History Teacher (ECT) – Retford, Nottinghamshire – January2026

A supportive and forward-thinking 11–18 secondary school in Retford, Nottinghamshire is seeking to appoint an enthusiastic Early Career Teacher of History to join its Humanities department from January 2026 . This is a full-time, permanent role designed specifically for an ECT who is ready to develop their practice within a structured, well-led and genuinely supportive environment. This school has a strong track record of successfully supporting Early Career Teachers, with clear systems, experienced mentors and a calm learning culture that allows new teachers to focus on developing strong classroom practice with confidence. The Role You will teach History across Key Stages 3 and 4 , following a carefully sequenced, knowledge-rich curriculum that supports consistency while allowing teachers to bring lessons to life. Teaching allocations for ECTs are thoughtfully planned, with reduced timetable commitments and protected time for professional development built into the week. At Key Stage 3, students study a broad and engaging curriculum that introduces them to British and global history, developing core disciplinary skills such as causation, consequence, significance and interpretation. Lessons are clearly structured, with strong modelling and guided practice to support learners of all abilities. At GCSE, the department places a strong emphasis on building confidence in extended writing, source analysis and exam technique. ECTs are supported with shared resources, model answers and collaborative planning, ensuring that expectations are clear and achievable. ECT Support and Induction The school offers a high-quality ECT induction programme that goes beyond minimum statutory requirements. You will be paired with an experienced History specialist who understands the demands of the role and provides regular mentoring, lesson support and feedback. Support includes: A reduced timetable in line with ECT entitlements Weekly mentor meetings focused on practical classroom strategies Regular opportunities for observation and coaching Structured CPD sessions linked directly to classroom practice Time allocated for reflection, planning and development The approach is developmental rather than judgemental, allowing you to grow at a sustainable pace while building confidence and independence. The History Department The History department is a welcoming and collaborative team that values shared practice and professional dialogue. Schemes of work are well established and centrally stored, meaning ECTs are not expected to plan everything from scratch. Department meetings focus on teaching and learning, curriculum refinement and assessment strategies, rather than administrative tasks. Colleagues are approachable and supportive, and there is a strong culture of sharing ideas and resources. Local history is used thoughtfully within the curriculum, helping students connect national and global events to their own community. Enrichment activities are purposeful and manageable, always aligned with curriculum content. The School This is a Good school with a reputation for calm classrooms, respectful behaviour and strong pastoral care. The school serves a mixed community and places high value on consistency, fairness and positive relationships. Behaviour systems are clear and consistently applied, which is particularly beneficial for ECTs. Senior leaders are visible around the school and provide practical support when needed, ensuring new staff feel confident and supported. Pastoral systems are well organised, with tutors, heads of year and pastoral teams working closely together. Teachers are not expected to manage complex pastoral issues alone. Facilities and Working Environment The Humanities department is located in a dedicated area of the school, with classrooms designed to support discussion, explanation and extended writing. Teaching rooms are well maintained and equipped with interactive screens and visualisers to support modelling and structured teaching. Shared digital resources are readily accessible, helping ECTs plan efficiently and focus on delivery rather than administration. The wider school environment is orderly and well organised, with clear routines that support both staff and students. Professional Development and Career Growth Professional development is a clear priority. In addition to ECT-specific training, you’ll have access to whole-school CPD and subject-specific opportunities designed to build confidence and deepen subject knowledge. As you progress, there are opportunities to: Contribute to curriculum development Engage in subject networks and exam board training Take on enrichment or pastoral responsibilities at an appropriate pace The school is committed to developing teachers for the long term, not rushing progression before staff are ready. Workload and Wellbeing The school takes a realistic and supportive approach to workload. Marking policies are proportionate and focused on impact, and data collection is purposeful and limited. Leadership regularly seeks feedback from staff, including ECTs, and is open to reviewing systems to improve wellbeing. This has resulted in good staff retention and a positive, professional working culture. The Ideal Candidate This role would suit someone who: Holds QTS (or will hold QTS by January 2026) Is an Early Career Teacher of History Has strong subject knowledge and enthusiasm for History Is reflective, organised and eager to develop their practice Values collaboration and professional support Is committed to high expectations and inclusive teaching Why This Is an Excellent ECT Role Proven ECT induction and mentoring programme Calm, well-managed classrooms Supportive Humanities department Clear curriculum structure and shared resources Leadership that genuinely supports early career teachers Application If you are a History ECT seeking a January 2026 start in a school that prioritises support, structure and professional growth, we would be delighted to receive your CV.