Teacher of Humanities - Maternity Cover
Tanfield School, Stanley, County Durham, DH9 8AY10 days remaining to apply
Job start date
20 April 2026
Closing date
1 March 2026 at 11:59pm
Date listed
19 February 2026
Job details
Job role
- Teacher
Visa sponsorship
- Visas cannot be sponsored
Key stage
- Key stage 3, Key stage 4
Subject
- Humanities
Working pattern
- Full time
Contract type
- Fixed term - Two Terms - Maternity or parental leave cover
Pay scale
- £32,916 - £45,352 (MPS1 - MPS6) £47,472 - £51,048 (UPR1 - UPR3)
What skills and experience we're looking for
Do you want to be part of a team that will help children to do the seemingly impossible?
We are looking for an exceptional teacher of Humanities for April 2026 to cover a maternity from April 2026 for two terms. The right candidate will be totally aligned to our values of hard work, trust and fairness and completely committed to our mission: the school will get students to attend the best university, or real alternative, succeed in their dream job and thrive in all aspects of their life.
You would be joining a very strong staff team who are determined to drive further improvements at Tanfield. Our School is a vibrant and exciting place to work. I feel privileged to be the Headteacher of Tanfield school. The day I started in July 2017 was the proudest day of my career so far. I’m lucky to lead such fantastic students and staff and I truly believe their potential is limitless.
We have been a rapidly improving school. In 2018 we had the lowest progress 8 score in County Durham at - 0.96. However, in the last 3 years our progress 8 score has placed us third, second and now top in Durham with +0.83. This also placed us second in the North East and in the top 5% of schools in the country. Whilst we are pleased with the results, we are striving to be in the top 1% of schools in the country within the next two years.
So, what is leading to the rapid improvements?
As Peter Drucker says, “Culture eats strategy for breakfast.” We believe that the main driver to success is creating an achievement-oriented culture. A culture where it is cool to be smart and where all students work hard to attend the best university or a real alternative. We do this by having a ‘no excuses’ approach. We believe this instills strong learning habits, which ultimately helps students to become better qualified, more successful and happier. We expect students to follow homework and equipment rules, wear uniform with pride and always be ‘on task’, fully engaged and ready to learn.
We aim to provide high-quality education to all children, including those from disadvantaged backgrounds. It is widely recognised that pupils from deprived sectors of society are less likely to have had a knowledge-rich start to life and may already begin school at a disadvantage. Therefore, we have implemented a knowledge-based approach to address this and close any gaps in attainment. It is working - our disadvantaged students achieved +0.49 which was the highest in the north east.
We know that teaching is the most rewarding, exhilarating but exhausting profession. We are guided by a philosophy of simplicity that aims for maximum impact on pupil learning with minimal workload for staff. We reduce burnout by applying this effort-to-impact ratio to everything we do. For example, our slimmed-down marking, centralised homework and detentions minimise work. We use whole class feedback to reduce workload. We want staff to nurture a healthy, sustainable balance between their school and home lives.
As an individual, I am driven to be the best that I can be, and I expect the same from students and staff. Therefore, we are constantly looking to take the best ideas from academies, schools, the independent sector and abroad. We don’t believe in off-the-shelf strategies or practices; there is no silver bullet. It is really about being values driven, having clear vision, focusing relentlessly on results, operating strict routines, doing the simple things well every day, and building strong relationships at all levels.
If you are wholly committed to our mission, have the persistence and humility to return to it every day; to sustain our routines and live our values over and over, we would love for you to apply for this vacancy.
Regards,
Steven Clough
WHO ARE WE LOOKING FOR?
- You will have a strong focus on teaching and learning
- demonstrate high levels of ambition and optimism regarding what the academy and its students can achieve
- be fully committed to Tanfield School’s ethos of high expectations and no excuses
- have the resolve to make a real difference to the lives of students
What the school offers its staff
WHAT WE CAN OFFER YOU?
You would be joining a very strong and supportive staff team who are determined to drive further improvements at Tanfield School.
Our tight, robust and no-nonsense behaviour systems ensure you can really teach.
VISION AND CULTURE
We are passionate about excellence in education, giving students the very best start in life with a firm belief that excellent teaching transforms lives. Our core belief is that for all students to have high aspirations they must believe in themselves, be actively engaged in their learning and see the connection between what they learn today and who they want to become tomorrow. We teach a highly challenging academic curriculum for all students. We are unapologetically ambitious for every child, no matter what their background, prior attainment or needs. Everything we do at Tanfield is driven by this, so that our students can leave Tanfield with the best set of qualifications possible and as well-rounded young people, thereby helping to maximise their life chances.
This vision is outlined in our Mission Statement, 3 values and 3 drivers:
At Tanfield School we have many minds but one mission: to get students to attend the best university, or real alternative, succeed in their dream job and thrive in all aspects of their life.
Our core values of hard work, trust and fairness permeate all that we do. From the moment a student arrives at Tanfield, we ask them to live these values:
Hard work
We never give up. We remain positive so that we have the strength to persevere with even the hardest work. We do what it takes for as long as it takes.
Trust
We are honest. We do what we say we’ll do and do not make excuses. We are loyal and have the
courage to do the right thing.
Fairness
We play by the rules. We are respectful, polite, kind and courteous at all times. We don’t take
advantage of others and helping a member of our team is helping ourselves.
We also focus on three key drivers: Mastery, which is the drive to get better at things that matter; Autonomy, or the drive to direct our own lives; and Purpose, which is the drive to connect to a cause larger than ourselves (Dan Pink, ‘Drive‘).
We clearly communicate our mission, values and drivers throughout every day so that the whole school community knows the purpose of everything that we do.
Teaching and Learning
Our Teaching and Learning strategy is heavily influenced by Doug Lemov and his ‘Teach Like A Champion’ book and we believe passionately in relentlessly implementing any strategy that will
eliminate disadvantaged student attainment gaps. We do not believe in learning styles. We believe in teaching to the top and scaffolding downwards for all students, with a highly challenging academic curriculum. Some examples of recent books that inspire us/are aligned to our vision: ‘Battle Hymn
of the Tiger Teachers: The Michaela Way’ (Birbalsingh) ‘Teach Like A Champion’ (Lemov) ‘Reading Reconsidered’ (Lemov) ‘Why Students Don’t Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom’ (Willingham) ‘Seven Myths About Education’ (Chrisodoulou) ‘Drive’ (Dan Pink).
We do not make exceptions. When we say we have high standards, we mean it. Our students walk in silence between lessons, with pencil cases (with full equipment), ready to immediately start working as soon as they enter a classroom in silence. This supports our teachers making very strong starts to lessons. We hold parents to account as well and insist that they support their children by supporting our rules. This creates a very orderly school where children are safe. It requires staff who will ‘sweat the small stuff’.
Work life balance, not burnout
We know that teaching is the most rewarding, exhilarating but exhausting profession. So we are guided by a philosophy of simplicity that aims for maximum impact on student learning with minimal overload on workload for staff. We reduce burnout by applying this effort-to-impact ratio to everything we do. For example: Units of work and lessons have been fully prepared and resourcedalready, meaning that you are not ‘re-inventing the wheel’ every night planning lessons and resources from scratch. Lessons will be enhanced by individuals. Teachers do not produce end of year written reports – just termly data inputs. Homework is streamlined into note taking, drilling and self-quizzing, reducing marking workload and ensuring very high homework completion. Strict discipline and robust no-nonsense behaviour systems allow staff to teach without being ground down in low level disruption. All students have full equipment in their pencil cases all of the time – you will not have the hassle of having to hand out pens, pencils etc at the start of each lesson because students don’t have their equipment with them. Staff will never be blamed for poor student behaviour because their lessons are not engaging enough – you will always be fully backed and supported - behaviour is the collective responsibility of the school, with the Headteacher ultimately accountable. Highly visible and supportive SLT visit classrooms to check that every student is meeting your expectations. We do not grade lessons/teachers with ‘high stakes’ lesson observations – we believe in a growth mindset approach, where teachers continually improve over time through continuous coaching/feedback loops.
Level 5 Leadership
As a team we also believe in aspiring to ‘Level 5’ leadership, as outlined by Jim Collins in ‘Good
to Great’, the key traits of which are outlined below: Paradoxical mix of personal humility and professional will. They are ambitious first and foremost for the organisation, not themselves. They set up their successors for even greater success whereas egocentric leaders often set up their successors for failure. They display a compelling modesty, are self-effacing and understated as opposed to comparison company leaders being egocentric which contributed to the demise or mediocrity of the company. Fanatically driven, infected with an incurable need to produce sustained results – they are resolved to do whatever it takes to make the organisation great, no matter how big or hard thedecisions. Display a workmanlike diligence – more plough horse than show horse. They look out the window to attribute success to factors other than themselves – when things go poorly they blame themselves taking full responsibility.
OUR FUTURE AMBITIONS
We are all exceptionally proud of how far we have come. However, we want to, and know we can, achieve so much more, best summed up by the philosophy of Dave Brailsford, from Team Sky, who stated ‘We are always striving for improvement, for those 1% gains,
in absolutely every single thing we do’. We want to be in the top 1% of schools in the country in the next two years.
NEXT STEPS
Tanfield School offers an excellent opportunity for an ambitious, talented individual to gain experience. We would be delighted to show you around our School in order to fully appreciate our excellent learning environment.
Learn more:
www.tanfieldschool.co.uk
Or call the school on 01207 232881 and speak to Steven Clough, Headteacher, to discuss the role further.
An Application Pack (including Job Description and Person Specification) is available to download from www.tanfieldschool.co.uk.
CVs are not accepted.
Closing date for applications: Sunday 28th Feb midnight
Interviews will take place: W/C 2nd March
Tanfield School is committed to safeguarding children and the appointment will be subject to receipt of an Enhanced DBS clearance, safer recruitment procedures, satisfactory references and completion of a six-month probationary period.
Eden Learning Trust is an Equal Opportunities Employer. We want to develop a more diverse workforce and we positively welcome applications from all sections of the community.
Applicants with disabilities will be invited for an interview if the essential job criteria are met.
WHAT WE CAN OFFER YOU?
You would be joining a very strong and supportive staff team who are determined to drive further improvements at Tanfield School.
Our tight, robust and no-nonsense behaviour systems ensure you can really teach.
VISION AND CULTURE
We are passionate about excellence in education, giving students the very best start in life with a firm belief that excellent teaching transforms lives. Our core belief is that for all students to have high aspirations they must believe in themselves, be actively engaged in their learning and see the connection between what they learn today and who they want to become tomorrow. We teach a highly challenging academic curriculum for all students. We are unapologetically ambitious for every child, no matter what their background, prior attainment or needs. Everything we do at Tanfield is driven by this, so that our students can leave Tanfield with the best set of qualifications possible and as well-rounded young people, thereby helping to maximise their life chances.
This vision is outlined in our Mission Statement, 3 values and 3 drivers:
At Tanfield School we have many minds but one mission: to get students to attend the best university, or real alternative, succeed in their dream job and thrive in all aspects of their life.
Our core values of hard work, trust and fairness permeate all that we do. From the moment a student arrives at Tanfield, we ask them to live these values:
Hard work
We never give up. We remain positive so that we have the strength to persevere with even the hardest work. We do what it takes for as long as it takes.
Trust
We are honest. We do what we say we’ll do and do not make excuses. We are loyal and have the
courage to do the right thing.
Fairness
We play by the rules. We are respectful, polite, kind and courteous at all times. We don’t take
advantage of others and helping a member of our team is helping ourselves.
We also focus on three key drivers: Mastery, which is the drive to get better at things that matter; Autonomy, or the drive to direct our own lives; and Purpose, which is the drive to connect to a cause larger than ourselves (Dan Pink, ‘Drive‘).
We clearly communicate our mission, values and drivers throughout every day so that the whole school community knows the purpose of everything that we do.
Teaching and Learning
Our Teaching and Learning strategy is heavily influenced by Doug Lemov and his ‘Teach Like A Champion’ book and we believe passionately in relentlessly implementing any strategy that will
eliminate disadvantaged student attainment gaps. We do not believe in learning styles. We believe in teaching to the top and scaffolding downwards for all students, with a highly challenging academic curriculum. Some examples of recent books that inspire us/are aligned to our vision: ‘Battle Hymn
of the Tiger Teachers: The Michaela Way’ (Birbalsingh) ‘Teach Like A Champion’ (Lemov) ‘Reading Reconsidered’ (Lemov) ‘Why Students Don’t Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom’ (Willingham) ‘Seven Myths About Education’ (Chrisodoulou) ‘Drive’ (Dan Pink).
We do not make exceptions. When we say we have high standards, we mean it. Our students walk in silence between lessons, with pencil cases (with full equipment), ready to immediately start working as soon as they enter a classroom in silence. This supports our teachers making very strong starts to lessons. We hold parents to account as well and insist that they support their children by supporting our rules. This creates a very orderly school where children are safe. It requires staff who will ‘sweat the small stuff’.
Work life balance, not burnout
We know that teaching is the most rewarding, exhilarating but exhausting profession. So we are guided by a philosophy of simplicity that aims for maximum impact on student learning with minimal overload on workload for staff. We reduce burnout by applying this effort-to-impact ratio to everything we do. For example: Units of work and lessons have been fully prepared and resourced
already, meaning that you are not ‘re-inventing the wheel’ every night planning lessons and resources from scratch. Lessons will be enhanced by individuals. Teachers do not produce end of year written reports – just termly data inputs. Homework is streamlined into note taking, drilling and self-quizzing, reducing marking workload and ensuring very high homework completion. Strict discipline and robust no-nonsense behaviour systems allow staff to teach without being ground down in low level disruption. All students have full equipment in their pencil cases all of the time – you will not have the hassle of having to hand out pens, pencils etc at the start of each lesson because students don’t have their equipment with them. Staff will never be blamed for poor student behaviour because their lessons are not engaging enough – you will always be fully backed and supported - behaviour is the collective responsibility of the school, with the Headteacher ultimately accountable. Highly visible and supportive SLT visit classrooms to check that every student is meeting your expectations. We do not grade lessons/teachers with ‘high stakes’ lesson observations – we believe in a growth mindset approach, where teachers continually improve over time through continuous coaching/feedback loops.
Level 5 Leadership
As a team we also believe in aspiring to ‘Level 5’ leadership, as outlined by Jim Collins in ‘Good
to Great’, the key traits of which are outlined below: Paradoxical mix of personal humility and professional will. They are ambitious first and foremost for the organisation, not themselves. They set up their successors for even greater success whereas egocentric leaders often set up their successors for failure. They display a compelling modesty, are self-effacing and understated as opposed to comparison company leaders being egocentric which contributed to the demise or mediocrity of the company. Fanatically driven, infected with an incurable need to produce sustained results – they are resolved to do whatever it takes to make the organisation great, no matter how big or hard the
Teacher of Humanities Maternity Cover Application Pack
decisions. Display a workmanlike diligence – more plough horse than show horse. They look out the window to attribute success to factors other than themselves – when things go poorly they blame themselves taking full responsibility.
OUR FUTURE AMBITIONS
We are all exceptionally proud of how far we have come. However, we want to, and know we can, achieve so much more, best summed up by the philosophy of Dave Brailsford, from Team Sky, who stated ‘We are always striving for improvement, for those 1% gains,
in absolutely every single thing we do’. We want to be in the top 1% of schools in the country in the next two years.
NEXT STEPS
Tanfield School offers an excellent opportunity for an ambitious, talented individual to gain experience. We would be delighted to show you around our School in order to fully appreciate our excellent learning environment.
Learn more:
www.tanfieldschool.co.uk
Or call the school on 01207 232881 and speak to Steven Clough, Headteacher, to discuss the role further.
An Application Pack (including Job Description and Person Specification) is available to download from www.tanfieldschool.co.uk.
CVs are not accepted.
Closing date for applications: Sunday 1st March midnight
Interviews will take place: W/C 2nd March
Tanfield School is committed to safeguarding children and the appointment will be subject to receipt of an Enhanced DBS clearance, safer recruitment procedures, satisfactory references and completion of a six-month probationary period.
Eden Learning Trust is an Equal Opportunities Employer. We want to develop a more diverse workforce and we positively welcome applications from all sections of the community.
Applicants with disabilities will be invited for an interview if the essential job criteria are met.
Further information about the job
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
Applying for the job
Apply for the job by following the link below.
CVs will not be accepted for this application.
View advert on school website (opens in new tab)About Tanfield School
- School type
- Academy, ages 11 to 16
- Education phase
- Secondary school
- School size
- 702 pupils enrolled
- Age range
- 11 to 16
- Ofsted report
- View Ofsted report
- School website
- Tanfield School website
- Email address
- chewitson@tanfieldschool.co.uk
- Phone number
- 01207 232881
You would be joining a very strong staff team who are determined to drive further improvements at Tanfield. Our School is a vibrant and exciting place to work. I feel privileged to be the Headteacher of Tanfield school. The day I started in July 2017 was the proudest day of my career so far. I’m lucky to lead such fantastic students and staff and I truly believe their potential is limitless.
You may have read our previous Ofsted report. Since then, we have had a significant change in our staffing. Students who had joined Tanfield from other schools, who caused significant behaviour issues, have graduated from the school. We are rapidly improving. In 2022, our progress 8 score was the 3rd best in County Durham at 0.4. We were the 8th most improved school in the country between 2019 and 2022. In 2023, our results continued to improve. Our progress 8 score of +0.66 put us second in County Durham, the third best in the north east. Early indications are that 2024 results are better than this. Whilst we are pleased with the results we are striving to be in the top 1% of schools in the country within the next two years.
Arranging a visit to Tanfield School
To arrange a visit and increase the chance of a successful application email chewitson@tanfieldschool.co.uk.
School location
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