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. 

ECT Places Project

“A place belongs forever to whomever claims it hardest, remembers it most obsessively, shapes it, renders it, loves it so radically that he remakes it in his own image.” Joan Didion

As outlined in the three Ps of the Trust culture document, we strive to ensure our campus environments reflect our values and support delivery for our pupils. Our commitment to this aspect of our culture, as a Trust, led to the launch of an initiative, in November 2022, to support the enhancement of, and to create inspiring and engaging places within our schools, and classrooms. The focus for the project was our early career stage staff across both YR1 and YR2 to think creatively about their teaching and learning spaces, and to then propose an idea to identify how this proposal would improve the daily experience for their young people.

 

Examples include Ben, a YR5 classroom teacher at Oldbury Park:

“The development of our dedicated, bespoke reading area through the ECT Places Project has supported focus on and interest in reading in our classroom, creating an area the children want to read in, and in which the children can explore books they may not otherwise take the time to look at.”

 

Further, Faizah, a science teacher at Gospel Oak commented:

“The places project has helped me curate a classroom environment that is inviting and adds enjoyment to teaching and learning by reducing the feeling of unfamiliarity and difficulty, replacing it with things that spark conversation and maintain high standards.”

 

Stephanie, a teacher in Early Years from Abbeywood reflected:

“I bought storybook and puppets to enhance children’s communication and language skills and deepen their understanding of Literacy. These puppets and stories have developed children’s knowledge of vocabulary. Subsequently, the children in my class have made great progress within the ELG’s of ‘communication and language’ and within ‘literacy: comprehension’.”

 

Meg, a classroom teacher from Church Hill shared:

“The reading corner and teepee has given the children something exciting and fun in relation to their reading time in school. It is rewarded to children who pass independent reading quizzes. Additionally, it further enhances reading for pleasure, especially for PP children who can choose a buddy to sit with and read with.”

Places are hugely important to humans, and the experiences we have within them make them important to human life; we have a deep human need for links with significant places in our lives. The creativity of colleagues was, as expected, both resourceful and thoughtful as to the impact that these ideas would have on the learning environment and that they also reflected a ‘legacy’ to the place, be it through inventive storage to make an area more inviting, to the use of resources which enhance pedagogy and outcomes. As an initiative, we are immensely proud of the achievements of our colleagues, and to how they have ‘crafted’ places which inspire and engage our young learners.

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.