The ‘Early Career Training Programme’ (ECTP) – Autumn ECT Training Session

Launching Year 1 of the ECTP

What an energising start to Year 1 of the Early Career Training Programme (ECTP)! Our first session of the year brought our Early Career Teachers together to reflect, practice, and build confidence. Together, we explored, not only to develop strong classroom practice, but to understand the why behind it.

Underpinned by the Initial Teacher Training and Early Career Framework (ITTECF), the session marked the beginning of a carefully sequenced, evidence-informed journey designed to support our ECTs to thrive in their first year of teaching.

Part 1: Deliberate Practice – Building Strong Foundations

The morning focused on Module 1: Belonging & Learning, exploring how to create a positive climate for learning through:

• Establishing clear classroom routines
• Promoting challenge and aspiration
• Demonstrating high behavioural expectations

Drawing on the work of Deans for Impact and the Education Endowment Foundation, ECTs explored the principles of deliberate practice — understanding that improving teaching is not about repetition alone, but about focused rehearsal, feedback, and refinement.

Through structured scenarios and rehearsal activities, participants practiced:

• Scripting least-intrusive behaviour interventions
• Using precise, aspirational language
• Responding in-the-moment to support pupils’ self-regulation
• Maintaining high expectations with warmth and consistency

The session emphasised that routines, relationships, and clear expectations are not “add-ons” — they are central to pupil belonging and academic success.

 

Part 2: Evidence Deep-Dive – Oracy and Assessment

The second phase of the training shifted into Module 3: Curriculum-Making & Assessing, with a deep dive into oracy and approaches to assessment.

Oracy: The Power of Classroom Talk

Grounded in research from the Education Endowment Foundation and Voice 21, ECTs explored how high-quality classroom talk can:

• Consolidate understanding
• Extend vocabulary
• Develop thinking
• Support pupils with SEND and EAL

We examined practical strategies such as scaffolding pupil talk, modelling academic language, and planning questions that stimulate deeper thinking. The message was clear: talk is not incidental to learning — it is a powerful vehicle for it.

Assessment: Making Learning Visible

Drawing on the Great Teaching Toolkit and wider evidence, ECTs reflected on the principle that what has been learned is not always what has been taught. Effective assessment — particularly through skillful questioning and responsive feedback — allows teachers to adapt teaching in real time.

We explored:

• The balance between effort and impact
• The power of verbal feedback and live marking
• Reducing unnecessary workload
• Prioritising feedback that addresses misconceptions

ECTs considered how to make feedback both manageable and meaningful — ensuring it improves pupil outcomes rather than adding unnecessary burden.

 

Part 3: Application in Context – Working with Others

The afternoon focused on Module 2: Teaching & Collaborating, recognising that great teaching is never done in isolation.

Working Effectively with Teaching Assistants

Using guidance from the Education Endowment Foundation and NASEN, ECTs explored how to ensure teaching assistants supplement — not replace — teacher instruction. We reflected on:

• Sharing lesson intentions in advance
• Ensuring pupils who struggle most still receive high-quality teacher interaction
• Aligning targeted interventions with classroom teaching

Engaging Parents and Families

Evidence shows that parental engagement can have a significant positive impact on pupil progress. ECTs discussed proactive communication, celebrating success, and structuring challenging conversations with clarity and empathy.

Practical frameworks helped participants rehearse conversations that:

• Name the issue clearly
• Share specific evidence
• Clarify why it matters
• Invite collaboration and solution-focused dialogue

Collaborating with SENCOs and Expert Colleagues

We also explored the importance of working closely with SENCOs, safeguarding leads, and specialist colleagues — ensuring classroom practice aligns with wider support systems and statutory guidance.

Reflection, Action, and Looking Ahead

The session concluded with structured action planning, encouraging ECTs to identify small, precise next steps — embodying the principles of deliberate practice explored earlier in the day.

Across the session, a consistent message emerged:
Effective teaching is built through intentional practice, informed by evidence, strengthened through collaboration, and sustained by high expectations rooted in care.

This first training day set the tone for the year ahead — thoughtful, research-informed, and deeply practical. We left with a shared sense of purpose and a growing professional community committed to continual improvement.