Salary: NJC pay scale NJC 5/6 Outer London points 11-20 Job type: Full Time, Permanent Apply by: 1 December 2024 Job overview We are seeking to supplement our vibrant and busy Speech and Language department with a therapist who is keen to work with a strong specialist team. The department works closely with education staff in and outside the classroom and provides therapy/assessments for a wide range of students. This includes students in mainstream and in the department, which is a Specialist Resourced Provision for students with a language disorder. The department offers a supportive environment for trialling and developing new and innovative ways of working. Therapists are involved in a range of activities and are integral members of the school community. The Speech and Language Therapist will report to the Highly Specialist Speech and Language Therapist and the Speech and Language Department Manager. Job Description The duties and responsibilities in this job description are not restrictive and the post holder may be required to undertake any other duties that may be required from time to time. Any such duties should not however substantially change the general character of the post. Key Responsibilities To effectively manage a caseload of students with Developmental Language Disorder (DLD); To take part in the development of the Speech and Language department and the wider school; To conduct outreach work with other schools, as required. Student Related Responsibilities Be responsible for a defined caseload in terms of assessment and differential diagnosis; devising; delivering and evaluating programmes; contributing to IEPs, annual reviews, transition plans and statements of education need, as appropriate; Provide speech and language assessment and intervention to identified mainstream pupils with speech, language and communication needs (SLCN); Be responsible for the planning and administering of a range of interventions, calling upon specialist staff for advice, as appropriate; Be responsible for collecting own work statistics e.g. amount of contact time, outcome measurements etc., as required; Work autonomously in collaborative, intensive and innovative ways; Be a reflective practitioner, considering and evaluating alternative and innovative approaches to the management of students with SLCN, and participating in research as required; Seek second opinions, and/or make referrals when necessary, according to school/local policy; Disseminate skills, knowledge and experience through training and offering advice to other staff, parents, carers and significant others about individual and groups of students. Demonstrating practical procedures, when appropriate; Liaise with staff (usually teachers and speech and language therapists) in other locations regarding individual pupils at transfer into and out of the school/service. Department and Wider School Responsibilities Work with volunteers and assistants as appropriate, deploying time and allocating duties within the multi-disciplinary team context; Contribute to school placements; Access support from colleagues, when necessary; Contribute to the development and maintenance of effective joint working practices; Contribute to developing and sustaining an appropriate communication environment within the department and wider school; Attend and contribute to staff meetings and INSET. Personal Development Responsibilities Maintain an up-to-date knowledge of the impact of DLD on pupils learning, keeping abreast of relevant initiatives and developments in the fields of Speech and Language Therapy and Education; Develop and/or maintain knowledge and competency in dealing with expressive and receptive language disorder and social communication difficulties in children and young people; Participate and contribution to one’s own performance appraisal and supervision sessions. General Responsibilities Adhere to national and local standards and guidelines related to Professional Practice (Communicating Quality III), and maintain professional registration through the Royal College of Speech and Language Therapists and Health and Care Professions Council; Be aware of and adhere to current legislation; Be responsible for keeping up to date with the requirements of the role, by attending appropriate INSET and meetings, and keeping abreast of changes in legislation; Actively promote safeguarding and the welfare of children and young persons; Be aware of and comply with policies and procedures relating to child protection, equal opportunities and race equality, health and safety, confidentiality and data protection, reporting all concerns to an appropriate person; Undertake any other duties commensurate with the post as may be required by the Highly Specialist Speech and Language Therapist, Deputy Director of Inclusion, Senior Leadership Team or the Headteacher. Whilst every effort has been made to explain the main duties and responsibilities for the post, each individual task undertaken may not be identified. The job description, in consultation with the post holder, may be changed by the Headteacher to reflect or anticipate changes in the job commensurate with the grade and job title. About Greenshaw High School Greenshaw High School Grennell Road, Sutton Surrey SM1 3DY United Kingdom 44 20 87151001 Greenshaw High School is a highly over-subscribed 11 to 19 mixed comprehensive secondary school and sixth form situated in Sutton, South West London. Greenshaw High School is at the heart of a group of over twenty other schools in the Greenshaw Learning Trust. It was designated as a Research School in 2020, so we have access to some of the best research and evidence about how learning can happen most effectively. With these supportive connections it is no surprise that Greenshaw has been popular with parents of children of all abilities and there continues to be a large demand for places. Our Vision We have an established reputation of nurturing high levels of attainment in our students alongside excellent pastoral support. We strive for high outcomes and also value high welfare, for both pupils and staff. Education should not be a choice between one or the other, and we hold both in equal esteem. Our Learning As a comprehensive school, our curriculum breadth is incredibly important for us. We want all of our students to experience a wide range of subjects including maths, English, sciences, humanities and languages, and proudly make a space for the performing and creative arts. We also relish our social responsibility to educate our students about important areas that do not fall neatly into subject categories, but that are critical to young people so they can be empowered citizens and intellectually capable. This includes the books we read in tutor time each morning, and a homework scheme we call The Big Ideas that Shaped the World. Examination Results A level results Reviewing exam outcomes over the last few years of educational disruption presents challenges, but in the previous nine years of public exams our post-16 results were always significantly above national average rates of progress. In the most recent year of public examinations (2019), more than one in five of every A Level grade at Greenshaw High School was at grade A or A with 73% of students achieving a pass at A-C. Over the last two years our students continued to progress well onto their next stage. The majority of our Year 13 students progressed to undergraduate courses (including medicine and law) at prestigious Russell Group universities, including Cambridge and Oxford Universities. We are also proud that our strong work in the creative arts continues to enable large groups of students to move on to foundation art courses, and directly into world leading institutions such as Central St Martins University for the Creative Arts. GCSE results Similarly, in Year 11 the proportion of our students securing firm destinations for post-16 education has been ahead of national averages. They have gone on to access a range of BTEC, A Level and other courses both at our school and other colleges locally. In 2019, Greenshaw High School celebrated the GCSE results achieved by students of the school, with 72% of all qualifications graded at 4 or better (what used to be the old ‘grade C’), and a quarter of all qualifications at grade 7 or higher (the old ‘grade A’). Our Commitment to Your Career As a Research School Greenshaw High School is committed to providing excellent CPD opportunities and career progression for all staff. We prioritise staff training and development and believe that all members of staff should have a thorough induction and an ongoing programme of training and professional development. On each Wednesday lessons end an hour earlier, allowing our training to be done within the school day, rather than in twilight sessions. We call this part of the week ‘Professional Growth’, and is divided between departmental sessions on subject pedagogy, and broader professional enquiry in areas such as assessment, educational disadvantage and language. All colleagues are part of the whole school coaching programme where we review effective lesson structures and pedagogy, enabling all of us to continually reflect on our current teaching and always seek to improve. Our programme of professional development has been recognised as excellent. It was awarded ‘Gold’ status by the Teacher Development Trust, a level of award that is rarely granted. By investing in staff development our staff body is up to date with the latest thinking and practice in education. This in turn enables them to provide the best learning opportunities for our students, something we are passionate about every day we come to work.