This article explores the Induction Programme for early career teachers (ECTs) which commenced in September 2021 in England. It is underpinned by the Early Career Framework (ECF), with monitoring and an assessment of performance against the Teachers’ Standers. The ECF provides practical guidance on the skills for early career teachers. There are various types of organisations involved in delivering and supporting the provider-led ECFbased induction. Lead providers are developed and coordinated induction training. Delivery partners are delivered the training on behalf of each of the lead providers. Appropriate bodies do independently quality assure ECF-based induction including checking that ECTs receive their statutory entitlements around induction. ECTs had broad expectations for their induction. They wanted to gain or improve skills in adaptive teaching and in behaviour management. Formal mentoring is very important to get effective targeted feedback. ECTs regularly met with mentors and receive constructive support. The mentor’s role is to work collaboratively with the ECT and other colleagues involved in the ECT’s induction within the same school to help ensure the ECT receives a high quality ECF-based induction programme. Mentors played an important role in the key source of advice and support that ECTs had. Most ECTs were very positive about the mentor-mentee relationship. Mentoring is critical to the ECF-based induction
