The majority of people involved in delivering the early career framework (ECF) for new teachers feel that the workload for teachers and mentors is “too much”.
Department for Education research, published today, reveals that among induction tutors, 52 per cent think the workload is too heavy for early career teachers and 62 per cent think it is excessive for mentors.
It also shows that 15 per cent of induction tutors and 22 per cent of mentors were dissatisfied overall with the induction programme in their school or multi-academy trust.
An evaluation of the ECF roll-out has also been published by the DfE today and includes survey responses from those involved.
More than half (54 per cent) of mentors have said they find it difficult managing to spend time supporting their ECTs alongside their teaching workload, and even more (73 per cent) mentors report difficulties managing to spend time on the provider-led ECF mentor training.
The report also shows that nearly half (45 per cent) of ECTs are finding it difficult to spend time on the provider-led ECF training programme alongside their teaching workload.
The report said that this may be “exacerbated by expectations” on ECTs in most schools (reported by 88 per cent of induction tutors and 75 per cent of ECTs) to undertake an average of 29 hours of continuing professional development this year on top of what is required in the ECF-based induction programme.
Meanwhile, almost a third of mentors (30 per cent) did not know if, or felt it unlikely that, they would remain in the role next academic year.
And almost two-fifths (39 per cent) of ECTs consider the amount of time they are expected to spend on self-directed study to be too much, while 29 per cent consider expectations around time spent on in-person training is too much.
More than a quarter (27 per cent) of induction tutors consider the amount of time off timetable that ECTs have to engage with their induction is too little.
Insights from lead providers and their delivery partners detailed in the report found that ECTs are “time pressured”, and “some may be struggling to find time to invest in their development”.
It also found that some mentors “may be struggling” and “finding it difficult to fit their ECF-based induction programme responsibilities around their other commitments”.
In March of this year, schools minister Robin Walker wrote to schools to set out ECF changes, admitting the scheme needed “more flexibility” and promising that the DfE was “making improvements”.
He said that to “help” with the implementation, the DfE would be “reviewing materials to make them as user-friendly as possible” as well as a number of other moves to ease the transfer to the ECF.
What are providers doing to address this?
Ambition Institute, one of the providers chosen to deliver the new framework, has already revealed some of the changes it will be introducing next academic year in response to previous feedback.
To increase the flexibility of curriculum structure and sequencing, all self-study content will be “batch released at the beginning of each half-term”.
Ambition is also investing in “further training for mentors” to support them to adapt the programme around the specifics of their subject and phase, including early years and specialist provision.
Questions remain around timetabling
Today’s data also revealed that almost three-quarters (74 per cent) of induction tutors hold senior leadership roles, and a similar percentage of mentors (72 per cent) have a leadership role.
Tom Rees, executive director for programmes at Ambition, said the provider was aware that leaders are already busy and that “finding the time to engage is an ongoing challenge for us”.
He said questions remain around timetabling, explaining it is “difficult” to “try and balance your timetable”.
“I think there is an ongoing thing about how, as the ECF embeds over the next couple of years, schools come to terms with that.”
In terms of flexibility of programme around curriculum, Mr Rees said the two “big things” in the debate are about sequencing and flexibility around subject and phase.
“There will be a constant debate around to what extent we should be sequencing curriculum or allowing flexibility.”
He said Ambition wasn’t suggesting a “fundamental overhaul at this stage” and that it was about “continuing to support mentors to be able to flex where they need to and use their professional judgement.”
He also said it was about “continuing to build more exemplification around ECF, particularly in areas such as early and special educational needs.”
Teaching Hubs to become main support
The DfE launched a consultation today on plans to install Teaching School Hubs as the main organisations overseeing the provision of “fair and appropriate” support, assessment and guidance procedures alongside their entitlements to ECTs and mentors.
It said the reforms will bring “clearer accountability” and “greater consistency”, and ensure ECTs “receive their statutory entitlements”.
The role is currently carried out by local authorities but, under the proposed reforms, councils would cease to be appropriate bodies from September next year.
The consultation is set to close on 21 July this year.
