NIoT September 2026

Arrival time: From 8:15 am

Introduction to the programme, structure and content.  ECTs build familiarity with the structure and content of the programme as well as the roles and responsibilities of them and their colleagues.  

In this seminar, ECTs will consider the impact of the environment on pupils’ learning. ECTs will explore, through scenario-based practice, strategies and considerations in their pedagogy to ensure safe and predictable settings for all pupils.

Please bring a digital or printed copy of the workbook to the session.

Belonging and mattering aren’t “soft” ideas — they are powerful levers for pupil outcomes, wellbeing, and school culture.  

• ECTs will gain a sharper, research‑informed understanding of belonging and mattering using a new lens for interpreting pupil behaviour and engagement.  

• ECTs will come away with practical ideas they can begin applying immediately in their setting 

 This webinar will be interesting to anyone passionate about improving culture, engagement, and pupil wellbeing alongside attainment

This seminar looks in more detail at planning effective lessons. During the seminar, ECTs will need to build upon what was learned in ITT and will deliberately combine several different strands that teachers need to consider when planning effectively for their learners. 

ECTs will explore key strategies for managing cognitive load, checking understanding, and using scaffolding to meet the needs of all pupils. 

ECTs will engage in scenario-based practice which combines multiple domains of teaching in order to bring them together in a realistic way as a composite. 

Please bring a digital or printed copy of the workbook to the session.

Explore strategies for establishing and maintaining effective relationships with colleagues, parents, and carers to ensure the needs of all pupils are met. 

Please bring a digital or printed copy of the workbook to the session.

A highly practical, research‑informed webinar, focused on helping teachers support pupils to read, write, speak and think more effectively in every subject.  

The seminar tackles challenges many ECTs recognise immediately, such as: 

• Pupils struggling to express ideas clearly in writing or speech 

• Weak subject vocabulary that doesn’t transfer into assessments 

• Limited reading stamina and confidence with complex texts 

• Strong verbal answers that don’t translate into written responses 

• Pupils finding the curriculum increasingly inaccessible as texts become harder

ECTs will consider the importance of prior knowledge in pupils’ learning. They will explore formative assessment strategies to assess prior knowledge and approaches to address misconceptions.

Please bring a digital or printed copy of the workbook to the session.

ECTs will explore a range of assessment strategies and approaches to bridge the gap between teaching and learning. They will focus on adapting practices to meet the needs of all pupils based on their assessment findings. 

Please bring a digital or printed copy of the workbook to the session.

This National Expert webinar explores how memory works and what this means for effective classroom practice. Drawing on research ECTs will explore working memory, long‑term memory and the learning process. 

 Kate focuses on how teachers can design teaching that supports successful learning over time. 

 Participants will learn about: 

• how attention and encoding affect what pupils remember 

• why successful encoding is essential for effective retrieval 

• how to identify and prioritise “target memories” in lessons 

• ways to ensure lesson materials focus on what pupils need to remember 

• how quizzes and retrieval activities can be used purposefully to strengthen learning 

 The seminar connects research evidence to practical classroom decisions, helping teachers think carefully about what pupils are thinking about during lessons and how this shapes long‑term learning

ECTs will looks at how technology, informed by evidence, can be used judiciously to help pupils progress and enhance working practices. ECTs will consider how technology can support adaptive teaching.

Please bring a digital or printed copy of the workbook to the session.

An essential introduction to the Mentor programme and the ECT programme to help the Mentor support them effectively and understand their role. 

This mentor seminar builds familiarity with structure and content, platforms, roles and responsibilities, and also offers mentors a chance to connect with their peers and programme facilitators. 

Together, mentors will become familiar with the structure and content of the programme, as well as their own roles and responsibilities within it. 

 This seminar is designed to enable Mentors to collaborate with peers and expert facilitators to enhance their instructional coaching practices by effectively using the observation and feedback model to support ECT development.  

 Additionally, they will engage in practice activities aimed at applying the knowledge gained from self-study materials. 

Please bring:

• A copy of your workbook (digital or printed)

Belonging and mattering aren’t “soft” ideas — they are powerful levers for pupil outcomes, wellbeing, and school culture. 

• Mentors will gain a sharper, research‑informed understanding of belonging and mattering using a new lens for interpreting pupil behaviour and engagement.  

• Mentors will come away with practical ideas they can discuss with their ECTs and begin applying collaboratively, immediately in their setting 

This will be interesting to anyone interested in improving culture, engagement, and pupil wellbeing alongside attainment. 

Mentors must attend one event in the spring term - Mentor Seminar B OR one of the webinars. You can attend more than one if you wish.

This webinar will cover the following topics:  

• Psychology behind giving and receiving feedback 

• How to maximise feedback impact and efficacy from the perspective of the mentor and anyone they may be providing feedback too.  

• Addressing why we sometimes don’t act on feedback or why feedback may not be received in the way in which it is intended 

This seminar is recommended for school leaders, induction tutors and mentors alike, please promote to these colleagues & counts towards mentor engagement.

Mentors must attend one event in the spring term - Mentor Seminar B OR one of the webinars. You can attend more than one if you wish.

A highly practical, research‑informed webinar, focused on helping teachers support pupils to read, write, speak and think more effectively in every subject. 

The webinar tackles challenges many ECTs recognise immediately, such as: 

• Pupils struggling to express ideas clearly in writing or speech 

• Weak subject vocabulary that doesn’t transfer into assessments 

• Limited reading stamina and confidence with complex texts 

• Strong verbal answers that don’t translate into written responses 

• Pupils finding the curriculum increasingly inaccessible as texts become harder 

Mentors must attend one event in the spring term - Mentor Seminar B OR one of the webinars. You can attend more than one if you wish.

During the seminar:

What will I gain from the session?

• Understand the key differences between pedagogy and andragogy.

•  Explore how mentoring practices can evolve to better reflect adult learning theory.

•  Identify moments in your own mentoring where you’ve leaned more towards one or the other.

• Consider practical adaptations you can make to align more closely with andragogic principles.

We look forward to your participation and are confident that this seminar will provide valuable insights and practical strategies to support your professional development.

Please bring:

• A copy of your workbook (digital or printed)

During the seminar:

What will I gain from the session?

• Clarify what we mean by the term ‘artificial intelligence’ (AI) and how it works.

• Explore the misconceptions, risks and challenges to using AI in schools.

• To identify opportunities to use AI safely and ethically to support ECTs, reduce workload and impact positively on pupils

• Prepare mentors to have informed, constructive conversations with ECTs about AI use.

We look forward to your participation and are confident that this seminar will provide valuable insights and practical strategies to support your professional development.

Please bring:

• A copy of your workbook (digital or printed)

Mentors must attend one event in the summer term - the webinar OR Mentor Seminar C (above). You can attend both if you wish.

This National Expert webinar explores how memory works and 

what this means for effective classroom practice. Drawing on 

research ECTs will explore working memory, long-term memory 

and the learning process.

Kate focuses on how teachers can design teaching that supports 

successful learning over time.

Participants will learn about:

• How attention and encoding affect what pupils remember

• Why successful encoding is essential for effective retrieval

• How to identify and prioritise “target memories” in lessons

• Ways to ensure lesson materials focus on what pupils need to 

remember

• How quizzes and retrieval activities can be used purposefully 

to strengthen learning

The seminar connects research evidence to practical classroom 

decisions, helping teachers think carefully about what pupils are 

thinking about during lessons and how this shapes long-term 

learning.

Coaching for mentors is a training offer exclusively aimed at mentors on the ECTP (Early Career Teacher Programme)

Structure & Content 

The basic structure of CFM is a 1:1, 45 minutes to 1 hour long (or less) meeting between a mentor and a coach arranged at a time that is convenient to the mentor.

The session aims to support and develop the mentor's ability to coach their ECT  or to support the mentor in any way with anything at all. 

Coaching for mentors is an ‘optional’ strand of the ECT programme.