French Teacher (ECT) – Wetherby, West Yorkshire – January 2026

A welcoming and academically ambitious 1118 secondary school in Wetherby West Yorkshire is seeking to appoint an enthusiastic Early Career Teacher of French to join its Modern Foreign Languages department from January 2026. This is a full-time permanent opportunity specifically designed for an ECT who wants to develop confident classroom practice within a supportive well-structured and forward-thinking school.

The school has a strong reputation for nurturing early career teachers and places high value on consistency clarity and professional trust. New teachers are supported carefully allowing them to grow into the role without unnecessary pressure.

The Role

You will teach French across Key Stages 3 and 4 following a clearly sequenced curriculum that prioritises vocabulary acquisition grammatical understanding and confident spoken communication. Teaching allocations for ECTs are thoughtfully planned with a reduced timetable and protected time built in for mentoring planning and professional development.

At Key Stage 3 students are introduced to French through a curriculum that emphasises routine repetition and meaningful communication. Lessons are structured and supportive helping students build confidence early and develop positive attitudes towards language learning.

At GCSE the focus is on developing fluency accuracy and exam confidence. Students are supported through regular retrieval practice structured speaking activities and clearly modelled writing tasks. ECTs benefit from shared resources model answers and collaborative planning sessions ensuring clarity and consistency across classes.

ECT Support and Induction

The school provides a strong and personalised ECT induction programme that prioritises both professional growth and wellbeing. You will be paired with an experienced MFL mentor who understands the demands of early career teaching and offers regular practical guidance.

Support includes:

• A reduced teaching timetable aligned with ECT entitlements

• Weekly mentor meetings focused on pedagogy and classroom practice

• Regular lesson observations with developmental feedback

• Structured CPD sessions aligned to the Early Career Framework

• Protected time for reflection planning and subject development

The schools approach is supportive rather than performative ensuring ECTs feel encouraged and confident as they develop.

The MFL Department

The Modern Foreign Languages department is a friendly collaborative team of specialists who work closely together to support high-quality teaching. Schemes of work are well established and centrally stored meaning ECTs are not expected to plan from scratch.

Department meetings focus on pedagogy assessment and student engagement. Colleagues are approachable and keen to share ideas strategies and resources creating a positive environment for early career teachers.

Languages are valued within the school and the department plays an active role in promoting cultural awareness through manageable enrichment activities such as themed days and language clubs.

The School

This is a Good school with a strong reputation for calm classrooms respectful behaviour and supportive leadership. The school serves a mixed community and places high value on consistency fairness and positive relationships.

Behaviour systems are clear and consistently applied providing ECTs with the structure and reassurance needed to establish strong routines. Senior leaders are visible approachable and proactive in supporting new staff.

Pastoral care is well organised and genuinely embedded. Tutors heads of year and pastoral teams work closely together ensuring teachers are well supported and not expected to manage complex pastoral issues alone.

Facilities and Learning Environment

The MFL department is based in a dedicated area of the school with classrooms designed to support language learning through modelling listening and speaking activities. Teaching spaces are well maintained and equipped with interactive screens and audio equipment.

Shared digital resources including vocabulary banks assessment materials and listening exercises are easily accessible helping ECTs plan efficiently and focus on lesson delivery.

The wider school environment is calm orderly and well organised supporting both staff and students throughout the school day.

Professional Development and Career Growth

Professional development is a genuine addition to ECT-specific training you will have access to whole-school CPD and subject-focused development opportunities.

As confidence grows ECTs are encouraged to:

• Contribute to curriculum development

• Engage in local subject networks

• Support enrichment activities at a manageable pace

The school is committed to developing teachers for the long term supporting progression thoughtfully rather than rushing responsibility.

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 ECTs and adapts systems where necessary to support wellbeing. This has contributed to strong staff retention and a positive professional 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 French

• Has strong subject knowledge and enthusiasm for language learning

• Is reflective organised and eager to develop their practice

• Values collaboration and structured support

• Is committed to inclusive teaching and high expectations

Why This Is an Excellent ECT Role

• Proven ECT mentoring and induction programme

• Calm well-managed classrooms

• Supportive and collaborative MFL department

• Clear curriculum structure and shared resources

• Leadership that genuinely supports early career teachers

Application

If you are a French ECT seeking a January 2026 start in a school that prioritises support structure and professional growth we would be delighted to receive your CV.