Planning for ECT Induction: 7 Top Tips

Here are our 7-step quick wins for preparing for ECT Induction:

1. Start with entitlement-first allocation (non-negotiables)

2. Use a “best-fit” not “best teacher” mentor model

3. Cap mentor load and make it visible

4. Time, not goodwill: timetable mentor meetings centrally

5. Build a mentor support layer through Induction Tutor

6. Induction Tutors use data lightly and purposefully

7. Plan for change early (mobility-proof the system)

1. Start with entitlement-first allocation (non-negotiables)

Quick win: Allocate mentors after timetables protect ECT entitlements - not the other way round.

What to lock in first

•  ECT reduced timetable (10% Y1, 5% Y2)
• Weekly mentor meeting (Y1) / fortnightly (Y2) timetabled in during school day – a routine slot to build positive habits
• Time for ECT self-study and training
• Reasonable access to observation and feedback

Why it works Too often mentors are allocated and then “squeezed in”. Reversing the order ensures:

• Compliance with statutory requirements
• Reduced risk of ECT burnout
• Less pressure on mentors to “fix” timetable issues

2. Use a “best-fit" not  "best teacher"  mentor model

Quick win: Define what makes an effective mentor and allocate accordingly - not just experience or status.

Best-fit criteria Prioritise mentors who:

• Are strong communicators and approachable (not necessarily the strongest teacher in your team)
• Have sufficient emotional capacity this year
• Teach a similar phase or subject (where possible) to help build ECT knowledge and expertise
• Are open to coaching principles and adapting their coaching skills/reflective learners who want to keep developing practice

Avoid

• Automatically assigning middle leaders
• Pairing “top performers” with the most vulnerable ECTs
• Giving mentors multiple ECTs in the same year, without release and capacity to do so.

Simple rule of thumb

One well-supported mentor + one ECT = success
One overstretched mentor + two ECTs = risk

 3. Cap mentor load and make it visible

Quick win: Introduce a hard cap on mentor responsibilities and publish it.

Recommended caps

• ECT per mentor in most cases
• More than one ECT only with:
  • Time allowance
  • Proven mentoring experience

Make it transparent

• Share a simple mentor allocation map listing:
  • ECT name
  • Mentor
  • Timetabled meeting slot
  • Protected mentor time
  • Scheduled catch-ups dates with Induction Tutor to share progress and access support

This prevents:

• Quiet over-allocation
• Last-minute changes
• Burnout among high-quality mentors

4. Time, not goodwill: timetable mentor meetings centrally

Quick win: Centralise mentor-ECT meeting slots in the timetable.

Practical approach

• Agree common mentor slots across the school
• Use PPA-aligned or directed time slots
• Avoid “find time when you can”

Why this matters

• Signals mentoring is core business
• Increases meeting consistency and impact through high-quality protected time
• Reduces cancellations during busy weeks

5. Build a mentor support layer through Induction Tutor

Quick win: Nominate one Induction Tutor (Lead Mentor)  per school.

Induction Tutor role

• Point of contact (pastoral and professional) for mentors
• Ensures entitlements are met
• Troubleshoots mentor - ECT pairing issues
• Provides regular check ins with mentors to keep updated on ECT progress
• Liaises with the Appropriate Body
• Supports mentors with observations termly to act as second pair of eyes and validate mentor feedback

Impact

• Mentors feel supported, not isolated
• Issues are caught early
• ECT success isn’t dependent on one relationship alone

6. Induction Tutors use data lightly and purposefully

Quick win: Track just three indicators half-termly:

• Are mentor meetings happening?
• Are ECT entitlements protected?
• Is workload manageable (ECT and mentor)?

7. Plan for change early (mobility-proof the system)

Quick win: Build contingency into mentor allocation.

Do this at the start of the year

• Identify back-up mentors – would it be beneficial to train a new mentor in your setting? Can they be buddied up to shadow a current mentor for summer term?
• Ensure ECTs know who to contact if issues arise- IT/AB/Union

 Summary: what makes it work for everyone

•  Entitlements protected first
•  Mentors chosen for fit, not hierarchy
•  Capacities capped and visible
•  Time timetabled, not hoped for
•  Mentors supported, not assumed
•  Systems resilient to change