At Queens’, we welcome Early Career Teachers (ECTs) as colleagues every year and are committed to providing a high-quality, comprehensive induction programme that supports their professional development and enables them to thrive. All ECTs are registered with an Appropriate Body, which provides independent quality assurance of statutory induction, ensuring that appropriate support and assessment arrangements are in place in accordance with the Department for Education's statutory guidance.

ECT induction is coordinated by the Professional Mentor / Induction Tutor and follows the Early Career Teacher Entitlement (ECTE), with professional development informed by the Initial Teacher Training and Early Career Framework (ITTECF). Our approach ensures a supported transition from initial teacher training into the early stages of a teaching career.

• Dedicated Mentoring: Every ECT is assigned a trained mentor, with protected time allocated for regular meetings and professional development. Mentoring is developmental, focusing on subject-specific pedagogy, evidence-informed classroom practice, adaptive teaching, assessment and supporting students with SEND. Agreed development priorities and action points guide ongoing professional growth. Mentoring is separate from the formal assessment process.

• Year 1 Timetable Reduction (10%): ECTs in their first year receive a 10% reduction in their teaching timetable, in addition to their normal planning, preparation and assessment (PPA) entitlement. This protected time supports their ITTECF-based training, mentoring, observation of experienced colleagues, reflection on practice and targeted professional development.

• Year 2 Timetable Reduction (5%): ECTs in their second year receive a 5% reduction in their teaching timetable, again in addition to their normal PPA entitlement. This time supports continued professional development, including subject-specific teaching practice, curriculum understanding, collaborative assessment and working with specialist colleagues where appropriate.

• Formative Observations and Feedback: ECTs benefit from regular observations of their teaching practice throughout the induction period, undertaken by appropriately qualified colleagues. Observations are developmental, providing constructive feedback and identifying strengths and areas for improvement. Feedback informs mentoring and professional development, supporting ECTs in making progress towards meeting the Teachers’ Standards.

• Progress Reviews and Formal Assessments: The Induction Tutor oversees regular progress reviews and formal assessments against the Teachers’ Standards. For ECTs completing the standard two-year, full-time induction, progress reviews take place in Terms 1, 2, 4 and 5, with formal assessments at the end of Year 1 (Term 3) and Year 2 (Term 6). ECTs are actively involved in reviewing their progress, agreeing development priorities and commenting on assessment reports. Assessment draws upon existing evidence of teaching practice, avoiding unnecessary administrative workload. The Appropriate Body makes the final decision regarding successful completion of statutory induction.

• Subject-Specific and Adaptive Professional Development: Queens’ identifies and supports opportunities for subject-specific professional learning, enabling ECTs to deepen their subject knowledge, develop confident classroom practice and strengthen their understanding of adaptive teaching. Particular emphasis is placed on inclusive teaching, effective assessment and supporting students with SEND.

• Comprehensive Professional Support Network: ECTs are supported by a wider network of experienced colleagues, including their Mentor, Curriculum Leader, Professional Mentor and senior leaders. We encourage open professional dialogue, collaborative working and early identification of any challenges, ensuring that appropriate guidance and support are available throughout the induction period.

Many colleagues at Queens’ originally joined us as Early Career Teachers and have subsequently progressed into significant pastoral, curriculum and senior leadership positions. Their professional journeys reflect our sustained commitment to developing staff, recognising talent and supporting colleagues throughout their careers.

If you would like to know more or discuss opportunities further, please contact our Professional Learning Mentor, Matt Padgham at: padghama@queeens.herts.sch.uk