Overview of Astra Appropriate Body & Key Roles

Astra Appropriate Body offers a friendly, efficient and cost effective service for ECT Induction for Early Career Teachers in Buckinghamshire and beyond. Our rates are competitive, and include online training on ECT Manager to record ECTs' progress, as well as information on the expectations of the Appropriate Body for Induction Tutors, Mentors and ECTs. The Appropriate Body has the main quality assurance role within the induction process.

Our two-year induction programme is supported by experienced school-based ECT Induction Tutors and goes beyond the minimum statutory requirements to provide outstanding professional development and networking opportunities to the next generation of teachers.  We offer a comprehensive support package which includes a needs assessment visit in the event of an ECT requiring additional support.

Key Roles

Astra Appropriate Body:

  • Monitoring support of the ECT - checking that the ECT is receiving their statutory entitlements, and that regard is had to the statutory guidance. Providing ECF fidelity checks, ensuring schools are supported to provide the ECT with an ECF-based induction.

  • Monitoring assessment of the ECT - making the final decision as to whether the ECT has satisfactorily met the Teachers' Standards, based on the headteacher's recommendation.


  • Engage with the Early Career Framework (ECF) - participate fully with the ECF-based induction programme and all training requirements associated with it, meeting with their Mentor and Induction Tutor as required. 

  • Continue to meet the Teachers' Standards - provide evidence of progress against the Teachers' Standards. Keep track of and participate effectively in scheduled classroom observations, progress reviews and formal assessment meetings.

Induction Tutors:

  • Assess the ECT against the Teachers' Standards - observe the ECT formally at least once per half term, meet with the ECT every half term, complete progress reviews and formal assessments throughout the induction period. 

  • Co-ordinate support and guidance for the ECT - ensure the ECT is engaging with an ECF-based programme and any other school-specific professional development opportunities, take prompt action when an ECT is having difficulties, participate in Induction Tutor training with the Appropriate Body, update the Appropriate Body regularly with any issues or queries regarding the ECT.

Induction Leads:

  • In some cases, where a school or MAT has multiple Induction Tutors due to a large number of ECTs, an Induction Lead may be required to co-ordinate and quality assure the work of the Induction Tutors. The Induction Lead can also act as an Induction Tutor.


  • Support the ECT with the ECF-based induction programme - participate in ECF Mentor training, carry out weekly mentor meetings with the ECT using ECF-based materials, support the ECT with their ECF-based learning, take prompt action where an ECT is having difficulties by reporting to the Induction Tutor. 


  • Provide a suitable post for induction - ensure the ECT's post and responsibilities comply with the statutory requirements for induction. Headteacher's have overall responsibility for the monitoring, support and assessment of the ECT during induction.

  • Make recommendations to the Appropriate Body regarding the ECT's performance - make a recommendation to the Appropriate Body on whether the ECT’s performance against the Teachers’ Standards is satisfactory or requires an extension.

In the majority of cases it would be expected that an ECT has a separate Mentor and Induction Tutor undertaking these roles independently from each other. Where a school feels they are unable to provide this they must contact the Appropriate Body immediately.