Central Region Schools Trust is committed to staff development, hosting an annual ECT conference each January. Separate ECT and mentor conferences are also offered through the Ambition Institute. Held at our Assay base in Birmingham, the CRST conference focusses on practical strategies and early career reflections from expert practitioners. All ECT conferences offered (CRST & Ambition) provide valuable opportunities for ECTs to collaborate, network, and engage in curriculum development across the Trust and beyond. 

This initiative encourages ECTs to reflect on and enhance their classroom environments to maximise impact on student learning. Starting with a snapshot of their current space, teachers consider how to organise and design classrooms for high effectiveness and inspiration. 

Aligned with our Trust’s vision of “safe and inspiring places with strong curriculum integrity,” the goal is to create environments that support excellence and community pride—even extending to the corridors outside. 

‘Curriculum integrity’ refers to tailoring spaces to best support subject-specific learning—whether it’s a Year 4 classroom or a secondary geography room. This involves defining a minimum standard and striving for excellence by thoughtfully considering layout, wall displays, resources, artefacts, and how the space fosters reading and subject identity. 

All ECTs receive statutory mentor time and are supported by a dedicated mentor focused on instruction, routines, pedagogy, and subject knowledge. This is enhanced through ECT and mentor conferences and clinics, led by our own ECF Fellow. 

Where appropriate, Professional Mentors (SLT links) also provide tailored CPD, including introductions to key areas such as SEND, Inclusion, and Educational Visits. 

1. I have loved my first year teaching as an ECT1 and have felt supported throughout. My mentor regularly checks in with me and has helped me develop my teaching through weekly observations and meetings based on small, manageable targets. It has been lovely to work alongside other ECTs too, as you can share the experiences together.
    
2. I have found my experience this year as an ECT to be an extremely positive one. My weekly meetings with my mentor have been very helpful and supportive in allowing me to improve as a teacher and as a professional person. I have felt nothing but supported, and feel like I can always enquire and ask questions about how to improve my practice and any other school worries. I really feel like I have improved drastically as a teacher since starting my ECT induction.
    
3. Completing my ECT within Central Region Schools Trust has been a phenomenal experience. I have enjoyed support from experienced mentors, a strong and balanced department, and an open-door policy. With clinics and in-person support coupled with online support through MyAmbition and StepLab, I have been supported at every step of the way to become the best teacher I can be. This has set a strong foundation for my further career. Thank you to everyone who has supported me in my two early career years.
    
4. As an Early Career Teacher, I felt most supported in several key areas. Firstly, mentoring played a crucial role, providing guidance and practical classroom strategies. Secondly, the professional development sessions offered through Haybridge enhanced my teaching skills and subject knowledge. By engaging with these sessions and learning from experienced educators, I felt better prepared to handle diverse classroom situations. It also encouraged me to reflect on my practice, helping me identify strengths and areas for growth. As a result, I became more assured in my decision-making and classroom management, which has boosted my overall confidence as a teacher.