Speech and Language Therapist

JOB SUMMARY

To carry out comprehensive communication assessments of pupils and their environments using a range of observational, informal and formal assessment tools in order to:

o   Provide appropriate and effective intervention.

o   Set appropriate targets in collaboration with teaching staff.

o   Provide advice and support to classroom staff regarding communication strategies and systems.

• To undertake eating, drinking and swallowing (dysphagia) assessments, and provide associated advice and recommendations only where appropriately trained, competent, authorised and working within the scope of professional practice, and organisational policies. (Where a therapist hasn’t undergone additional dysphagia training, this is likely to involve only offering support or advice for pupils who do not have an identified swallowing difficulty).
• To be accountable for own professional actions and recognise professional boundaries, seeking advice, supervision and support from senior colleagues where appropriate
• To use clinical expertise to provide person-centred, goal-directed interventions through individual, group and consultative models for pupils with profound and complex needs across all phases of the school within the allocated caseload.
• The caseload will be subject to annual review in conjunction with the Band 7 Speech and Language Therapist and Headteacher.
• To work collaboratively with the wider team around the child, including families, carers and colleagues from education, health, social care and voluntary sector services.
• To contribute to service and curriculum planning through the development of communication and language resources and strategies used throughout the school.
• To support, supervise and contribute to the learning of Speech and Language Therapy students, assistants and apprentices as required.
• To contribute to the professional development of school staff, parents/carers, pupils and professionals from partner agencies through training, consultation and advice.

DUTIES AND MAIN RESPONSIBILITIES

Pupil Care

• To assess, develop and implement specialist Speech and Language Therapy interventions for pupils on the allocated caseload.
• To assess communication needs and develop appropriate intervention plans, monitoring outcomes and adapting interventions as required.
• To undertake eating, drinking and swallowing assessments and provide advice, recommendations and support to parents/carers, teachers, teaching assistants, midday assistants and other colleagues only where appropriately trained, competent and authorised to do so, and in accordance with professional standards, organisational policies and delegated responsibilities.
• To work alongside dysphagia trained therapists regarding dysphagia management, undertaking dysphagia-related activity only within the limits of personal competence, training, supervision arrangements and delegated authority.
• To support colleagues in observing and monitoring pupils' eating and drinking abilities during snack and lunchtime sessions and contribute to decision-making regarding food and fluid consistencies, positioning and equipment where appropriately trained and competent. Complex dysphagia assessments, management decisions and recommendations shall be referred to or undertaken in conjunction with appropriately qualified senior clinicians.
• To provide consultancy advice for those working and living with pupils with profound and complex needs and associated communication, eating, drinking and swallowing difficulties, including teaching and support staff, parents/carers and professionals from a range of agencies, within the limits of professional competence and scope of practice.
• To demonstrate highly effective communication skills (verbal, written and augmentative/alternative communication systems, including signs, symbols and high-tech communication aids) in the delivery of services to pupils and those supporting them.
• To provide advice, guidance, training and information to pupils, parents/carers and members of multidisciplinary and multi-agency teams, including occasions involving confidential, sensitive or potentially distressing information.
• To sensitively manage complex communication situations and seek to overcome barriers to effective communication.
• To liaise with NHS colleagues and other agencies regarding admissions, assessments and transitions for new pupils.

Service Delivery

• To be aware of, adhere to and actively support school, service and professional policies and procedures.
• To undertake delegated responsibilities as directed by senior managers, appropriate to grade, competence and professional registration.
• To play an active role in service development and quality improvement activities, contributing to the ongoing development and enhancement of communication progression throughout the school.

Resource Management

• To maintain accurate, timely and professional clinical records in accordance with Royal College of Speech and Language Therapists (RCSLT), Health and Care Professions Council (HCPC), NHS and school requirements.
• To maintain and update communication equipment inventories, including communication iPads and associated technology, liaising with technical support services where necessary.
• To use resources efficiently and responsibly in line with school procedures.

Research and Development

• To participate in audit, service evaluation, clinical governance and profession-specific research activities as required.
• To contribute to the implementation of evidence-based practice within the Speech and Language Therapy service.

Clinical Autonomy

• To be accountable for own professional decisions and actions and recognise the limits of own competence, seeking advice, supervision or referral where necessary.
• To practise within the requirements of HCPC standards, RCSLT guidance, departmental procedures and school policies.
• To work within the scope of professional registration, qualifications, training, competence and delegated authority, particularly in relation to eating, drinking and swallowing assessment and management.
• To adhere to safeguarding procedures, SEND legislation, data protection requirements and all other relevant legal and professional frameworks.

Working Together

• To provide advice and support to colleagues on a range of clinical issues and facilitate collaborative problem solving.
• To apply effective negotiation and influencing skills when managing differing views and resolving conflict.
• To respond to concerns and complaints sensitively and professionally, seeking to resolve issues at the earliest opportunity and escalating appropriately where required.
• To work collaboratively as part of multidisciplinary and multi-agency teams to achieve positive outcomes for pupils.

Continuing Professional Development

• To identify personal learning and development needs and maintain an ongoing programme of continuing professional development.
• To maintain evidence of continuing professional development in accordance with HCPC and RCSLT requirements.
• To participate fully in appraisal and performance review processes.
• To attend relevant training, meetings, conferences, specialist interest groups and in-school development activities.
• To maintain and develop knowledge and skills relevant to Speech, Language and Communication Needs (SLCN), Autism Spectrum Disorder (ASD), Profound and Multiple Learning Disabilities (PMLD) and dysphagia.
• To demonstrate knowledge of and adherence to national and local professional standards, policies and clinical guidelines.

Effort and Environment

• To work in accordance with infection prevention and control procedures and health and safety policies.
• To manage risks associated with direct pupil contact, including exposure to body fluids and infectious conditions.
• To comply with responsibilities under the Health and Safety at Work Act 1974 and all associated school policies and procedures.
• To contribute to maintaining a safe environment for pupils, visitors and staff.