Lead Teacher (TLR) -Emergent Pathway
| Posting date: | 14 February 2026 |
|---|---|
| Hours: | Full time |
| Closing date: | 16 March 2026 |
| Location: | Halifax, West Yorkshire, HX3 0RZ |
| Company: | Teaching Vacancies |
| Job type: | Permanent |
| Job reference: | bb0cc48c-4bfe-4ee8-9021-e5cc104d643b |
Summary
What skills and experience we're looking for
We are seeking an experienced, enthusiastic and dynamic practitioner to lead our Emergent Pathway. This is an exciting opportunity for an aspiring or established middle leader to shape curriculum, practice and provision for learners with complex SEND, while being a valued member of our middle leadership team.
This post attracts SEN2 + TLR2a and carries responsibility for the leadership, development and implementation of the Emergent Pathway.
About Ravenscliffe High School
Ravenscliffe High School is a LA maintained secondary generic specialist school, organised into four distinct learning pathways:
• Sensory
• Emergent
• Semi‑formal
• Formal
Our pathway model allows us to deliver highly personalised, developmentally appropriate learning for every pupil.
About the Emergent Pathway
The Emergent Pathway supports students with complex SEND, including:
• Severe Learning Difficulties (SLD)
• Autism Spectrum Conditions (ASC)
• Significant communication needs
• In some cases, behaviours that challenge
Students are typically working at pre‑EYFS developmental levels, using a wide range of communication approaches including:
• Verbal communication
• Signing
• Visual symbols
• AAC systems
This is a challenging, creative and deeply rewarding pathway, requiring a leader who can think flexibly, inspire others, and champion progress in its widest sense.
The Role
The successful candidate will:
• Lead and influence staff practice within the pathway and contribute to the development of whole‑school SEND pedagogy
• Teach predominantly within the Emergent Pathway, with limited teaching across other areas of the school
• Lead and support a large, skilled team of staff, ensuring consistency, quality and high expectations
• Be responsible for a mixed‑ability pastoral group
• Work closely with senior and other middle leaders to develop whole‑school practice and provision
Every day in a specialist setting is different. We are looking for a leader with a positive, resilient and solution‑focused “can‑do” attitude, who is motivated by challenge and committed to making a genuine difference.
Who We’re Looking For
Our ideal candidate will:
• Be a motivational and inspirational leader, with high expectations of both staff and students
• Be an excellent classroom practitioner with experience in specialist or complex SEND settings
• Have a strong understanding of teaching and learning for pupils with significant communication needs
• Be able to nurture progress and independence for learners regardless of starting point
• Be approachable, collaborative and committed to working across pathways and teams
• Have professional confidence and curiosity to develop and implement novel ideas.
• Support and promote a culture of excellence, equality, wellbeing and safeguarding
• Build strong relationships with families, professionals and external agencies
• Have experience working with pupils who are pre‑verbal, non‑verbal and have ASC.
What the school offers its staff
• A unique and rewarding leadership role working with incredible young people; no two days are the same
• A supportive and caring staff culture, where teamwork, wellbeing and professional respect matter
• A bespoke, student focussed curriculum model, flexible to meet the needs of every learner
• A modern and stimulating teaching environment
• Dedicated TLR time and leaders committed to succession planning and leadership development
• Meaningful professional development and career progression opportunities
• A team that works hard, supports one another, and values work–life balance
Commitment to safeguarding
The school is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff to share this commitment. Applicants to posts that are exempted from the Rehabilitation of Offenders Act will require a DBS (formerly CRB) from the Disclosure and Barring Service before the appointment is confirmed.
We are seeking an experienced, enthusiastic and dynamic practitioner to lead our Emergent Pathway. This is an exciting opportunity for an aspiring or established middle leader to shape curriculum, practice and provision for learners with complex SEND, while being a valued member of our middle leadership team.
This post attracts SEN2 + TLR2a and carries responsibility for the leadership, development and implementation of the Emergent Pathway.
About Ravenscliffe High School
Ravenscliffe High School is a LA maintained secondary generic specialist school, organised into four distinct learning pathways:
• Sensory
• Emergent
• Semi‑formal
• Formal
Our pathway model allows us to deliver highly personalised, developmentally appropriate learning for every pupil.
About the Emergent Pathway
The Emergent Pathway supports students with complex SEND, including:
• Severe Learning Difficulties (SLD)
• Autism Spectrum Conditions (ASC)
• Significant communication needs
• In some cases, behaviours that challenge
Students are typically working at pre‑EYFS developmental levels, using a wide range of communication approaches including:
• Verbal communication
• Signing
• Visual symbols
• AAC systems
This is a challenging, creative and deeply rewarding pathway, requiring a leader who can think flexibly, inspire others, and champion progress in its widest sense.
The Role
The successful candidate will:
• Lead and influence staff practice within the pathway and contribute to the development of whole‑school SEND pedagogy
• Teach predominantly within the Emergent Pathway, with limited teaching across other areas of the school
• Lead and support a large, skilled team of staff, ensuring consistency, quality and high expectations
• Be responsible for a mixed‑ability pastoral group
• Work closely with senior and other middle leaders to develop whole‑school practice and provision
Every day in a specialist setting is different. We are looking for a leader with a positive, resilient and solution‑focused “can‑do” attitude, who is motivated by challenge and committed to making a genuine difference.
Who We’re Looking For
Our ideal candidate will:
• Be a motivational and inspirational leader, with high expectations of both staff and students
• Be an excellent classroom practitioner with experience in specialist or complex SEND settings
• Have a strong understanding of teaching and learning for pupils with significant communication needs
• Be able to nurture progress and independence for learners regardless of starting point
• Be approachable, collaborative and committed to working across pathways and teams
• Have professional confidence and curiosity to develop and implement novel ideas.
• Support and promote a culture of excellence, equality, wellbeing and safeguarding
• Build strong relationships with families, professionals and external agencies
• Have experience working with pupils who are pre‑verbal, non‑verbal and have ASC.
What the school offers its staff
• A unique and rewarding leadership role working with incredible young people; no two days are the same
• A supportive and caring staff culture, where teamwork, wellbeing and professional respect matter
• A bespoke, student focussed curriculum model, flexible to meet the needs of every learner
• A modern and stimulating teaching environment
• Dedicated TLR time and leaders committed to succession planning and leadership development
• Meaningful professional development and career progression opportunities
• A team that works hard, supports one another, and values work–life balance
Commitment to safeguarding
The school is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff to share this commitment. Applicants to posts that are exempted from the Rehabilitation of Offenders Act will require a DBS (formerly CRB) from the Disclosure and Barring Service before the appointment is confirmed.