Building a unified ECT experience: How Astrea Academy Trust and CPTSH created a cross-regional Early Career Teacher Programme partnership
When Astrea Academy Trust sought to strengthen support for its Early Career Teachers (ECTs), it wasn’t simply looking for a provider. It wanted a partner that shared its commitment to teacher development, understood the complexities of induction, and could help create a consistent experience for ECTs across multiple regions.
That search led to a growing partnership with Cambridgeshire & Peterborough Teaching School Hub (CPTSH), which now supports Astrea as both its Appropriate Body (AB) for its Cambridgeshire schools and its Early Career Training Programme (ECTP) delivery partner.
In collaboration with Lindsey Bennett, Head of Teacher Development (Secondary) at Astrea Academy Trust, the relationship has developed significantly.
A partnership across regions
Astrea Academy Trust operates schools across South Yorkshire and Cambridgeshire, creating opportunities to learn from different contexts and communities.
Reflecting on the Trust’s geographical spread, Lindsey said: “Our secondary schools are equally spread across South Yorkshire and Cambridgeshire. Those of us in central roles support schools across both regions. I absolutely love that. The different demographics bring variety, not only in the schools and communities themselves but also in the wider opportunities for learning and collaboration trust-wide and also with external partners.”
The relationship with CPTSH initially existed through AB services for Astrea’s Cambridgeshire schools. However, when the Trust reviewed its Early Career Framework (ECF) delivery arrangements, as a result of the impending changes to Teach First’s ECF direct delivery, Lindsey recognised an opportunity to deepen the partnership. “Ahead of the 2025-26 academic year we made the decision for our CPTSH AB to also become our ECF delivery partner,” she explained. “I felt strongly enough about the expertise and support they offered that we also extended that provision to our South Yorkshire schools through a hybrid delivery model of the Teach First ECF.”
More than assessment and induction sign-off
Like many leaders new to ECT provision, Lindsey – who took on the role of Head of Teacher Development (Secondary) in 2024, having previously served as Vice-Principal for Teaching & Learning and Deputy National Leads of Maths within the Trust – initially understood the AB role to be focused primarily on assessment and induction sign-off. Over time, she discovered the wider value that CPTSH brings to schools, mentors and teachers.
She reflected: “Coming into a brand-new role I had a lot to get to grips with. I thought CPTSH, as our AB, would act solely as the assessor for ECTs. They support teachers throughout their induction period and ultimately sign off whether they have successfully completed it. As my understanding developed, I became more aware of the wider support they provide for termly reporting, training for induction leads and mentors, networking opportunities for ECTs, and support when challenges arise, whether professional or personal. What has really stood out to me is how integrated the AB has become with our practice. It feels like a very fluid and natural relationship rather than a separate process.”
This wider support has become a key strength of the partnership, helping Astrea create a cohesive approach to early career teacher development and training.
Learning together through quality assurance
One of the most valuable aspects of the relationship has been the opportunity to work collaboratively through quality assurance visits.
Lindsey detailed how she joined CPTSH colleagues to gain a deeper understanding of ECT provision from an external perspective.
“Helen Thatcher (AB Lead) invited me to go along with her to QA visits,” she recalled. “That was a phenomenal experience because, while I work closely with our schools, it was a rare opportunity to view the offer through an external evaluative lens. Helen and I visited two of our Cambridgeshire schools together, and I joined Julie McBrearty (ECTP Project Manager) to another one of our schools, and it gave me valuable insights into what was working well and where further development was needed.”
The experience has directly influenced how Astrea approaches quality of the ECT provision assurance internally. “Those conversations helped us triangulate feedback, identify next steps, address gaps and strengthen practice together,” Lindsey shared. “The experience was so valuable that I am looking at how a similar pre-quality assurance process can support the ECT provision across our schools.”
Importantly, Lindsey believes the collaborative nature of these visits reflects the wider culture of the partnership: “The AB is not something separate from the work we’re doing. We’re all working towards the same goal: helping ECTs thrive and become the best teachers they can be.”
Creating a cohesive ECT experience
Today, CPTSH supports Astrea both as AB for its Cambridgeshire schools, and as delivery partner for its ECTP trust-wide.
According to Lindsey, bringing these functions together has simplified support and strengthened communication around ECT development: “What we’ve now created is a strong triangulation between school support, the Appropriate Body and the delivery partner. For our Cambridgeshire ECTs, we are able to bring together discussions around engagement, progress, programme participation and support in one joined-up conversation. That cohesion reduces complexity and provides a complete picture of each ECT’s development. It has become a very easy and organic relationship to build.”
With a large number of teachers across the ECT1 and ECT2 programmes, ensuring consistency of provision is a significant priority for the Trust.
The partnership that has emerged with CPTSH helps provide a shared understanding of each teacher’s journey while maintaining clear communication whenever support is needed.
Lindsey commented: “One thing I really value is the openness of the relationship. If a school or an ECT contacts the AB, they’ll often email me to ask for context before responding to ensure that they are able to provide the best possible support. Likewise, if I identify an issue, I’ll contact them to discuss. That two-way communication means we’re working together from a shared understanding and can agree the most effective support journey for the individual involved.”
Building connections across regions
As the partnership enters its next phase, Lindsey is particularly excited about the opportunities created through subject-specific Year 2 provision:
“For our South Yorkshire ECTs, who have followed a hybrid model in year one, this means they’ll now be working alongside colleagues from across Cambridgeshire in subject-based groups. That’s a really exciting development.”
Creating unity across a geographically dispersed trust remains a key ambition. “One of my priorities is developing a sense of belonging among ECTs across the trust,” Lindsey continued. “Having a single delivery partner helps us move towards that goal, even across two regions.”
The commitment shown by CPTSH colleagues has helped overcome geographical barriers and strengthen relationships: “We’ve worked hard to create opportunities for people to come together despite the distance. For example, we held a welcome conference for our ECTs in South Yorkshire and Julie McBrearty (ECT Project Manager) immediately offered to travel up and support it. That willingness to go above and beyond reflects the partnership we’ve built.
“Overall, CPTSH has been incredibly supportive throughout the process, offering advice, and supporting the strategic vision. Being new to role and designing new trust-wide developments, having experienced professionals to discuss ideas with has been invaluable.”
Supporting schools, leaders and ECTs
For Lindsey, the impact of the partnership has been felt at multiple levels: personally, professionally and organisationally.
“Professionally, CPTSH has supported my own development enormously,” she said. “Taking on a brand-new role meant I needed to understand how all of this worked, and they’ve helped me build that knowledge and confidence. They have also provided significant support to our schools and Principals. Having an external partner who shares the same mission and values is incredibly reassuring. We wanted a trusted partner with strong relationships and high-quality people, which is exactly what we've found.”
“For ECTs themselves, it’s important to have someone outside the trust they can talk to and learn from. The networking opportunities they provide allow teachers to connect with colleagues from other schools and broaden their perspectives. The QA process is also hugely valuable. It gives us an external perspective on our provision and helps to ensure we’re offering the best possible support.”
Advice for other trusts and schools
Reflecting on what has made the relationship successful, Lindsey’s advice is clear: view the Appropriate Body as a genuine partner rather than a separate compliance function.
“My biggest piece of advice would be not to see the AB as separate from what you're trying to achieve,” she said. “I've always tried to ensure it feels fully integrated into our work. That openness has created opportunities that simply wouldn’t have existed otherwise.”
Ultimately, she sees the combination of AB services and programme delivery as a powerful model for supporting early career teacher development: “By bringing together the roles of AB and delivery partner, we’ve created a complete picture. If an ECT needs additional support, there is one organisation with the full context and understanding to help us respond effectively. It’s that relationship that creates the conditions for ECTs to flourish."
A partnership built on trust
As Astrea Academy Trust continues to refine and strengthen its ECT offer, CPTSH remains a valued partner in that journey.
For Lindsey, the success of the relationship comes down to something simple but powerful: trust, openness and a shared commitment to helping teachers thrive:
“I have nothing but praise for the brilliant work by CPTSH to ensure a collaborative, strong, partnership for our ECTs at Astrea. I’m genuinely thankful to Lynne Birch (Teaching School Hub Lead) and the team for how organic it has been and for how welcoming and open the team has been throughout. It’s an incredibly valuable partnership.”
Case study developed: June 2026