Early Career Training Programme FAQs

This page provides general information about the Early Career Training Programme, alongside specialised FAQs for early career teachers, mentors and ECTP induction tutors.

Please refer to the sections below to find the information you need. We'll update this page throughout the year.

Frequently asked questions

Understanding the programme

Why was the ECTP programme established?

In 2019 the DfE published the Teacher Recruitment and Retention Strategy, which outlined the challenges being faced in education today, specifically the number of teachers leaving the profession.

It identified that a root cause of this issue was the fact that teachers at the start of their career don’t always get the support they need and introduced the most significant reform to teacher development in a generation to address this – the Early Career Training Programme (ECTP).

The Early Career Training Programme outlines the knowledge and skills that early career teachers (ECTs) need to know, and it has been used to create the two-year programme.

The ECTP programme aims to provide the right support to lay the platform for a fulfilling and rewarding career in teaching.

Changes to the Early Career Training Programme from September 2025

The changes include:

A new diagnostic tool to support ECTs in accessing content tailored to their starting points
Bite-sized sessions to support ECTs access learning around busy workloads
Additional classroom exemplification covering early years, primary, secondary, post-16 and special schools
High-quality one-year mentor training designed for mentors supporting ECTs at any stage of the programme
High-quality materials to support mentors and ECTs make the most out of their instructional coaching sessions

What is Teach First’s role in the delivery of the Early Career Training Programme?

Teach First is delighted to have been selected by the DfE as one of seven lead providers of the ECTP programme.

Our expertise in teacher development, alongside our practical experience of being part of the ECTP early roll-out in 2020/21, allows us to provide the very best support for your teachers and your school.

We’re also working with our delivery partners across the country to deliver our ECTP programme in some regions.

How is the Early Career Training Programme (ECTP) programme delivered?

Our ECTP programme is delivered through a mix of face-to-face and online modules and is structured in a way that will help early career teachers (ECTs) integrate theory, practice and feedback.

Does the programme cater for phase-specific and subject-specific learning?

Yes. Year two of the programme will focus on targeted support for each teacher’s subject or phase.

When does the ECTP programme start?

As early career teachers can be recruited throughout the academic year, providers offer different intakes.

At Teach First, we have an intake of ECTs onto our Early Career Training Programme in September, January and April each year.

This is a two-year programme, no matter what stage of the academic year an ECT starts.

Eligibility and school requirements

Who is eligible for the Early Career Training Programme?

All early career teachers (ECTs), formerly referred to as newly qualified teachers (NQTs), across all subjects and phases at state-funded schools are eligible for the ECTP programme.

Is the ECTP programme mandatory?

From September 2021, schools must ensure all early career teachers (ECTs) are being supported by the Early Career Training Programme over a two-year period. Taking our ECTP programme is one of the ways to fulfil this obligation.

More information on your options is available on the DfE website.

What are the school-based roles required to deliver ECTP?

Yes, if you want to use our ECTP materials, you can choose to deliver your own version of the ECTP using our Core Induction Programme.

More information on this option, and the different funding arrangements for it, is available on the DfE webpage.

Can my school do the core induction programme and manage the materials itself?

Yes, if you want to use our ECTP materials, you can choose to deliver your own version of the ECTP using our Core Induction Programme.

More information on this option, and the different funding arrangements for it, is available on the DfE webpage.

Cost and sign-up process

How much will the ECTP programme cost my school?

The ECTP programme is fully funded by the DfE when you take the full induction programme either directly with us or through one of our delivery partners (teaching school hubs and multi-academy trusts working with us to deliver our programme).

In the first year of the ECTP, the DfE will provide funds to reduce each early career teacher’s timetable by 10%.

In the second year, the DfE will provide your school with extra funding to reduce each early career teacher’s timetable by 5%.

The DfE will also provide funding for in-school mentors in the second year, based on 20 hours of mentoring as well as additional funding for mentors to engage in 36 hours of training provided.

Schools will receive a single payment in the summer term.

This payment will be based on termly data collections from Teach First regarding the number of early career teachers who have successfully engaged with the programme each term.

Training delivered by one of the approved training providers is also paid for directly by the DfE, so schools do not have to face any payment burdens.

Further information on funding and your options is available on the DfE website.

Why should my school choose the Teach First ECTP programme?

By working with Teach First, your school will benefit from the following:

School-led approach: Developed with schools, for schools.
Experience: Over 20 years helping new teachers get better, faster – whether they trained with us or not.
Expertise: Cutting-edge, research-led training, supported by experts in education.

For more details on the benefits please see our ECTP programme webpage.

If your school’s location and circumstances mean that you will take our programme through one of our delivery partners, you will get the same Teach First programme materials delivered by the expert team at the delivery partner assigned for your region.

Flexibility: Online learning resources that fit around teachers’ timetables.
Tailored: Subject and phase-specific support from our specialists, for teachers and their mentors.
Connections: Get connected to our network of thousands of schools, teachers and leaders.
Wellbeing: A module available for teachers and mentors to help manage their workload and wellbeing.

How do I sign my school up to Teach First’s ECTP programme?

Whether you have an ECT currently on Teach First’s programme or not, our Early Career Training Programme webpage will tell you how to register your school’s interest (particularly under the ‘Apply’ tab).

Please note that spaces are limited so we encourage you to register as soon as possible.

We will then contact you to confirm if we can offer you a space on our programme.

Depending on your school’s location and circumstances, we may be able to work with you directly or through one of our delivery partners. We’ll let you know when you register your interest / apply.

What are delivery partners? How can my school take the Teach First ECTP programme through them?

Delivery partners are teaching school hubs and multi-academy trusts (MATs) across the country that we are working with to deliver our ECTP programme to schools in their allocated area.

Depending on your school’s location and circumstances, you may work with us directly or be directed to take our programme through one of our delivery partners.

If you are in a region covered by one of our delivery partners, we strongly suggest you contact them directly to take our ECTP programme through them.

The full list of our ECTP delivery partners and their contact details is on our ECTP delivery partner webpage.

If you are unsure whether you are in a delivery partner’s region, or want more general information about our ECTP programme then you can register your school’s interest with us by filling in the form on our ECTP webpage.

We will then direct you to the right delivery partner if one is available for you, or in small number of cases, we may be able to work with you directly.

Please note that spaces for working with us directly and through delivery partners are limited, so we recommend that you register your interest as soon as possible, and provide an estimated number of early career teachers (ECTs).

Please be aware that registering your interest in the ECTP does not guarantee you any places on the programme.

What if I am not sure how many ECTs I will have this year and how to account for those who join later in the year?

As part of the registration process, we ask you to provide an estimate of the number of trainees who will be eligible to start the ECTP programme each year.

There are three separate enrolment periods in which an ECT can join across the year, these coincide with the start of each term – September, January and April.

The overall estimate number across the year should be broken down and distributed across the three intake periods.

An example would be a target of 120, which includes 100 ECTs in September, 20 in January and zero in April. These numbers allow us to correctly monitor and allocate the limited spaces on our programme.

If you aren’t able to provide an estimate, please note this on your expression of interest form.

If I am already on the ECTP programme, where can I find the latest details about the programme?

If you are a current programme member, you should refer to your programme guide which is available on your My Teach First account.

You should also receive regular email bulletins with the latest programme information.

If you have any questions about your current programme, or do not have access to your programme guide, please contact us.

Can my school do the core induction programme and manage the materials itself?

Yes, if you want to use our ECTP materials, you can choose to deliver your own version of the ECTP using our Core Induction Programme.

More information on this option, and the different funding arrangements for it, is available on the DfE webpage.

For early career teachers (ECTs)

What will year one of the ECTP programme cover?

Rooted in research and expertise and backed by a range of tailored resources, year one of the programme consists of the following six modules, one per half-term:

1.   How can you create an effective learning environment?
2.   How do pupils learn?
3.   What makes classroom practice effective?
4.   How can you use assessment and feedback to greatest effect?
5.   How can you support all pupils to succeed?
6.   How can you design a coherent curriculum?

What will year two of the ECTP programme cover?

Year two takes a more personal approach focused on subject/phase-specific learning and development, following these six development cycles, one per half-term:

1.   Developing pupils' intrinsic motivation
2.   Supporting pupils to develop subject-specific skills
3.   Using meaningful & memorable explanations
4.   Anticipating & addressing common misconceptions
5. Using structured talk to develop pupils' literacy skills.
6.   Developing a coherent curriculum

What is the time commitment for an ECT in year one?

engage with induction (6 hours)
engage with self-directed study (4 hours 30 minutes per half-term)
meet weekly with the mentor for 1:1 interactions (1 hour each)
attend two online or face-to-face seminars per half-term (1 hour 20 minutes per seminar)

What is the time commitment for an ECT in year two?

engage with induction (6 hours)
complete retrieval quiz and revisit identified areas of self-directed study from year one (45 min)
attend one online or face-to-face seminar per half-term (1 hour 30 mins per seminar)
arrange and attend demonstrations (observation and/or discussion) (1 hour per half term)
meet fortnightly with the mentor for 1:1 interactions (1 hour each)

For ECTP induction tutors

What is the role of the ECTP Lead/ induction tutor?

Schools will appoint an ECTP Lead/ induction tutor who is a senior leader in their school.  They will be our point of contact and will be the person responsible for ensuring the Early Career Training Programme is delivered to a high standard within their school(s). This includes:

Timetabling - making sure that ECTs and mentors have the appropriate timetables so they can make the most of the programme.
Retention of ECTs and mentors - to provide the right support to retain ECTs and mentors throughout the programme and to track engagement.
Selecting mentors - selecting high-quality mentors who have the knowledge, skills and capacity to support ECTs throughout the two-year programme.
Engagement – they will make sure their programme members are engaging with the programme. We will keep ECTP Leads in the loop if their teachers aren't joining seminars and accessing their resources.

What training and support is given to the ECTP Lead?

ECTP Leads/ induction tutors will be provided with a full induction. They will also receive a detailed programme guide and programme overview that will help them understand and support the ECTP programme in their school.

For mentors

What's the role of an ECTP mentor?

A mentor plays the most important role in supporting a new teacher’s development. In the first week of term, the nominated mentor will meet their early career teacher (ECT). This is a chance to discuss ways of working and the early career teacher's (ECT's) areas for development, with a focus on the first module related to behaviour and high expectations.

Mentors will attend online seminars each half term to complement the modules being undertaken by their ECTs are learning about and can tailor and align support accordingly.

They will provide instructional coaching through regular meetings with their ECT.

What training and support is available to mentors?

At the start of the programme, mentors will receive training to develop skills in:

assessing teacher progress
providing effective feedback
using deliberate practice to accelerate progress
how to provide further challenge to high-performing early career teachers.

Mentors will also have the opportunity to learn from experts as part of the programme. Through half-termly online or in-person seminars, they’ll discover the best ways to reflect on their practice and develop their instructional coaching skills.

What does the mentor-ECT interaction look like? Can a school adapt this?

This interaction is weekly in year one, using instructional coaching as a basis. In year two, meetings are fortnightly.

Mentoring is bespoke, depending on the needs of the ECT. There is guidance and support which is provided to help mentors give informed and sequenced support alongside the modules.  However, there is flexibility dependent on the specific needs of the ECT.

Can mentors be assigned to more than one ECT, especially in smaller schools?

If mentors can provide quality support, they can mentor more than one ECT.  However, we would recommend that you assign different mentors to your ECTs to support with mentor capacity and workload.

Should each ECT have separate mentor meetings, or is it possible to have group mentoring sessions?

Ideally, each ECT would have dedicated one-to-one mentoring time per week.  Group mentoring by a mentor may be appropriate in certain circumstances but is unlikely to meet the needs of each ECT if this approach is taken across the whole year.

The approach to instructional coaching requires mentors to provide bespoke feedback and opportunities to practice and agree specific steps for improvement, so it will require separate mentor meetings.

Further information

Delivery Partner contacts

Induction, training and support for early career teachers (external DfE link)

Manage training for early career teachers – how to set up ECTP training (external DfE link)