National Institute of Teaching (NIoT)

National Institute of Teaching (NIoT) National Institute of Teaching Shadsworth Road Blackburn BB1 2HT

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Outstanding

The quality of professional development and training Outstanding

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Outstanding

Overall effectiveness at previous inspection N/A

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provider?

ECTs are welcomed into a vibrant professional learning community, enriched by nationally recognised experts in behaviour, adaptive teaching and the role of oracy in literacy. ECTs benefit from the seamless integration of expert insight with the practical demands of the classroom, ensuring that their training is both aspirational and immediately applicable. High-quality training is regularly refined in response to ECT feedback, which is treated not as an afterthought but as central to programme design. Sessions are sharply focused to ECTs’ needs, respectful of their workload and carefully paced to sustain momentum without overload. Communication between facilitators, mentors and ECTs is exceptionally well coordinated. This coherence creates a consistent support system, enabling ECTs to progress with growing confidence. Highly relevant theory is brought to life by facilitators who know their schools and

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provider?

participants well. ECTs feel seen and understood, which motivates them to apply their learning purposefully. Diagnostic tools, including multiple choice questions, help identify and address gaps swiftly. By their second year, ECTs are highly competent and demonstrate in-depth professional insight. They know when and why to apply specific teaching strategies to secure strong outcomes for pupils in their own settings. As confident, reflective practitioners, they are exceptionally well equipped for long-term success in the classroom.

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Information about this lead provider

◼ The lead provider was officially launched in September 2022. It is operated by the School-Led Development Trust, founded by four multi-academy trusts: the Harris Federation, Oasis Community Learning, Outwood Grange Academies Trust and Star Academies. The provider introduced its ECF programme in September 2023, so the ECTs currently in their second year are the first cohort to complete their training with the lead provider. ◼ There are 3,823 ECTs undertaking the ECF programme. Of these, 1,959 are in their first year and 1,864 are in their second year. ◼ The delivery network consists of 10 associate colleges and four campuses, all involved in delivering the ECF programme. The campuses are led by the four founding multi-academy trusts, and together the associate colleges and campuses form a partnership of multi-academy trusts and teaching school hubs.

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Information about this inspection

◼ This inspection was conducted by five of His Majesty’s Inspectors through a combination of in-person meetings, online discussions and on-site visits to campuses and associate colleges. ◼ Inspectors met with representatives of the lead provider, including the vice-chair of the board of trustees, the chief executive officer, the executive director of programmes, the regional principal for the north and east who oversees the ECF programme, the head of the ECF faculty and other senior leaders. ◼ Inspectors carried out eight focused reviews: three at campuses and five at associate colleges. For each review, they met with leaders and facilitators, spoke with ECTs, school leaders, mentors and induction tutors and reviewed relevant documentation, including training materials. One inspector also visited a live training session. ◼ Inspectors also considered Ofsted’s online survey responses from ECTs, mentors,

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better?

This is a school-led programme with a clear and compelling moral purpose. Leaders have chosen to work where the need is greatest, designing a model that supports ECTs and mentors to succeed in complex and challenging school contexts. This is not accidental; it is a deliberate, values-driven approach that places educational equity at the heart of leaders’ work. The curriculum is exemplary. It is carefully sequenced, with a strong foundation in the ECF. Learning builds progressively, beginning with behaviour and instruction and moving towards deeper pedagogical understanding and professional autonomy. A wide and growing range of examples reflects different phases, subjects and school settings. For instance, videos show how teachers greet pupils to establish expectations and build positive relationships in early years, primary, secondary and special school settings. Each example is clearly explained, rooted in research and linked to real classroom practice.

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better?

ECTs’ prior knowledge is skilfully built on. Diagnostic tools, reflective tasks and careful observation ensure that each ECT gets the support they need to grow. This individualised approach creates confident, thoughtful practitioners who apply their knowledge with precision in their own classrooms.

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better?

Mentors receive excellent training, based on the same principles of evidence-informed practice that shape the wider curriculum. They are expertly guided to model highly effective teaching, give precise feedback and adapt their support to different subjects and phases. Opportunities to meet one another help to form a strong professional community. This work is carried out with deep respect for mentors’ time and expertise.

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better?

Teaching and training are consistently high quality across the provider’s national network. Facilitators, who lead training for ECTs and mentors, are experts in their fields and deliver sessions with clarity, skill and purpose. There is a seamless link between academic research and classroom practice, enabling ECTs to understand what works, why it works and how to adapt it to their context. The lead provider draws on the expertise of its own research team to shape curriculum design and implementation, creating a strong symbiosis between research insight and practical application. This ensures training is extremely responsive to the realities of ECTs’ different contexts, such as the professional isolation sometimes faced in coastal and rural schools.

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better?

Leadership is exceptional. Statutory duties are embedded across the programme, supported by clear systems that empower ECTs to raise concerns around safeguarding, equalities or workload. Trustees bring deep expertise from education, care and government, enabling leaders to remain sharply focused on what matters most for ECTs. Programme quality is rigorously reviewed through structured feedback, evaluation and collaboration with associate colleges. These colleges co-construct the curriculum, which creates a powerful partnership between national expertise and local insight. The result is a programme that exemplifies the best of school-led professional development and shapes a generation of reflective, committed ECTs.

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Lead provider details

This inspection was carried out by His Majesty’s Inspectors (HMIs) in accordance with the early career framework (ECF) and national professional qualification (NPQ) framework and handbook .

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Lead provider details

The framework and handbook set out the statutory basis for ECF and NPQ inspections in England.

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Lead provider details

Lead provider programmes offered ECF and NPQ Date of previous inspection N/A

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Inspection team

Jackie Stillings HMI guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked-after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-

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Inspection team

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Inspection team

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Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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