A welcoming and well-organised 11–18 secondary school in Gainsborough, Lincolnshire is seeking to appoint an enthusiastic Early Career Teacher of English to join its successful English department from January 2026. This is a full-time, permanent role designed specifically for an ECT who is ready to develop their classroom practice within a supportive, structured and professionally trusting environment. The school has an excellent reputation for nurturing early career teachers, offering clear systems, experienced mentoring and a calm learning culture that allows new teachers to focus on becoming confident, effective practitioners. The Role You will teach English across Key Stages 3 and 4, following a carefully planned curriculum that prioritises strong literacy foundations, confident writing and thoughtful engagement with texts. Teaching allocations for ECTs are planned with care, ensuring a reduced timetable alongside protected time for mentoring, planning and professional development. At Key Stage 3, students follow a curriculum designed to build confidence in reading, writing and spoken language. Lessons focus on vocabulary development, sentence structure and analytical thinking, with clear modelling and scaffolding built into schemes of work. At GCSE, the department emphasises secure exam technique alongside genuine understanding of language and literature. Students are taught how to plan, structure and refine their writing, and ECTs are fully supported through shared resources, model responses and collaborative planning. ECT Support and Induction The school offers a high-quality ECT induction programme that is practical, personalised and genuinely supportive. You will be paired with an experienced English specialist who provides regular mentoring, lesson guidance and feedback. Support includes: A reduced teaching timetable in line with ECT entitlements Weekly mentor meetings focused on classroom practice Regular lesson observations and coaching conversations Structured CPD sessions aligned to ECT frameworks Time built into the week for reflection and planning The approach is developmental rather than performative, allowing ECTs to build confidence gradually while feeling supported at every stage. The English Department The English department is a collaborative and experienced team with a shared approach to curriculum delivery. Schemes of work are well established and centrally stored, meaning ECTs are not expected to plan everything independently. Department meetings focus on pedagogy, literacy development and assessment strategies rather than unnecessary administration. Colleagues are approachable and supportive, with a strong culture of sharing ideas and resources. Enrichment opportunities such as reading groups, writing clubs and theatre visits are thoughtfully planned and aligned closely with curriculum goals, ensuring they add value without increasing workload. The School This is a Good school with a reputation for calm classrooms, respectful behaviour and strong pastoral support. The school serves a mixed community and places high value on consistency, fairness and positive relationships. Behaviour systems are clear, well embedded and consistently applied, which is particularly beneficial for ECTs. Senior leaders are visible and approachable, and new staff report feeling supported rather than scrutinised. Pastoral care is well structured, with tutors, heads of year and pastoral teams working closely together. Teachers are not expected to manage complex pastoral issues alone. Facilities and Learning Environment The English department is based in a dedicated area of the school, with classrooms designed to support discussion, reading and extended writing. Teaching spaces are well maintained and equipped with interactive screens and visualisers to support modelling and shared reading. Shared digital resources are easily accessible and regularly updated, helping ECTs plan efficiently and focus on delivering high-quality lessons. The wider school environment is orderly and well organised, with clear routines that support both staff and students. Professional Development and Career Progression Professional development is a genuine priority. In addition to ECT-specific training, you’ll have access to whole-school CPD and subject-focused development opportunities. As you grow in confidence, there are opportunities to: Contribute to curriculum refinement Support literacy initiatives across the school Take on enrichment or pastoral responsibilities at a manageable pace The school is committed to developing teachers for the long term, with progression supported thoughtfully rather than rushed. Workload and Wellbeing The school takes a realistic approach to workload. Marking policies are proportionate and focused on impact, and data collection is purposeful and limited. Leadership regularly seeks feedback from ECTs and is open to reviewing systems where workload becomes unnecessary. This has helped create a positive staff culture and strong retention of early career teachers. The Ideal Candidate This role would suit someone who: Holds QTS (or will hold QTS by January 2026) Is an Early Career Teacher of English Has strong subject knowledge and enthusiasm for literature and language Is reflective, organised and keen to develop their practice Values collaboration and structured support Is committed to high expectations and inclusive teaching Why This Is an Excellent ECT Role Proven ECT mentoring and induction programme Calm, well-managed classrooms Supportive and collaborative English department Clear curriculum structure and shared resources Leadership that genuinely values early career teachers Application If you are an English ECT seeking a January 2026 start in a school that prioritises support, structure and professional growth, we would be delighted to receive your CV.