outlined above).

Moderation packages

Should your school be selected for a statutory moderation visit there will be an additional cost.

Key Stage 1 Moderation Package includes:

• half-day moderation visit to the school by an assigned moderator(s) to verify teacher assessment judgements in reading, writing and maths
• a brief written report and suggestions for next steps

Key Stage 2 Moderation Package includes:

• an assigned moderator(s) who will visit the school to verify teacher assessment
• a brief report focused on judgements in writing and suggestions for next steps

Maladministration and appeals support

In the event of a school being investigated for maladministration, support can be provided. The nature and scope of the support will need to be discussed with the Statutory Assessment Lead and a package or cost of support agreed.

We offer a range of bespoke assessment and data services and training to meet the needs of school-based staff, governors and groups of schools. Working closely with individuals and groups we can provide flexible solutions to meet identified needs including interpreting school and pupil data and the latest assessment requirements.

Package 1: Evaluation of present assessment systems and recommendations for improvement

Package 2: Support to enhance the accuracy and consistency of teacher assessment

Package 3: Workshops for staff and senior leaders on specific strategies and accuracy of assessment

Package 4: Review and evaluation of assessment systems in partnership with SLT

Package 5: Support to make best use of performance data to inform self-evaluation.

Ofsted’s 2019 Education Inspection Framework focuses on the importance of the curriculum in shaping and supporting your pupils’ life chances and accelerating their achievement. We can undertake an objective review of your school’s curriculum to evaluate whether it is effectively meeting the learning needs of all pupils in core and foundation subjects.

We can provide a whole school review or a focus on specific areas. The focus of the Curriculum Audit and Review will be agreed with your school and could be either a whole school review or targeted on a specific area of focus.

The review could include:

• analysis of curriculum strengths and areas for development
• interviews with middle leaders regarding curriculum change and transition
• interviews and/or surveys with pupils regarding engagement and challenge in their lessons
• scrutiny of pupils’ work across key stages and curriculum areas
• observations or learning walks in specific curriculum areas
• workshops and/or individual support to curriculum areas on resources to engage and challenge all learner types

Benefits

Whole school, phase and targeted reviews can:

• give senior leaders, governors and subject pr phase leaders confidence and reassurance about the
• quality of the schools’ curriculum and that the curriculum meets government expectations
• support the identification of curriculum priorities and plan how to address them to secure accelerated achievement and greater social mobility
• improve outcomes for pupils through improved levels of engagement and challenge
• create a renewed energy and interest to identified areas of curriculum

Schools can choose from a range of bespoke support visits to improve progress and attainment in specific curriculum subjects and develop pedagogical knowledge and understanding. The focus of the Subject Consultancy will be agreed with your school.

Consultancy may include:

• practical advice and guidance on developing an inclusive curriculum
• supporting curriculum design, planning and assessment
• developing specific teaching and learning strategies to support curriculum delivery
• support to plan for progression and transition
• mentoring subject coordinators and new or non-specialist teachers
• provide ongoing professional development for teachers

Personalised coaching is available to secure professional development for teachers across all phases at any stage in their professional career.

There is strong evidence to suggest that coaching has a positive impact for change in schools. Coaching identifies clear outcomes for the individual, what went well and how to move forward and is a valuable strategy that can help to secure improvements in teaching and learning and develop leaders.

We offer a range of coaching packages. This may include:

• Whole School training on ‘Embedding Coaching as a Professional Development Strategy’
• individual coaching in the classroom to secure improvements in teaching and learning. (Good - Outstanding) (Requires Improvement – Good)
• ‘real time’ coaching for teachers in the classroom
• coaching to secure effective Leadership and Management of middle leaders, subject leads or phase leads
• supporting peer coaching in Schools

Package 1: 3-hour whole school training on developing a coaching strategy to support improvements in teaching and learning and sustainable change.

Package 2: Package 1 plus minimum 6 hours of bespoke coaching support to address school need

Package 3: Bespoke coaching for teachers, individual or pairs. Minimum 6 hours coaching support.

The review of the extent to which your most able pupils are being stretched and challenged in their day-to-day learning, through their curriculum experiences, and in relation to the teaching and learning opportunities presented to them. The key question is whether the most able pupils are accelerating in their progress in order to secure the higher attainment levels they are capable of in relation to their individual starting points from baseline assessments.

The service can be provided bespoke to a subject, phase, or as a whole-school review.

Support may include all or some of the following:

• a review of the baseline assessments of the most able pupils, their current progress in relation to the set progress and attainment targets
• a review of the most able pupils’ workbooks and learning portfolios within the subject or phase across the school
• a review of the design, delivery and effectiveness of the curriculum in providing appropriate pathways to secure the most able pupils’ accelerated success
• discussions with the most able pupils
• discussions with achievement leaders, teachers and tutors of the most able pupils
• discussion with Senior Leaders for pupils’ achievement
• discussion with the Governor responsible for the most able pupils’ achievement
• a review of the effectiveness of the deployment and use of pupil premium funding for most able pupils who are eligible for this funding