History Teacher – Grantham, Lincolnshire – January 2026

A well-established and highly regarded 1118 secondary school in Grantham Lincolnshire is seeking to appoint a knowledgeable and reflective Teacher of History to join its Humanities faculty from January 2026. This is a full-time permanent opportunity to work within a school that values academic rigour strong relationships and professional trust.

This role would suit a History teacher who enjoys teaching their subject with depth and clarity values structured curriculum design and wants to work in a calm purposeful environment where students are encouraged to think critically about the past and its relevance to the modern world.

The Role

You will teach History across Key Stages 3 and 4 with the opportunity to contribute to Sixth Form teaching for candidates with the appropriate experience or interest. The department follows a carefully sequenced knowledge-rich curriculum designed to build strong historical understanding over time while also developing students analytical writing and source evaluation skills.

At Key Stage 3 students study a broad range of topics that balance British and global history allowing them to develop chronological understanding alongside key disciplinary concepts such as causation consequence similarity and difference and interpretation. Lessons are structured discussion-rich and supported by high-quality source material.

At GCSE the department focuses on clear exam preparation without narrowing the curriculum. Students are taught to write with precision and confidence using regular retrieval practice structured paragraph models and extended writing opportunities. Sixth Form History is well established with students encouraged to engage with historiography independent reading and debate.

Teachers are trusted to teach creatively within agreed schemes of work. Planning is shared across the department to reduce workload but professional autonomy is respected allowing teachers to adapt lessons to their classes while maintaining consistency across year groups.

The History Department

History is a popular subject within the school with strong uptake at GCSE and steady numbers continuing into Sixth Form. The department is staffed by experienced specialists who work collaboratively and supportively sharing resources assessments and ideas.

Department meetings are purposeful and focused on teaching and learning rather than administration. Moderation and assessment practices are clear and proportionate and there is a strong culture of reflective practice. New staff are fully supported with induction access to existing resources and mentoring where appropriate.

Enrichment is realistic and well planned rather than tokenistic. The department regularly incorporates local history into the curriculum making use of Granthams historical significance and regional archives. Trips to museums and historical sites are carefully selected to support curriculum content and are well supported by senior leadership.

The School

This is a Good school with a strong reputation in the local area for its calm learning environment respectful student behaviour and inclusive ethos. The school serves a mixed community and places high value on consistency fairness and strong pastoral care.

Behaviour systems are clear well understood by students and consistently applied by staff. This creates classrooms where learning is the focus and teachers are able to teach without constant disruption. Senior leaders are visible around the school and provide practical support when needed.

Pastoral care is a genuine strength. Tutors heads of year and pastoral teams work closely together to support students academically and personally. Teachers are not expected to manage complex pastoral issues alone and are well supported by experienced staff.

Facilities and Learning Environment

The Humanities department is housed in a dedicated area of the school with classrooms designed to support discussion-based learning and extended writing. Teaching rooms are well maintained and equipped with interactive screens and visualisers to support modelling and explanation.

Staff have access to shared digital resources including centrally stored schemes of work assessments and reading materials. The school library is actively used by students particularly at GCSE and A-Level and supports independent research and reading for pleasure.

While the school does not overstate facilities it is well resourced in a practical realistic way that supports effective teaching rather than gimmicks. Investment decisions are made with staff input and a clear focus on impact.

Professional Development and Support

Professional development is taken seriously and approached thoughtfully. The school offers a structured CPD programme that balances whole-school priorities with subject-specific development. Teachers are encouraged to reflect on their practice observe colleagues and engage in professional dialogue.

There are opportunities to take on additional responsibility within the department or wider school for those who are interested but there is no pressure to pursue leadership prematurely. Career progression is supported at an appropriate pace.

New staff joining mid-year are fully supported with clear induction processes and time allocated to settle into routines curriculum expectations and school systems.

Workload and Wellbeing

The school is conscious of workload and actively works to keep expectations realistic. Marking policies are proportionate and focused on impact rather than volume. Data collection is purposeful and limited to what is genuinely useful for supporting student progress.

Staff wellbeing is more than a slogan. Leadership consults staff regularly and adjusts practices where possible. There is a strong sense of stability within the staff body with many teachers choosing to remain at the school long term.

The Ideal Candidate

The successful candidate will:

• Hold QTS (or be eligible for QTS)

• Have strong subject knowledge in History

• Be confident teaching across KS3 and KS4 (KS5 desirable but not essential)

• Value structured curriculum design and collaborative working

• Maintain high expectations for behaviour and achievement

• Enjoy working as part of a supportive and professional team

• Be reflective organised and committed to continuous improvement

This role would suit an experienced teacher seeking a stable and well-led school or a confident early-career teacher ready to develop further in a supportive environment.

Why This Role

• A well-established History department with strong outcomes

• Calm respectful classrooms and consistent behaviour systems

• Supportive leadership and realistic workload expectations

• Opportunities for professional development and progression

• A welcoming school community with strong local roots

Application

If you are a Teacher of History looking for a January 2026 move to a school where high standards professional trust and staff wellbeing are genuinely valued we would be very pleased to receive your CV.