Flourishing with the UCL ECT Programme
The UCL Flourishing ECT Programme is a unique approach to early career teacher education. With the full UCL ECT programme at its heart, the programme is contextualised for ECTs through five interrelated Flourishing Domains - Purpose, Relationships, Learning, Wellbeing and Resources - supporting new teachers in developing both professionally and personally. It encourages Early Career Teachers to connect their values with their vocation, build strong and supportive relationships, and foster resilience and wellbeing, all of which are essential for a sustainable and fulfilling career in education.
Quote: ‘where there are few flourishing adults, there will be few flourishing children’ (Swaner and Wolfe, 2021)
The UCL Flourishing ECT Programme is delivered by the National Society for Education in partnership with UCL. It includes a welcome conference, focused learning modules, weekly mentoring conversations and independent study - all designed to help teachers reflect on and grow through the programme. For schools, this means investing in a provision that nurtures confident, reflective and purpose-driven teachers who are well-equipped to contribute positively to the whole school community.
UCLs ECT Programme
UCL are one of five organisations designated by the Department for Education to be a Lead Provider of the ECT Programme in England. UCL are a world-leading university whose ECT provision is highly recommended by Teachers, Mentors and Facilitators across the country. For the twelfth year running, UCL Institute of Education remains the top place in the world to study Education in the QS World University Rankings by Subject 2025.
The programme represents a fusion of university and school-based expertise, working in partnership to create and implement an offer which is:
Knowledge and evidence-based
Drawn from expert theory and current practice
Structured through inquiry-based, spiral learning
Embedded in practice
Responsive to regional context
Flexible
UCL’s ECT Programme was judged Outstanding in its most recent Ofsted report (July 2025).
Programme Structure
A robust, research-informed structure supports Early Career Teachers over two years through ten carefully designed modules. The programme blends structured learning, local collaboration and practitioner inquiry.
The Flourishing Lens
Working alongside UCL in delivering the ECT Programme, the NSE has contextualised the learning through a focus on five interconnected domains of flourishing. This applies the programme’s evidence base in ways that foster both professional growth and personal development, helping to nurture a flourishing school system.
The five Flourishing Domains act as a lens to view the UCL ECT Programme through:
Purpose – A clear, shared purpose unites everyone in the school community, providing direction and meaning. It inspires collective commitment to a common vision grounded in the school’s identity, mission and values.
Relationships – Flourishing depends on the quality of our relationships. When pupils, teachers, leaders and families feel valued and connected, schools become inclusive communities where everyone can thrive within a supportive and innovative environment.
Learning – Pupil success is closely linked to the ongoing learning of teachers and the wider school community. By working together as a ‘community of practice,’ teachers continually develop their skills, fostering intellectual growth alongside shared values and mutual respect
Wellbeing – The wellbeing of pupils and staff is vital. Healthy habits and resilience enable flourishing, but teachers must prioritise their own wellbeing first to maintain their capacity to support others effectively and avoid burnout.
Resources – The environment matters. Beyond having sufficient physical, technological and human resources, flourishing requires responsible stewardship - valuing, sharing and managing resources fairly to support all members of the school community.
Programme Delivery
The programme is delivered through a blend of face-to-face or online sessions depending on the needs of your organisation, ensuring accessibility while maintaining engagement. It provides support that aligns with school contexts, enabling the practical implementation of learning.
Independent study includes formative assessment tools, enabling ECTs and mentors to tailor the programme to their starting points and ongoing development needs.
By working with NSE to deliver UCL’s programme, organisations can contextualise sessions to local needs and priorities. There is also flexibility to combine Facilitated Learning and Local Learning Community sessions, reducing the frequency with which ECTs are required to be out of the classroom.
Training for facilitators and mentors is delivered centrally by the NSE.
Why choose the UCL Flourishing ECT Programme
We believe the programme that we have developed in partnership with UCL offers many different benefits for schools, trusts, Dioceses and other organisations.
By choosing to work with us on this programme, your organisation will benefit from:
• The programme is delivered through a blend of face to-face or online sessions depending on the needs of your organisation, ensuring accessibility while maintaining engagement. It provides support that aligns with school contexts, enabling the practical implementation of learning.
• Independent study includes formative assessment tools, enabling ECTs and Mentors to tailor the programme to their starting points and ongoing development needs.
• By working with NSE to deliver UCL’s programme, organisations can contextualise sessions to local needs and priorities. There is also flexibility to combine Facilitated Learning and Local Learning Community sessions, reducing the frequency with which ECTs are required to be out of the classroom.
• Facilitators and Mentors engage in professional development through UCL's VLE and facilitated sessions with the NSE
FAQs
Do we have to register with a different Appropriate Body (AB)?
No! Early Career Teachers (ECTs) must be registered with an Appropriate Body (AB) before they can begin induction, but changing Programme doesn’t mean that you also need to change your AB. We can support you to find a different AB. Part of the role of the AB will be to assess the ECT’s induction and check that they have received their ITTECF entitlement.
Who is eligible for the programme?
When changing providers, only Year 1 ECTs will start the programme with us. Year 2 ECTs already enrolled on an ECT programme should remain with their existing provider until they complete their two-year programme.
Are there financial implications for moving to our programme?
Our programme is fully funded by the DfE, as part of the Early Career Teacher Entitlement. Schools continue to receive ECT and Mentor grant funding to cover off-timetable time through backfill payments.
In addition, the NSE will pay organisations a ‘per-participant fee’ for every ECT training with us to cover the delivery costs of the programme.
What support will the NSE offer you during the transition?
We have developed a full package of support for organisations moving to our offer and have received really positive feedback from partners coming onboard with us. Support will be tailored to your needs, but will include:
Regular briefings and 1:1 meetings to support onboarding
A bank of information to support you with communication
High quality training for facilitators and mentors
A dedicated inbox for questions and support
The transition process will be carefully managed to ensure that you feel confident and supported.
Hear from one of our partners
Getting Involved & Next Steps
If you are interested in delivering the UCL Flourishing ETC Programme, please get in touch with us by completing the below form or drop us an email.