ECT Induction: What schools and trusts need to know

Summary

The induction period is a crucial time for Early Career Teachers (ECTs), shaping their professional identity and setting the tone for long-term retention and success. As part of the DfE’s broader reforms to Initial Teacher Training (ITT) and early career development, the system of ECT induction is undergoing change. EPM has put together the following summary of both the current statutory expectations for ECT induction in schools (in place until September 2025) and what will change from September 2025 onwards, following the introduction of the Initial Teacher Training and Early Career Framework (ITTECF).

Current responsibilities (until September 2025)

Under current arrangements, appropriate bodies (which may be local authorities, teaching school hubs, or other accredited organisations) are responsible for overseeing the statutory induction of ECTs.

Key responsibilities for schools and trusts:

Register ECTs: All ECTs must be registered with an appropriate body before induction begins.
Appoint key staff: Assign an induction tutor and a mentor to support each ECT.
Deliver a two-year induction: This must be underpinned by the Early Career Framework (ECF) and include protected time for both the ECT and their mentor.
Monitor progress: Conduct regular progress reviews and two formal assessments (end of Year 1 and Year 2), measured against the Teachers' Standards.
Support where needed: Provide additional support or interventions if the ECT is not making expected progress.
Fidelity checks: Appropriate bodies ensure that the ECF is being delivered in full and in line with the chosen induction approach (provider-led, school-led using DfE materials, or fully school-designed).
Maintain records: Keep accurate records of support, assessments, and outcomes.
Engage with appropriate bodies: Collaborate openly with your appropriate body on monitoring and assessment.

Preparing for changes

While fulfilling these responsibilities, schools should begin to plan for the shift in appropriate body arrangements that will take effect from September 2025.

What’s changing from September 2025?

From the 2025/26 academic year, the DfE will implement a reformed induction system aligned with the Initial Teacher Training and Early Career Framework (ITTECF). This aims to create a smoother, more coherent experience for new teachers.

The biggest change:

Teaching School Hubs will become the sole appropriate bodies for ECT induction. Local authorities and other organisations will no longer carry out this function.

Key implications:

Transition planning: Schools currently using local authority appropriate bodies must move to a Teaching School Hub before the start of the 2025 academic year.
Stronger alignment with ITT: The ITTECF aims to connect the training received during ITT more directly to the ECT induction experience, ensuring continuity in support.
Induction delivery: Schools must continue to provide a structured, ECF-based induction aligned with the new ITTECF expectations.
Mentor and tutor preparation: Staff involved in induction may need training to understand their roles under the reformed system.
Ongoing oversight and support: Teaching School Hubs will continue to provide external oversight, ensuring quality and consistency in how induction is delivered and assessed.

What should schools and trusts do?

For now:

Continue meeting all statutory duties under the current system.
Use local authority or Teaching School Hub appropriate bodies as appropriate.
Maintain robust records and ensure ECF delivery is consistent and monitored.

To prepare for September 2025:

Identify your Teaching School Hub for 2025 and build the relationship now.
Plan the transition away from local authority appropriate bodies if currently used.
Review internal systems to ensure your induction programme and staff roles are ready for the ITTECF model.
Keep staff informed about the upcoming changes and provide training if needed.
Ensure continuity for current ECTs whose induction may span the transition.

Looking ahead

The DfE’s reforms are designed to create a more streamlined, coherent system of teacher development—from ITT into the early years of teaching. While the shift will require some planning and adjustment, it offers an opportunity for schools to strengthen how they support new teachers, align induction more clearly with training, and work in closer partnership with Teaching School Hubs. By staying informed and acting early, schools and trusts can make this transition smooth and effective—while continuing to give ECTs the high-quality support they need to thrive.