📈 Key Findings

• Widespread adoption: By May 2025, almost every statutory school in England (95%) had enrolled in the DfE‑funded provider‑led ECF induction.

• Positive satisfaction: 62% of induction tutors rated the new programmes as equal or better than previous induction systems; ECTs, mentors, and tutors consistently rated the content, mentoring quality, and relevance between 7 and 8 out of 10.

• Strong engagement: In one mid‑term survey, 97% of ECTs and 93% of mentors were actively engaged in the provider‑led training.

⏱️ Workload and Flexibility Challenges

• Time pressures: Many participants found the combined demands of training, mentoring, and teaching heavy—52% of tutors and 62% of mentors described workloads as “too much”.

• Need for flexibility: Around 30% of induction tutors and a quarter of ECTs and mentors felt the training was insufficiently tailored or inflexible in timing.

🔄 Ongoing Improvements
DfE has acted on participant feedback by refining training delivery:

• offering more tailored guidance,

• implementing flexible timing options for sessions,

• enhancing onboarding and administrative clarity,

• ensuring consistent support for part‑time or late‑starting ECTs

🔎 What This Means for Schools
The evaluation confirms the ECF’s success in delivering structured, high‑quality induction support across England. To further optimise outcomes, schools are encouraged to:

1. Allocate protected time for mentors and ECTs to engage with training.

2. Collaborate with lead providers to tailor programmes to school context.

3. Monitor workload, adjusting planning and scheduling to maintain wellbeing.

This evaluation underscores the ECF induction programme’s transformative impact and reflects HISP Teaching School Hub's dedication to supporting early career teachers and mentors in delivering high‑quality education outcomes.