Appropriate Body FAQs

Q) What is an Appropriate Body?

We are responsible for the administration and quality assurance of Early Career Teacher statutory Induction.

It is the Appropriate Body who makes the final decision on whether the ECT’s performance against the Teachers standards is satisfactory or not. It’s the ABs responsibility to make the final recommendation to the Teaching Regulation Agency (TRA).

The AB is also responsible for checking and supporting schools to ensure they meet the statutory requirements for all ECTs. We make sure that each ECT has:

• A separate named mentor
• An Induction Tutor
• Receives the correct ECT time in year 1 and year 2
• Has a written progress report in terms 1, 2, 4 & 5 and a formal assessment at the end of Term 3 and Term 6.

It is the Appropriate Body who can provide further detail and clarity for schools regarding the Statutory Guidance.

The AB is responsible for ensuring that they have an agreement with all schools who have registered ECTs with them that clearly sets out the responsibilities and expectations for the schools and the AB.

The AB is responsible for reading, reviewing and checking the progress reviews and formal assessments for each of the ECTs. We will also ensure that schools are collating a bank of evidence, over the Induction period, to show that an ECT is making sustained progress to consistently meeting the Teachers Standards.

Q) Can an ECT be asked to cover other teachers?

ECTs are subject to the same conditions as other teachers, however they should only be used in exceptional circumstances. They should not be asked to cover in the PPA or ECT time and schools should be mindful of their level of experience and skill.

Q) Can an ECT complete Induction in a school in special measures?

No, an ECT cannot be registered to start Induction in a school in special measures. If however, they have already been registered and started induction prior to the school going into special measures they can continue.

Q) What happens if a school forgets to register their ECT for Induction?

An ECT should be registered with an Appropriate Body by their Induction Tutor prior to starting at a school and officially starting their induction. Failure to register your ECT may result in them having to start their induction a term later.

Q) What happens if an ECT is working part time?

The period that any ECT must serve for induction is the equivalent of 2 years full time. An ECT must complete a minimum of one full term for that term to contribute towards induction. For example, a part time ECT on a 0.5 contract would serve 4 years of 12 terms, which is equivalent to 2 years full time.

If a part time teacher contract changes at any point, please notify the AB or amend on ECT manager as this could potentially impact upon the length of time calculated that the ECT needs to serve.

Q) Is an ECT subject to a school’s appraisal process?

No, ECTs are not subject to a school’s appraisal process, they are only required to complete the Statutory Induction process.

ECTs are expected to progress through the pay scale as part of their statutory induction and not in response to a performance appraisal.

Q) Does an ECT need to keep a file of evidence to show how they are meeting the Teachers’ Standards?

No, there is no requirement to keep a file of evidence. We would suggest that ECTs do keep a record for themselves of where they can find documents that would evidence them consistently meeting standards over the Induction period. Schools should be mindful of the workload of ECTs, and this should be done in the least burdensome way possible. ECTs should make use of the documents that they regularly use a part of their day-to-day practise.

If an ECT moves schools during their Induction period, it will be useful for them to take copies of documents that would provide them with evidence if asked for by the new school.

Q) If an ECT fails Induction, can they redo the Induction year?

No, they can’t. If an ECT completes the induction period but fails to meet all standards, they do not lose their QTS, but they cannot legally be employed in a maintained school. They can work in Academies, free schools or private schools dependent upon each schools’ policies.

Q) Can the Appropriate Body reduce the length of the Induction Period?

The Director of the AB does have the discretion to reduce the period of induction, only in circumstances where an ECT has, for example, had extensive prior experience of teaching whole classes and there is evidence of documentation and appraisal against the Teachers standards. Examples of when this may be appropriate are: when a teacher has several years experience of teaching in the independent sector, or has gained QTS via the assessment only route. However, if an ECT wished to serve the whole induction period they must be allowed to do so.

Q) Can my ECT take on additional responsibilities during their Induction period?

As with the previous NQT Induction, ECTs should not take on additional responsibilities in Year 1. 

If you feel the Year 2 ECT has the strength, capacity, experience and level of skill to start to take on an additional responsibility in Year 2 then we would strongly advise that they shadow a current leader rather than taking complete responsibility. 

Their main focus should still be on meeting the Teachers Standards. Adding to an ECTs workload could put them at risk.

Care should be taken to ensure ECTs are not put in a position where they may risk not meeting the standards. By asking them to take on additional responsibilities you may jeopardise their chance of completing their Induction.

Fidelity should be with the requirements of statutory induction, including the Early Career Framework, for the 2 years. Please also consider that:

• You should provide the ECT with a reduced timetable to enable them to undertake activities in their induction programme 

• You should not make unreasonable demands upon the ECT

• You should not present the ECT, on a day-to-day basis, with discipline problems that are unreasonably demanding for the setting;

• You should not involve additional non-teaching responsibilities without the provision of appropriate preparation and support.

If you require any additional support, please don’t hesitate to contact the Appropriate Body for further guidance.

Progress reports and formal assessments

Q) Do all ECTs have to have a Progress report for each term?

At the end of each term where a formal assessment is not scheduled, a progress review should be completed. This includes part-time ECTs. Progress reports are required as part of statutory induction in terms 1,2,4 & 5 for all full time Teachers. Part time Teachers are required to have a progress report written in every term except, the term where a formal assessment is completed.

Q) Who is responsible for writing Progress Reports?

The Induction Tutor is responsible for writing all reports. They are the member of staff who is responsible for ensuring ECTs are observed regularly and who gather the evidence to write the report.
Reports should not be written by a mentor or ECT.

Q) What should we include in a progress report?

A progress report does not need to be written in as much detail as a formal assessment report.

It does, however, need to provide the AB with a clear picture of how the ECT is progressing. At East Manchester we suggest that the Induction Tutor covers the Teachers standards that the ECT has been covering in their ECF programme.

An example of this would be in Term 1 – Teacher standards 1,7,2 & 3.

It is good practise to reference evidence within the evaluative statement and schools should be collecting evidence during the whole induction period so that they are well prepared for writing formal assessments.

If the ECT is marked as on track, Induction Tutors should comment on at least three to four strengths and provide a specific example of practice that exemplifies each strength.  These should be focused on the Teachers’ Standards. 

If the ECT is not on track, the Induction Tutor should state why and list the Teachers’ Standards that are a cause for concern and provide examples to exemplify the evaluative statement and provide the evidence supports that concern. 

Induction Tutors may find it useful to use an Evidence tracker to record the ECTs evidence over the course of the two years. There is an example of an evidence tracker on ECT manager-Content-resources section.

Q) Why are there deadlines set for Progress reviews?

The AB has strict deadlines set by the Teaching Regulation Agency in order to report to the TRA how your ECT is progressing, whether they pass or fail.

The AB cannot report to the TRA until the Quality Assurers have read and reviewed your reports.

We must also allow time for some reports to be amended by Tutors and then returned to the AB.

Please note: Assessment forms submitted after the published deadline may not be reviewed until the beginning of the following term and therefore may delay the completion of the induction period.

Q) Why are some of our progress reviews and assessments rejected?

Some reports are rejected as they require amendments. Your Quality Assurer who reads the report is required to ensure that all reports meet the minimum standards. Reports may need to be amended for the following reasons: Proof reading may be required, pronouns may be incorrect, spelling, grammar and punctuation may be inaccurate, the amount of detail provided is not sufficient, the evaluative statement does not reflect the grade given, not all of the sections have been completed or developmental targets have not been included.

Q) What should we include in a formal assessment?

Formal assessments are written at the end of Terms 3 and 6.

A detailed evaluative statement should be written for each of the Teacher standards. It is not sufficient to write – ECT has met TS 1.

Below is an example of an evaluative statement that meets the minimum standard:

TS 1

Helen always sets high expectations which inspire, motivate and challenge students, for example, her year 10 group have been very engaged in the current topic and assessments demonstrate that many students have produced work of a very high standard.  Students in her classes say they feel challenged by their work and feel safe to make contributions. Throughout the year, pupils have been observed working in her classroom safely and with enthusiasm and when some pupils have occasionally struggled to do this, Helen has sought advice from colleagues about how best to deal with the situation.  She has trialled different approaches to find what works for her.   

TS4

Jo is planning and teaching daily lessons; she is currently developing her use of pace and working on the balance between continuous provision and focussed learning activities. Lesson Observation feedback – Jo had set up a variety of activities in different areas that were all linked to the central theme; they were appropriately challenging and engaging. She also used a book as the hook for the lesson, which worked brilliantly. Jo has worked closely with her mentor to refine planning systems and processes in line with the whole school approach; she also learnt a great deal from observing another Reception teacher in one of our other trust schools.

The induction tutor should also list the evidence used to inform the recommendation for each of the standards.  This should be a list of, for example, dates of lesson observations, meeting notes, Teachers’ Standards Evidence Form, lesson plans etc.

The AB would not expect the same list of evidence for each standard. This would not be appropriate for every standard.

See below some examples of evidence

TS 6 Evidence

Completed baseline assessments. 20.9.22

Use of formative assessments identified during observations.

Phonics assessments completed and children grouped accordingly. 05.10.22

Pupil Progress Meetings – October and December 2022

WELLCOMM screening check (training and implementation). 01.12.22

TS3 Evidence

Book Looks 09.12.22

Lesson Observations 30.11.22 & 3.11.22

RWI Coaching

Learning Work

Reflection log

SEND Review 24.11.22

Curriculum leader observations 05.12.22

Q) What do we do if our ECT is absent from school when they are due a report?

If an assessment is due when an ECT is absent, and they’re going to continue to work at your school, wait for their return to complete the assessment as an ECT must be present for an assessment. Please notify us if this situation occurs.

Q) What do we do if an ECT leaves before the end of a term?

If an ECT leaves without returning after an absence, complete an interim assessment dated from the last day they were in school. e.g., if an ECT went off sick in June, didn’t return and officially left in July, then complete the interim assessment dated from the last day that they were in school in June.

There is a requirement for all of the Teacher standards to be reported on and evidence provided in the interim assessment.

Schools should keep a record of all ECT reports for at least 6 years.

If a reference is sought for an ECT that previously left your school, a copy of the PR or Formal assessment should be forwarded to the new school if the ECT is still within their induction period.

Q) What happens if my ECT has a large number of days absence during their Induction period?

All absences need to be recorded on each PR and formal assessment. If an ECT has 30 days or more in a year then their induction will automatically be extended by that number of days at the end of each year.

An automatic extension gained by having 30 days or more absence in year 1, must be completed before year 2 commences. Year 1 isn’t finished until the automatic absence is completed. If a teacher moves to a new school with an automatic extension, then at least 1 term must be completed to complete the extension.

An automatic extension will also extend all the statutory entitlements of the relevant year of induction. As such, an extension at the end of Year 1 would mean 10% off timetable for the duration of the extension.

If a teacher moves to a new school with an automatic extension, then 1 term must completed to complete the extension. Similarly, any absences of 30 days or more accrued in Year 2, trigger an automatic extension which must be completed before Year 2 is classed as finished and a final assessment can be made.

Formal assessments should be held at the end of the extension period. There’s no expectation to hold an additional progress review, unless the extension period itself is such that it would extend the relevant year of induction by a term or more.

Q) What is my ECT requires an extension at the end of their Induction that isn’t a result of absence?

The Appropriate Body has the option, when making its decision at the end of the induction period to extend the period where this can be justified. It determines the length of the extension, the procedure for assessments during the extension, and the recommendation at the end. The AB may decide to extend where there is insufficient evidence on which a decision can be based, or where it would be unreasonable to expect the ECT to have demonstrated satisfactory performance against the Teachers’ Standards for other reasons. These might include: personal crises, illness, disability, issues around the support during induction, or where there is insufficient evidence within induction documentation for a decision to be made about whether the ECT’s performance against the standards is satisfactory.

Q) Do I need to notify the AB about my ECTs absence?

Yes, Induction Tutors should notify the AB if their ECT is absent for 10 days or more in a term. This enables the AB to be aware of potential extensions and to report these to the TRA when required.

Q) When do I need to complete an Interim Report?

When an ECT leaves a post after completing one term or more in an institution but before the next formal assessment would take place, the induction tutor or headteacher is expected to complete an interim assessment. This is expected to take place before the ECT leaves their post in order to ensure that the ECT’s progress and performance since the last assessment are captured. This is especially important where concerns about progress may have arisen. The information recorded on the interim assessment form will help to ensure that induction can be continued effectively in any subsequent post. This is also required if the ECT leaves during their final term of induction.

If an ECT leaves a post having completed less than one term in school this does not count towards induction, however, sometimes it is still necessary to complete an interim assessment. If possible, please contact us in advance to ensure that an interim assessment is completed and submitted before the ECT leaves your school.

Q) Why do I receive e-mail alerts regarding my reports?

We use ECT manager for all our progress reviews and assessments. As we have deadlines to meet for the TRA, the ECT system automatically alerts you when a report is due to be written and when it is overdue. If your reports remain overdue then you will receive further e-mail alerts.

You may also receive alerts if the Progress review or assessment has not been digitally signed.