SWIFT Participate in Early Career Framework Study with the National Institute of Teaching

In our role as an Associate College of the National Institute of Teaching (NIoT), SWIFT was pleased to be involved in a recent study that resonated with our Teaching School Hubs (TSHs) area.

The study was designed to understand experiences of delivering Early Career Framework (ECF)-based programmes in different school contexts across England, with a particular focus on schools in rural and coastal communities, and especially small schools (the definition is intentionally broad).
 
Working alongside the David Ross Education Trust (DRET), a Multi Academy Trust with a Teaching School Hub in North Lincolnshire and North East Lincolnshire, the one-year collaborative study also aimed to identify good practice delivered by these rural, coastal and small schools to deliver ECF programmes and to support Early Career Teachers (ECTs), and to understand how these can be adapted to better support schools.
 
It is pleasing that the impetus came from conversations between the NIoT and our SWIFT Team in highlighting the importance of generating formal evidence into how small schools in Devon are experiencing the ECF, and what support they may need. It is particularly pleasing our Director of TSHs, Jen Knowles was part of the study author team and Director of Business Development, Fiona McNeile provided feedback through the RAG board for the Research Team.

This was a mixed methods study, conducted between February to May 2024.
It involved a survey of 132 participants in 68 schools across England, and qualitative interviews with staff from nine schools within six Multi Academy Trusts (MATs) in rural and coastal communities.

The study found that whilst the ECF was valued, and most experiences were positive overall, all schools are facing similar challenges. Some schools are struggling to deliver ECF programmes, but this did not appear linked to school context.
 
80% of all ECTs were very or somewhat satisfied by their induction offer.
91% of Mentors felt able to manage their mentoring workload alongside their other duties, which was a consistent trend across schools of different sizes and locations.
 
There were some differences in the delivery of ECF programmes for schools in rural and coastal communities, compared to urban and inland schools, but this did not seem to affect overall satisfaction. Overall, there were different approaches to delivering the ECF, linked to school culture and context.
 
Small schools had particular strengths in delivering ECF programmes. For example, offering whole-school support to ECTs. However, fulfilling the requirements of the ECF, particularly around staff time and timetabling, could be challenging for schools with small staff bodies, and the support of Trusts (or other external) was very important, particularly in rural and coastal communities.

The following dynamic key mechanisms were identified as important for successful delivery of the ECF to support schools, Trusts and ECF providers:

The Early Career Framework
The ECF is an established two-year package of support and training for state schools in England.

In-school Mentors are essential in supporting Early Career Teachers (ECTs) and this support is mutually valued. However, it can place a burden on Mentors alongside their existing workloads and equally for schools, the Government-required entitlement for time off-timetable for the training and mentoring activities can pose logistical and financial challenges for schools.

Key questions that are currently being considered in Initial Teacher Education and also questions around content repetitiveness, and suitedness of ECF programme content for different school contexts.
 

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Research summary | read here

brief summary | read here

Research Summary
You can read more about the research and findings in the report summary.

You can gain an understanding of the differences for rural and coastal communities, and small schools and learn from case examples of how different schools are making the ECF work and those schools that are finding the ECF harder to manage.

Value-Added Research 
After asking the questions, the value of any research is putting into practice the findings and the onwards work and this study has highlighted some important signposts that the NIoT, SWIFT and DRET, as providers of the Early Career Framework (ECF) will be considering in the continued design and deliver of the NIoT ECF programme.

Similarly, the signposts will be useful for other ECF providers and schools across the country as a platform for discussion about how to continue to strengthen support for Early Career Teachers.