Role Title : Specialist Speech and Language Therapist Indicative salary: 30,000-33,000 pa (pro-rated for part-time) (Dependent on skills, knowledge and experience) Team : The Rise School Teaching Team Managed by: Member of Senior Leadership Team (The Rise) Supervised by: Manager Allied Health Professional (Ambitious about Autism) Agreed By: Sarah Roscoe Date: January 2016 Responsible for: No line management responsibility The Rise School is a Primary and Secondary School for pupils aged 4 19. www.theriseschool.com Core Purpose of Role: The Speech and Language Therapist (SaLT) will work as part of a multidisciplinary team and will have responsibility for planning and running Social Skills groups for each class and providing direct and indirect SaLT sessions to pupils. In particular they will undertake the assessment of needs within their scope of practice and contribute to setting learning targets as part of a multidisciplinary team. The SaLT will work within a multidisciplinary team, and will contribute to planning, adaptation, monitoring and reporting of pupils access to and progress towards their targets delivered through their individualised curriculum. Principle Accountabilities & Dimensions Responsible for: Teaching and learning: responsibility for planning and running Social Skills groups for each class across the school providing direct and indirect SaLT sessions to pupils with provision within their Statement or EHC Plan, and for those with an identified need (such as from internal referrals) assessing and reviewing pupils speech, language and communication needs in line with the policy of The Rise school assessment cycle using specialist knowledge to recommend and develop appropriate and individualised aids and adaptations to support speech, language and/or communication using specialist knowledge to contribute to annual targets related to speech, language, and communication needs of individuals working collaboratively within a multidisciplinary team and with parents/carers to implement and evaluate targets and develop
THE RISE SCHOOL communication strategies for relevant pupils and to working with the class-based staff to deliver these strategies developing communication learning resources, including IT, and inform all other relevant colleagues of these developments. providing lunchtime supervision, which may include planning and running lunchtime clubs to meet the needs of pupils within The Rise School demonstrating through practise an understanding and personal commitment to safeguarding and promoting the welfare of children and young people adapting practise to meet individual circumstances of pupils, including due regard for cultural/religious/racial/gender and linguistic differences developing and managing SaLT resources and on-going assessment of any equipment resource needs and inform the Head teacher of these needs Data collection: ensuring accurate and appropriate data collection systems are followed and used as an effective assessment for learning tool Assessment and reporting: keeping up to date and accurate clinical records within the codes of practise and professional guidelines for Speech and Language Therapy carrying out assessment and write reports demonstrating specialist level of knowledge and in line with the pupil assessment cycle assessing, recommending and where appropriate providing a range of specialist Alternative Augmentative Communication (AAC) equipment and/or aids for the pupil in school and/or other environments monitoring and evaluating pupil progress in the areas of speech, language and communication, through participating in annual review meetings and class team meetings where attendance at a pupil meeting is not required, providing feedback and informal report on progress through the multi-disciplinary team. contributing to development of Individual Pupil Support Plans, and Annual Reviews demonstrating a specialist level of knowledge participating in SaLT assessment moderation contributing to other assessments where appropriate e.g. National Curriculum / Adaptive Behaviour Assessments conducting new pupil assessments when required for tribunal and to provide a high quality report to deadline for this purpose
All of the above is to ensure that pupils realise and maintain their potential in the areas of speech, language and communication. Training and Development: continuing professional development in clinical area, curriculum and a behavioural approach (relevant to The Rise School). To continue own professional development using a range of on job and off job opportunities such as reflective practice, learning from others, private study induction training etc identifying the training needs of the class teams and highlight these to the Head teacher delivering training to class teams as appropriate and required. This may include practically demonstrating therapeutic approaches on occasions, for designing, writing and delivering internal training, as agreed with the School Leadership Team participating in scheduled clinical and line management supervision sessions mentoring assistants and volunteers as directed contributing to the improvement of services within The Rise School including improving quality of services Management: independently managing a complex caseload whilst recognising own professionals boundaries and access supervision, advising and supporting when necessary ensuring and facilitating effective communication (the right information, to the right people, at the right time) monitoring and maintaining the health and safety of self and others using proactive and reactive strategies. This may include using positive handling techniques Undertaking any other appropriate responsibilities and duties that may arise as and when required.
Specialist Speech and Language Therapist - The Rise School: Person Specification Educational level and qualifications 1. Professional Qualified Speech and Language Therapy qualification to degree level 2. HCPC registration 3. Registered member of RCSLT 4. Evidence of post registration training within defined clinical area of expertise (ASD) Technical skills/experience 5. Knowledge of assessment, planning, implementing and, interview evaluating treatment, complying with professional and departmental standards 6. Experience of using clinical reasoning, skills and setting appropriate goals in complex cases 7. Demonstrable experience in Paediatrics 8. Demonstrates a commitment to Evidence Based Practise (EBP) 9. Specialist knowledge and experience of assessing and working with people with autistic spectrum disorder 10. Specialist knowledge and experience of a range of treatment techniques, SaLT models and approaches in children and/or adults with ASD and/or complex needs Knowledge and experience of a range of treatment techniques, SaLT models and approaches in CYP with, interview
11. Specialist knowledge of designing and/ adapting AAC methods to suit the needs of individuals 12. Experience of working in a range of settings including within a school setting 13. Experience of working collaboratively with multi-disciplinary professionals 14. Knowledge and experience of the impact of CYP disability on their family and their wider community 15. Commitment to work collaboratively with the Support Teams and demonstrates a commitment to working using the principals of behavioural approach learning disability Post registration training in appropriate AAC methods that may be used with CYP with ASD Experience of working within a community setting Knowledge and experience of supporting individuals to access local services, placements or work settings Knowledge and experience in assessment and use of IT, including switches and basic software Understanding/experience of using a behavioural approach, interview, interview 16. Working Knowledge of the National Curriculum, interview Management of staff 17. Experience of enabling others to learn and develop e.g. by training and staff development Clinical teaching or training others,, 18. Experience of supervising others (such as other professionals) to carry out Speech and Language Therapy targets or programmes, interview
19. Develop ones self and contribute to the development of others 20. Evidence of team work and effective Communication / liaison, interview, interview, Skills 21. Develop and maintain communication with people on complex matters, issues and ideas and/or in complex situations 22. Excellent communication skills (verbal and written) to communicate with a range of professionals, interview, interview, 23. Able to prioritise workload and manage multiple tasks to independently manage a complex caseload whilst recognising own professionals boundaries and access supervision, advice and support when necessary 24. Sound admin skills, including effective use of symbols software, interview, 25. Ability to work on own initiative as well as part of a team 26. Flexible approach to meet the needs of individuals, interview General 27. Commitment to safeguarding CYP and vulnerable adults, interview 28. Ability to cope with a pressurised working environment. Skills to advise or feedback to help team workload prioritisation system, interview,
29. Evidence of being able to operate within the school and to be assertive while maintaining a collaborative working style Willingness to undertake occasional travel to represent the Rise School and for own professional development