SPEECH AND LANGUAGE THERAPIST
Purpose of the role
As well as offering therapy sessions according to their own specialism, the therapist will have a therapeutic presence across the schools, lead whole-staff training and be an ambassador for the school's vision and ethos. The successful candidate will have to be a flexible team-player and be able to offer therapeutic intervention that aids children’s emotional well-being and learning. An essential part of the role will be to ensure that we achieve and maintain a truly integrated therapy & learning provision where emotional wellbeing is fundamental in ensuring that our pupils make progress in their learning and gain outcomes which secure success at transition.
You will be a role-model of best practice and demonstrate support and care of our children at the very highest of levels.
The therapist will be able to draw upon their knowledge, skills and expertise of other professionals with experience of working with children who present challenging behaviour and who have significant and complex social, emotional and learning needs. The purpose of the role is to work collaboratively with colleagues (teaching, support and therapeutic) to maximise progress for children at our schools. The therapist may work therapeutically one to one with a specific child or may support a small group or whole class, depending on need. The therapist will support the successful operation of all aspects of the school, as directed by the leadership team.
The Speech and Language Therapist will oversee any support staff who are designated within the schools to deliver programmes to individuals and groups and also be responsible for the coordination of programmes and reporting on outcomes.
Core Responsibilities and Tasks:
In addition to the core and general responsibilities (below), this role includes the following responsibilities:
•To plan, resource & prepare effective and engaging therapy programmes for children (supported by the teacher and leaders)
•To liaise professionally with colleagues as appropriate
•To build positive working relationships with children’s families
•To ensure children responsible for are supervised and safe at all times
•To plan, lead and deliver whole-staff therapeutic training
•To ensure that therapy is facilitated ethically, safely and with consent from all parents/carers/children
•To conduct a range of formal and informal assessments in order to suit a range of purposes.
•To continue to obtain key information on children allocated to the specific therapy, to keep up-to-date with any changes in the child’s life and to inform the rest of the therapy/teaching team
•To adopt a capacity building approach whereby the aim of intervention is to equip staff with the skills to effectively facilitate the development of pupils’ communication skills
•To assist in determining the communicative function of a behaviour and to develop/target goals that will reduce challenging behaviour by providing pupils with a more effective means of communicating.
•To establish functional goals that promote meaningful participation and increased independence.
•To develop, facilitate and monitor the implementation of whole class intervention programmes.
•To complete termly therapy reports on children’s progress in individual and group therapy sessions.
•To keep accurate and concise therapy notes which are to be stored securely, to ensure confidentiality.
•To facilitate effective, smooth transitions.
•To inform the Assistant Head if there are any changes to the therapy timetable.
•To provide levels of support to ensure children can access their learning, identifying their individual needs to tailor their therapeutic programme.
•Work closely with teaching and other members of therapy team with the development and implementation of therapy progress plans.
•To regularly communicate with families as per the schools’ procedures.
•To attend all relevant meetings and open days for parents and carers.
•Attend and participate in regular staff meetings, training and other learning activities as required, contributing to the overall ethos and aims of the school.
•Attend relevant meetings with fellow professionals, parents and children including leading communication with families at parent/carer open days
•To organise and attend individual external supervision, that will support the therapist with any therapeutic work carried out in the schools.
•Support the reintegration back into learning following exclusions, reduced hours or extended absence.
•Maintain total confidentiality with regard to children and other information related to the school as stipulated in your contract of employment<br>•Be aware of, and comply with, policies and procedures relating to child protection; health and safety; bullying; confidentiality and data protection, reporting all concerns to a senior leader.
•Be aware of and support differences and ensure all children have equal access to opportunities to learn and develop.
This job description is not exhaustive and the post holder may be required to undertake other duties as reasonably required in negotiation with their line manager.
Outstanding communication skills (with children, families & professionals)
•Strong ability to work constructively and collaboratively at all times as part of a unified team
•Strong ability to work successfully with children with extremely challenging behaviour
•Reflective & eager to progress professionally
•Attention to detail, including in terms of presentation, punctuality and supporting the maintenance of an attractive environment for therapy & learning
•Outstanding knowledge and understanding of therapy (in own specialised field) as well as wider therapies and their applications
•Understanding of mental health in children, ACEs, trauma and the impact of abuse and mental health difficulties on child development, attachment and behaviour
•Understanding of child development, learning and children with SEMH and associated SEN
•Understanding of relevant policies/codes of practice and awareness of relevant legislation
•General understanding of the national curriculum and school provision generally
•At least current degree level, fully qualified therapist in own specialised field & associated registration with appropriate body (i.e. HCPC; BACP) (essential)
•Experience of working with children & young people in challenging contexts (essential)
•A range of experience in own specialised therapeutic field (essential)
•High level of competence in English and mathematics (essential)
•An appropriate level of experience of operating in the classroom (or similar) environment with children with SEN who present challenging behaviour (essential)
•Further training or qualifications related to therapy, children & young people, special educational needs and/or leadership & management (desirable)