Evaluation of the Tailored Support Programme (TSP)

Key Findings

• Senior leaders valued access to system leaders’ knowledge, expertise, their school and networks, their help with action planning, and their ongoing strategic support.
• Internal and external mentoring of ECTs was particularly successful when it took a coaching approach, was tailored to need, was formally timetabled, and when dedicated non-contact time was allocated to both the ECT and mentor.
• Additional non-contact time for ECTs provided valuable time for mentoring, undertaking CPD, reflection, embedding learning and career development.
• CPD for ECTs worked best when it was bespoke, externally delivered, and provided opportunities to visit other settings.
• Impacts for schools included: improved teacher recruitment and retention; the development of new partnerships with system leaders’ and external mentors’ schools; the embedding of a coaching culture; and increased leadership capacity.
• Impacts for ECTs included improvements in: subject/key stage and leadership knowledge and practice; wellbeing, motivation and morale; confidence; career development; and retention.
• Mentors reported improvements in their: leadership capabilities, mentoring and coaching skills, subject knowledge and practice, and job satisfaction.
• Key challenges related to ECTs and internal mentors being out of the classroom and concerns around suitable supply cover which impacted negatively on pupils.
• The TSP included a range of effective elements, which could be replicated in the future to support schools facing recruitment and retention challenges.