Delivering the ECF in small schools in rural and coastal communities

Project overview

The Early Career Framework (ECF) underpins an entitlement for all early career teachers to a fully-funded, two-year package of support and training, as part of wider reforms to teacher training and development (DfE, 2019). Early evaluations of the ECF have shown that early career teachers hugely value the support they receive from their mentors, however that workload and balancing responsibilities for mentors remains a challenge (DfE, 2023). However we do not know enough about how the ECF is being experienced in schools in different parts of the country, and for schools of different sizes. This mixed-methods study, co-led by the NIoT, the South West Institute for Teaching [SWIFT], and the David Ross Education Trust [DRET], will examine the experiences of schools delivering the ECF in rural and coastal communities, with a particular focus on small schools. The study aims to understand the experiences of delivering the ECF in small schools in rural and coastal communities in England, to learn about current great practice, and what models of design and support for delivering the ECF might be helpful and feasible in these contexts.

Research Aims

• Learn more about experiences of ECTs, mentors and school leaders’ participating in, and delivering, the ECF in small schools in rural and coastal communities;
• Understand if these experiences align with those in other schools and communities;
• Learn from great practice that providers and schools are currently using to address these challenges, and how far these are perceived to be effective;
• Identify possible strategies for future ECF programme design, delivery and support for small schools in rural and coastal communities.

Methodology

• Mixed-methods observational study February – May 2024
• Quantitative survey with ECTs, mentors, induction tutors and school heads across schools in England (N=132 participants across 68 schools)
• Qualitative interviews with ECTs, mentors, induction tutors and school leaders in Devon, Cornwall, North Lincolnshire, North East Lincolnshire, the Midlands, and North Yorkshire (N=16 overall)

Summary of findings

The study found that while the Early Career Framework (ECF) is widely valued, small schools in rural and coastal communities face unique challenges, including workload pressures, limited capacity, and difficulties accessing external support. Despite this, small schools often benefit from close-knit communities and a whole-school approach to supporting Early Career Teachers (ECTs). Participants highlighted the need for more flexible delivery models, staged content tailored to ECTs' early experiences and streamlined administrative processes. Addressing these challenges will help ensure the ECF is both manageable and impactful for schools in these contexts.

Key takeaways

• Findings found largely positive experiences, however suggested that there are ways in which all schools across the country can be better supported by ECF providers to deliver the ECF.
• We did not find clear differences in overall positive or negative experiences for schools in different parts of the country, or of different sizes. We instead found that key mechanisms were important for successful delivery of an ECF programme. However, some schools were clearly struggling to deliver the ECF. The mechanisms may help providers and trusts to identify the support that these schools need.
• Small schools, and schools in rural and coastal communities may benefit from particular forms of support (for example, external support for in-school delivery for small schools).

Summary of Findings

The study found that while the Early Career Framework (ECF) is widely valued, small schools in rural and coastal communities face unique challenges, including workload pressures, limited capacity, and difficulties accessing external support. Despite this, small schools often benefit from close-knit communities and a whole-school approach to supporting Early Career Teachers (ECTs). Participants highlighted the need for more flexible delivery models, staged content tailored to ECTs' early experiences and streamlined administrative processes. Addressing these challenges will help ensure the ECF is both manageable and impactful for schools in these contexts.

Project team

• Dr Ellen Turner, Head of Evaluation and Observational Research, NIoT
• Katy Micklewright, Head of ECF, NIoT
• Dr Georgina Hudson, NIoT
• Dr Lewis Doyle, NIoT
• Jen Knowles, South West Institute for Teaching
• Dr Grace Healy, David Ross Education Trust
• Dr Calum Davey, Executive Director of Research and Best Practice, NIoT
• Alexandra Bates, University of Sussex
• Grace Stevens, University of Sussex

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