remote speech and language therapist - Essex, United Kingdom - Potter Johnson

Description

SPEECH AND LANGUAGE THERAPIST*** Speech and language therapist
PERFORMANCE MANAGED BY Vice/assistant principal
To plan, resource & prepare effective and engaging therapy programmes for children (supported by the teacher and leaders)
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 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 develop, facilitate and monitor the implementation of whole class intervention programs
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 inform the assistant principal 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 attend all therapy meetings and open days for parents and carers
Attend and participate in regular 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
Maintain total confidentiality with regard to children and other information related to the school as stipulated in your contract of employment

Be aware of, and comply with, policies and procedures relating to child protection; health and safety; 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
PERSON SPECIFICATION SPEECH AND LANGUAGE THERAPIST Skills & Traits (all essential)
Outstanding communication skills (with children, families & professionals)
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 Knowledge & understanding (all essential)
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 Qualifications/Training/Experience
At least current degree level, fully qualified therapist in own specialised field & associated registration with appropriate body (i.e. 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)