Early career teacher entitlement (ECTE)

Since September 2025, the ECF-based training and induction has been renamed as Early Career Teacher Entitlement (ECTE). The entitlements of the scheme remain unchanged. 

However, the content of the framework used to support the development of early career teachers’ (ECT) professional skills, knowledge and understanding may see changes in future.

The ECTE joins together the Core Content Framework from Initial Teacher Training with the original ECF framework to become the Initial Teacher Training and Early Career Framework (ITTECF). 

All ECTE programmes, regardless of delivery method, must be based on the ITTECF. This includes core foundations of teaching such as: 

• Behaviour management 

• Pedagogy 

• Inclusion 

• Curriculum and Subject Knowledge for Teaching 

• Assessment 

• Professional behaviours

Any changes under the ECTE does not change an ECT's core entitlement. These include:

• A right to a 10% reduction in teaching time in the first year of ECT and a 5% reduction in the second year to complete ECTE activities such as training and mentoring

• The underpinning of an ECT’s rights and entitlements in statutory guidance

• No set deadline on the completion of ECTE following the award of QTS, but ECT period must be completed before you can continue in a permanent qualified post in a maintained or special school 

• Appropriate bodies having a legal duty to oversee ECTE arrangements in their respective settings 

• The right to undertake short-term supply work within a period of five years after gaining QTS 

• Assessment during and at the end of ECTE against Teachers’ Standards only 

• Scope to adjust the ECTE for those with significant experience or to extend it for those not yet meeting Teachers’ Standards 

• A prohibition in maintained schools for those deemed to have failed assessments against Teachers’ Standards at the end of the ECT period

ECTE usually lasts for two years for those working on a full-time basis. This can be lengthened on a pro-rata basis for those working part time.  

However, there is scope for new ECTs with significant prior experience to adjust the length of the ECTE programme if they prove to be meeting the Teachers’ Standards.

The programme can also be lengthened for those who do not meet the Teachers’ Standards at the end of the ECTE framework.

The early career teacher entitlement can be delivered through one of two ways: 

• A funded provider-led programme: schools can access a programme from a range of DfE-accredited providers that offer a comprehensive programme of face-to-face and online training for ECTs. This is fully funded by the DfE. 

• A school-led programme using DfE resources: schools can use materials and resources provided by the DfE to deliver their own ECTE programmes and in-house mentor support. As no approved provider is used in this case, schools are subject to fidelity checks by appropriate bodies to ensure that programmes are consistent with ITTECF standards.

Schools must provide both an induction tutor and a mentor to ECTs. The induction tutor is responsible for ensuring that the ECT is working towards Teachers’ Standards and determining appropriate action if they experience difficulties with any elements of the framework. 

Schools are legally required to ensure that induction tutors are given appropriate time to carry out their duties effectively. Likewise, in all but exceptional circumstances, schools must ensure that ECTs are provided a mentor. 

This must be a different person from their induction tutor. Their core role is to support the training and development of the ECT. Like induction tutors, mentors must also be given appropriate time to fulfil their duties.