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Exercise: Reviewing your existing position

In this article, Caroline Daly encourages you to evaluate your current mentoring provision in preparation for the ECF.
© UCL Institute of Education

Now that you have worked through the content for this week, you are ready to review the mentoring provision in your school. You can then draft an action plan for the steps needed to prepare fully for the mentoring approach you will take in supporting ECTs through the ECF. Whether you are an induction lead or a mentor, you will have an important part to play in the quality of mentoring provision: target your action plan to your role in your school.

You can download the attached document to help with your self-assessment if you wish. You can also review your provision against the criteria listed below (which are the same criteria as on the downloadable sheet, but here in a list format).

  1. Use the criteria below to identify how mentoring is currently provided in your school. Ideally do this with your ECF implementation group.
  2. Develop an action plan to prioritise areas for development.
  3. Involve mentors in reviewing the development of exemplary mentoring provision on a termly basis during the first year of the ECF and annually after that..


  • each ECT is matched with a mentor, largely based on availability or convenience for the school
  • mentors typically manage to make time for their ECT, although this can be inconsistent from week to week
  • mentors are aware of the training and support available to them
  • mentors are confident and capable about some aspects of their role. They are aware of the guidance about mentoring outlined in the programme handbook.


  • mentors are carefully selected for their role in the programme. Other colleagues also informally support ECTs in their new role
  • mentors’ timetables are appropriately adapted to provide time for mentoring, and mentors are usually well-prepared for meetings with their ECT. Mentors provide additional, informal support as required
  • mentors engage effectively with some of the training and support available to them
  • mentors are increasingly confident and capable to support the development of their ECTs through the programme. ONSIDE and educative approaches to mentoring inform aspects of their mentoring activity.


  • mentors are selected based on identified attributes. As necessary, this is complemented by the wider support available to the ECT (e.g., subject or phase specialist support as necessary). The mentor role is recognised as a critical contribution to the school
  • mentors have the capacity to effectively and fully engage with the programme, including the necessary skills and time allocated in their working week. Mentors prepare thoroughly for weekly meetings with their ECT. Mentors – and the wider school – prioritise and value mentoring
  • mentors access the training and support available to them and make good use of this support to continue their own development
  • mentors are confident and capable to support the development of their ECTs. They fully understand ONSIDE and educative approaches to mentoring and use these effectively to support their ECT.

This checklist is adapted from the UCL Early Career Teacher programme handbook.

© UCL Institute of Education
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