How we’re using research to support mentors and improve our programme

At the National Institute of Teaching (NIoT) we want teachers and leaders, no matter where they work, to receive high-quality professional development to ensure students receive the best education possible. That’s why we’re researching what works best in teacher and leader development, an agenda very much informed and guided by schools.

Our approach to this involves generating and interpreting research, applying the insights to the design and delivery of high-quality teacher development programmes, and sharing it with the sector. As part of this approach, we gather evidence showing practical ways to improve training or professional development, and use that evidence to inform the programmes we offer.

Here are some insights from our research and how we're applying it in practice, looking at two different research projects from last year:

• Developing support strategies for ITE mentors.
• Delivering the Early Career Framework in small schools in rural and coastal communities.

ITE mentoring

With the growing emphasis on school-based mentoring, the NIoT set out to explore how schools can best support their mentors and the impact this has on their practice and wellbeing. The study examined teachers’ and leaders’ perspectives on current support structures, the challenges mentors face, and what they need to thrive. It also looked at how the Department of Education (DfE) mentor training grant could be used effectively to enhance support. By understanding these factors, the aim is to strengthen mentoring in schools and improve outcomes for both mentors and the early career teachers they guide.

Summary of findings

In general, mentors valued the role and wanted to have the space and support to do it meaningfully. They described a sense of imbalance between the size and importance of the role and the time and recognition given to it. At times, they expressed frustration that constraints held them back from providing the best support, although experiences were mixed.

The study found six forms of support mentors wanted, including:

• More protected time to do the role.
• More meaningful training (less generic and repetitive).
• For the mentor role to be recognised and valued.
• More collaboration and networking.
• Accessible systems.
• Clear communication from providers.

Read the report to find out more about the six key forms of support for mentors.

Early Career Framework (ECF)

Considering the recent introduction of the ECF and the forthcoming integration of the Initial Teacher Training and ECF frameworks (ITTECF), the study explored how schools in rural, coastal, and small communities are implementing the ECF and how it could better meet their needs. We wanted to learn more about:

• How the opportunities and challenges presented by the ECF are felt differentially in schools of different sizes, and in different geographic locations.
• What models of support might be more suited for different school contexts.
• What great practice is currently being used to deliver the ECF programme in different schools.

Summary of findings

Overall, most participants reported a positive experience with the ECF programme. Among Early Career Teachers (ECTs), 80% were very or somewhat satisfied with their induction, while 91% of mentors felt they could manage their mentoring workload alongside other responsibilities, regardless of school size or location. ECTs particularly highlighted the crucial role of mentor support in their early teaching journey.

However, survey data revealed key differences in the experiences of ECTs in rural and coastal schools compared to those in urban areas. Mentors were less likely to have protected time for ECF-related work, often losing it to other demands. While external networking opportunities were available, attending them required significant effort, especially in isolated areas.

Read the report to find out more about how different schools are delivering the ECF to support ECTs and considerations for school and trust leaders as well as ECF providers.

So, how are we using this research?

We’ve been feeding these research findings into our brand new ECT programme (formally known as ECF programme) starting in September 2025. ​​We found that:

We are also looking at applying the learnings from these studies across all our programmes. Through ongoing, timely research on our programme delivery, we continuously ensure that our content remains highly relevant and tailored to the specific needs of schools at a local level.

Find out more about our new ECT programme and how it could benefit your school.