FAQ
The following FAQ highlight what mentors can expect for the role in supporting ECTs:
All ECTs are entitled to a two-year fully funded training and support programme. Since 2021 this has been underpinned by the Early Career Framework (ECF), a standards framework offering an approved approach to developing teaching practice, supporting - and supported by - the induction training and CPD. As part of this programme, dedicated mentors are expected to support ECTs through regular one-to-one mentoring sessions. Their training for this role is offered by main providers or designated training partners.
Mentoring is a crucial part of an ECT's entitlement, and it is funded. School leaders use core funding to cover the cost of ECTs' 10% off-timetable training time in Year 1, and in Year 2 the DfE pays schools directly to cover ECTs' 5% off-timetable training time and 20 hours of mentoring. 36 hours of mentoring are covered in total.
The mentoring role is vital: NEU and DFE surveys of ECT experience show its importance to ECTs, who have expressed how much they value time to discuss and reflect on their teaching, guided by expert colleagues who have a close understanding of their progress within the context of the setting. Mentors can offer the practical feedback that helps to develop strengths or tackle emerging worries before they become bigger difficulties.
Mentors and induction tutors have distinct roles and responsibilities:
A mentor will meet regularly with an ECT to provide guidance and feedback, providing contextualised support to meet the ECT's developing needs. Mentors work with the school to ensure that ECTs receive a high-quality training experience, including regular opportunities for the ECT to observe skilled and experienced practitioners. The mentor guides and supports the ECT and can (and should) observe the ECT's teaching and provide feedback, but these observations are for professional development purposes and are not part of the formal induction assessment. Mentors do not gather evidence against assessment criteria.
An induction tutor provides or coordinates the induction programme and carries out the important formal assessments and regular progress reviews. The assessments — at halfway through, and at the end of, the 6-term induction — are key to determining the ECT's success against the Teachers' Standards. The induction tutor's work is overseen and regulated by the appropriate body that will make the final determination about an ECT's success or failure in induction. The evidence gathered and presented by the induction tutor informs the school's recommendation to the appropriate body.
The induction tutor and mentor roles can be held by the same person, although this is unusual. If they are, a clear distinction between them must be maintained.
In September 2025, the Early Career Framework (ECF) will combine with the Core Content Framework (the CCF) to become the ITTECF . This is expected to address the problem of content repetition that has been a feature of ECT experience. Some changes to mentor training have been introduced to further enhance the experience of ECTs. According to the DfE (2024) these changes will improve ‘mentor workload, flexibility and contextualisation’:
- From 2025, the mentoring training will be shortened from two years to one year, to reduce mentor workload. The training elements that mentors have found most useful will be retained, while extra resources will be available to help with workload.
- The DfE announced that lead providers will deliver more detailed training resources for mentoring sessions so that mentors can concentrate on supporting their ECTs. The resources will include advice on how to contextualise learning for the ECT and how to help ECTs master topics they find difficult.
- ECTs have commented extensively on the lack of SEND content in the ECF, and this has meant extra work for mentors planning sessions around SEND to support their ECTs. The ITTECF (2025) will include ‘significantly more’ content related to teaching young people with SEND, and more content on adaptive teaching, helping mentors to support ECTs’ practice in a challenging area.
Mentors have their own journey of professional development, and regular training is provided on their role and the Framework content. Observation and feedback, as well as coaching for improvement and reflection, will form part of the training for mentors. Headteachers have a choice of three approaches for the delivery of the induction programme. These approaches are:
- Schools can work with one of the six providers accredited by the DfE who will design and deliver the programme to ECTs and their mentors. The provider-led programme will be fully funded by the DfE and include face-to-face and on-line training. There will be additional funding available to schools taking this route where each mentor will have access to an additional 36 hours of training over two years.
- Schools deliver their own training and support using ready-made DfE-accredited materials and resources for ECTs and mentors.
- Schools can design and deliver their own 2-year induction programme for early career teachers based on the early career framework.
The following five providers have been accredited by the DfE to deliver the training programme to mentors and ECTs from 2025:
- Ambition Institute.
- Education Development Trust.
- Teach First.
- UCL Institute of Education.
- National institute of Teaching
The training is funded by the DfE. The funding will cover 20 hours of a mentor’s time in the second year, to work in collaboration with the ECT. If, however, a school chooses to take the provider-led approach, there is additional funding to allow mentors to train for 36 hours over the two year ECT induction period.
Existing mentors and newly appointed mentors will have the opportunity to enhance their practice through a fully funded professional development programme. Working in a busy school environment leaves little or no time to engage in building a professional relationship that focuses on the ECT and their needs.
The funded training will allow mentors to plan their time to fully understand and apply the materials to support the training of each ECT. The two-year induction process is a statutory requirement during which ECTs are expected to receive dedicated support from a mentor.
The mentor training will help you develop as a practitioner, support the practice of the ECT and the school’s overall achievement. It is therefore reasonable to expect the school to support you during completing and beyond completion of the training. Your manager should allocate the time and resources for you to be able to take part on the training and the time spent mentoring. This school has a responsibility to ensure that your workload is reasonable and have regard for your wellbeing.
The mentoring role has a significant responsibility for the development of NQTS and gives the role recognition in supporting teaching and learning. The pay award for all teachers is decided by the headteacher and Governing Body of the school. Advice from the NEU on pay progression and how to secure fair pay in your workplace.
Information on the ITTECF can be found here, and useful information about the roles and responsibilities of ECTs, school leaders, induction providers, mentors and appropriate bodies can be found here (in Section 5).
The NEU has a range of professional development opportunities to support you throughout your career and leadership journey that are delivered at a local and national level. Read the details in the national programme.
As a middle leader you may also be interested in reading the FAQ on NPQs.
