The Early Career Framework is adding value on so many levels, despite the tone of the discourse in recent months, including the National Foundation for Educational Research’s annual stating that the national rollout “has had little impact on retention of early-career teachers”.
It is still early days to truly determine the impact of the Early Career Framework (ECF) on long-term retention, especially for a programme rolled out during the pandemic. Meanwhile, the Teaching School Hubs Council continues to facilitate its advisory boards to support sharing, networking and challenge to the wider sector so high-quality implementation is achieved.
Furthermore, following the review of the ECF in 2023, from September 2025 all new early-career teacher (ECT) training programmes should be based on the Initial Teacher Training and Early Career Framework (ITTECF). This combined framework has been amended in response to feedback, including on adaptive teaching, special educational needs and disabilities (SEND), oracy, early cognitive development and evidence literacy. There are also changes to the Department for Education-funded, provider-led training programmes.
Finally, a “full review” of the ECF has been announced by the government for 2027 - and we welcome the opportunity to pause and reflect.
Impact of the Early Career Framework
However, it’s important not to lose sight of what is working with the ECF. As a group of teaching school hubs at the coalface of delivery, we wanted to offer some perspectives on the difference that the ECF is making.
1. Relevant, context-specific content
At Cambridgeshire and Peterborough Teaching School Hub, through our quality-assurance processes, schools are telling us that we have excellent facilitators that are giving much more directly relevant training for ECTs through the local contextualisation we have put in place.
We have sought to enhance the ECF experience with subject/phase-specific content and access to specialist experts - for example, on SEND and the early years foundation stage profile - which we know is directly improving teacher development.
2. Improvements in classroom practice
Also in the East of England, Alban, Saffron and Inspiration teaching school hubs consistently review the ECF’s impact through feedback, surveys, outcomes and quality checks.
They have seen improvements in classroom management, lesson planning, engagement, assessment and theoretical understanding with practical applications. Mentors benefit by refining coaching and reflecting deeply on their practice.
Both ECTs and mentors gain from a stronger understanding of research-informed pedagogy and the positive influence of structured mentoring.
Approximately two-thirds of those who completed successfully induction have advanced to positions of responsibility by year four, with most remaining in the profession and region, indicating a positive impact on retention.
3. Increased teacher confidence and pupil engagement
Through Wandle Teaching School Hub, ECTs in Kingston, Richmond, Merton and Wandsworth have reported increased confidence in classroom practice and pupil engagement.
Mentors have also observed improvements in ECTs’ teaching practices, including adaptive teaching and behaviour management skills.
A further benefit has been the development of a wider professional learning community, robustly based in evidence-based practice, which connects schools in the region.
4. Positive feedback on delivery and facilitation
Evaluations of sessions and ECF modules from lead providers at Bright Futures and Inspire Learning teaching school hubs in the North West have highlighted positive feedback from participants.
They praised the approach taken in ECF sessions for being clear, concise and relevant, with no unnecessary filler. Facilitators were noted for being knowledgeable and approachable, fostering a supportive environment where questions were welcomed.
5. Enhanced teacher development and quality
What’s more, numerous senior leaders have shared personal insights on the benefits of the ECF and how it builds on initial teacher training courses, from boosting confidence in the classroom to using mentors to improve classroom practice.
For example, Joe Hermiston, principal of Louth Academy, in Lincolnshire, told us that the “ECF has significantly improved support and teacher retention” by providing “a structured and supportive foundation for recently qualified teachers to receive high-quality mentoring and ongoing professional development” - thereby increasing confidence and stronger teaching practices.
He notes, too, that “mentors have also benefitted, with dedicated time to guide new teachers and further their own professional development”.
Meanwhile, at Welton St Mary’s Church of England Primary Academy in Lincoln, assistant headteacher and ECT lead James Durkan told us that “all five of our ECTs are thriving in their roles” thanks to the “structured approach” that the framework offers. He praised the ECF for helping to create “consistency across training and reinforcing evidence-informed teaching strategies throughout the school”.
Finally, Andy Duffy, assistant headteacher at Prince Henry’s High School in Evesham, Worcestershire, said that, having supported a number of ECTs over the past four years, they have witnessed “the significant impact the programme has on the confidence of the ECTs” - including in part due to the “focused mentoring and instructional coaching”.
Overall, as a collective, teaching school hubs welcome a constructive discussion about the future of the ECF, informed by understanding of what we are seeing now. We bring shared experiences and evidence that must be heard in the next-stage review.
Lesley Birch is chair of the Teaching School Hubs Council advisory board on the Early Career Framework, strategic lead at Cambridgeshire and Peterborough Teaching School Hub, and deputy CEO of Meridian Trust
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