Advanced Specialist Speech and Language Therapist
South Warwickshire University NHS Foundation Trust
Advanced Specialist Speech and Language Therapist - Lead for Named Special School
Band 7
0.6 WTE / 22.5 hours
Fixed term for 12 months; likely future posts available in the service
We are looking for an Advanced Specialist Speech and Language Therapist to work within our special school team. The post holder will lead on a small team of speech and language therapy colleagues within the school. There is also opportunity with this position to lead on AAC, experience depending.
This is a maternity cover post so is fixed term although as a department we are likely to have other vacancy following the end of this cover period.
The post-holder should have significant relevant experience of assessing and treating communication needs of children with SEND who have cooccurring diagnoses, particularly children with Autistic Spectrum Disorder. It is also desirable if the post-holder has competencies in practice of paediatric dysphagia, or willingness to develop.
The post-holder will be required to hold a caseload at their designated school and to contribute to wider service development by working with the Team Lead for special schools and the other band 7 school lead SLTs. Access to supervision and CPD is provided.
Main duties of the job
To independently assess and manage the speech language and communication/dysphagia needs of children who attend the named special school(s) you are lead Speech and Language Therapist for.
In conjunction with the team leader for speech and language therapy in special schools, lead and manage a school team serving the communication needs of special school children.
Job responsibilities
* Responsibility for supporting the team lead in managing and coordinating the service.
* Responsibility for providing supervision to other Speech and Language Therapists working in your school(s) and for the wider team.
* Liaising with other agencies and professionals working with special school children to provide effective and efficient coordinated support.
* Work with other special school leads and the team lead to develop the strategy for service improvement.
* Provision of training for other professionals and carers.
CLINICAL RESPONSIBILITIES
* To use highly developed interpersonal skills to facilitate communication so that the needs of the young person are central to the process.
* Play a pivotal role in ensuring effective joint working for young people with communication difficulties.
* To prioritise own work and manage own complex workload efficiently and effectively.
* To assess and analyse the communication environments within schools and use clinical knowledge to provide appropriate advice and training to school staff.
* To assess and analyse speech, language, and communication disorders in children with a range of needs who attend the special school using specialist knowledge to select appropriate formal and/or informal assessments, including standardised psychometric tests and skilled observations.
* To use specialist knowledge to assess, analyse and diagnose dysphagia needs seeking supervision as determined by the clinicians established dysphagia competency level.
* To negotiate with parents/carers and education staff to agree appropriate management for students which may include any combination of the following:
* Therapeutic intervention with children either individually or in groups.
* Groups run jointly with Teachers and Teaching Assistants (TAs).
* Programmes jointly planned and implemented with Teaching staff.
* Directing and supporting others in carrying out individual programmes (e.g. Parents, TAs, SALT Assistants where appropriate).
* Providing advice on curriculum differentiation through liaison with Teachers.
* Providing advice on specific strategies to employ in the classroom.
* Advising referral to other professionals where indicated.
To recognise potential breakdown or conflict in the above process and use sensitivity and problem-solving skills to reach agreement.
To be flexible and responsive to students, who may be challenging or have complex difficulties, and motivate them to achieve positive communication outcomes.
To communicate complex and specialist information to others through face to face discussion, written reports (contributing to the Education, Health, and Care Plan process) and programmes, adapting communication style and content to the needs of the situation and the recipient.
To liaise with other professionals and teams in a consultative capacity in relation to the management of groups of students or individuals.
To attend or otherwise contribute to meetings involving families and other professionals, e.g. case conferences.
To form productive and sensitive relationships with families, particularly where:
* They may be in a state of emotional flux.
* Difficult or potentially unwelcome news needs to be given.
* There are potential barriers to communication.
SPECIALIST/SPECIFIC CLINICAL RESPONSIBILITIES
* To act as second opinion and advise other Speech & Language Therapists and other professionals about the communication needs of children with potential learning difficulties/medical diagnosis.
* To apply a knowledge of the curriculum in assessment and advice.
* To negotiate with parents/carers and education staff to agree additional appropriate specialist management for the individual.
* To have knowledge of and take account of a wide range of complex medical conditions and syndromes in order to manage a child's co-occurring speech, language, communication and swallowing difficulties.
* To assess the need for Alternative and Augmentative Communication (AAC).
* To assess eating, drinking and swallowing skills and formulate a detailed individual management plan.
* To negotiate with parents / carers and education staff to agree additional appropriate specialist management for the individual which may include any combination of the following:
* Advising on Total Communication strategies to support a Total Communication Environment.
* Supporting school staff to implement specific communication schemes, such as Talkabout.
* Advising on and implementing the use of appropriate electronic and paper-based AAC approaches including Makaton Signs and Symbols, PECS, Intensive Interaction, TEACCH, VOCAs, Symbol software, Standard and personalised Communication Books, Objects of Reference and sensory cues, Compilation of communication passports.
* To be responsible on a day-to-day basis for VOCAs and other communication aids used, including those loaned to classes and individual pupils.
* To develop links with Speech and Language Therapists for Adults with Learning Disabilities and other professionals involved in the Transition of students from special schools to the adult service.
SCHOOL LEAD RESPONSIBILITIES
* In conjunction with the team leader for the special schools team, provide effective clinical leadership, enabling the team to deliver the highest possible care standards, ensuring that evidence-based practice is used.
* Participate in appraisal of staff in the named school(s).
* Participate in the recruitment of new staff.
* Participate in induction of new staff.
* Participate in monitoring of sickness absence.
* Participate in audit and data collection to support service development.
* In conjunction with the team lead for special schools, work with other special school lead SLTs on the special school teams objectives.
* Act as the first line contact for queries, complaints and incidents in the named school(s).
WORKING RELATIONSHIPS
* To work with the Team Lead for special schools, the lead for Paediatric Dysphagia, and therapists in the wider team to achieve seamless and co-ordinated service provision, to design and provide training packages, and to develop and undertake project work.
* To motivate staff in the special school team to support safe and effective care.
* To work with other SLTs and Team Leads to continually review service goals, and plan and deliver improvement.
* To consult with highly specialist SLTs in Dysphagia, Autistic Spectrum Disorders, AAC and Dysfluency etc., as appropriate and to jointly manage individual cases.
* To work collaboratively with a range of multi-disciplinary and multi-agency professionals to provide high quality SLT services for special school children.
SERVICE EVALUATION AND RESEARCH
* To contribute to the development, evaluation and monitoring of the team, children's services and departments operational policies, including caseload prioritisation systems and care pathways.
* To utilise theory, evidence-based literature and research to support evidence-based practice.
* To provide statistical information on own workload, including activity and clinical effectiveness measures.
* To participate in clinical governance and audit activities in the team, the wider Speech & Language Therapy service and within multi-disciplinary teams.
* To participate in research/Fieldwork in the team, wider Speech & Language Therapy service and within multi-disciplinary teams if required, under the supervision of a lead researcher.
* To participate in developing innovations in clinical intervention and quality standards setting in this specialist area.
* To participate in the development of relevant policies.
* To monitor service delivery needs and collaborate with the Team Lead and head of service in implementing these.
TEACHING/TRAINING/SUPPORT
* To contribute to the departments development and provision of training packages and information materials for parents, education staff and other professionals.
* To develop training packages and information materials specific to communication in schools.
* To train school staff in communication approaches for children with a range of communication needs.
* To provide dysphagia awareness training to school staff.
* To provide training in communication and Speech & Language development, to a range of other professional organisations in both public and voluntary sectors.
* To provide professional and clinical teaching for SLT students.
* To support junior colleagues, undergraduate Speech & Language Therapy students and assistants as part of their training, professional development and emotional support.
* To promote the role of SLTs and the importance of communication to visitors, students and volunteers.
* To support the training of other professionals groups as appropriate.
PROFESSIONAL
* To maintain clinical and non-clinical standards, and to work within the policy frameworks laid down by various government and professional bodies e.g. NHS, SWFT, SLT Department, Health Professionals Council (HPCP), Royal College of Speech & Language Therapists (RCSLT), and relevant government policies, such as the National Service Framework.
Person Specification
Qualifications
* Recognised Speech and Language Therapy Degree or equivalent.
* Registered member of Royal College of Speech and Language Therapists.
* Health Professionals Council Registration.
* Evidence of continuing professional development since qualification, including successful completion of specialist short courses up to master's degree level.
* Trained in Makaton Signing Vocabulary.
* Trained in relevant short courses including Colourful Semantics, SCERTS, Talkabout.
* MSc in Human Communication.
* Makaton Regional Tutors' Course.
* Trained in team building or leadership skills.
* Membership of relevant Special Interest Groups.
Experience
* Significant relevant experience post registration including collaborative practice working in schools.
* Demonstrate knowledge and expertise in working with client group.
* Experience of working with specialised clinical groups e.g. Autism, Social, Emotional, Mental Health Needs Sensory processing disorder, anxiety disorders, dysfluency, developmental trauma and attachment difficulties, ADHD, PDA.
* Experience of giving and receiving clinical supervision.
* Experience of developing and using prioritisation systems.
* Experience in providing second opinions.
* Experience of multidisciplinary team working.
* Experience in developing and delivering training.
* Experience of team leadership and supervising less experienced staff.
Skills
* Demonstrate well-established knowledge of a range of specific formal and informal assessment tools relevant to the client group.
* Demonstrate highly developed skills in the analysis of receptive, expressive and pragmatic language skills, motor skills, memory, fluency, intelligibility, functional communication, psychosocial development, and emotional literacy.
* Demonstrate highly developed auditory discrimination skills, in order to carry out phonetic transcription and analysis.
* Demonstrate an ability to analyse and interpret the complex information from assessment in light of the client's other strengths and needs, the context and the environmental demands in order to generate viable options for management.
* Demonstrate knowledge of a range of therapeutic interventions related to the client group.
* Knowledge of the importance of visual support systems and skills in supporting others to use them.
* Demonstrate an in-depth knowledge of national policies, procedures, legislation and frameworks relevant to this client group.
* Demonstrate excellent presentation skills, verbal, written and audio-visual, including computer generated materials e.g. Power Point.
* Demonstrate well developed communication skills and an ability to match communication style and content to the needs of the situation.
* Demonstrate ability to support others using a coaching approach staff.
* Demonstrate the attributes needed for team and collaborative working.
* Demonstrate good time management and organisational skills.
* Demonstrate highly developed negotiation and problem-solving skills.
* Demonstrate ability to manage conflict / dissipate anger.
* Demonstrate ability to motivate others.
* Demonstrate ability to assume leadership responsibilities.
* Demonstrate ability to translate ideas into actions and to lead on small project work.
* Demonstrate skill in interpreting challenging behaviour whilst not intervening, remaining calm, and keeping safe.
Personal Qualities
* Demonstrate excellent interpersonal abilities - observation, listening, diplomacy, sensitivity and empathy.
* Demonstrate problem solving and negotiation abilities taking account of others perspectives and expectations.
* Demonstrate an ability to work both independently and as part of a multi-disciplinary group.
* Demonstrate skills to lead and organise training for other professionals.
* Demonstrate a realistic sense of own limitations and professional development needs.
* Demonstrate ability to motivate children with communication and/or eating and drinking difficulties.
* Able to work flexibly and adaptably.
* Able to work autonomously/independently.
* Ability to work to tight deadlines.
* Demonstrate flexibility, self-motivation and a good sense of humour.
Other
* Car driver and current licence holder.
* DBS Check.
* Pass Occupational Health Check.
* Able to adapt to a range of physical environments and demands.
Disclosure and Barring Service Check
This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service (formerly known as CRB) to check for any previous criminal convictions.
South Warwickshire University NHS Foundation Trust
Address
SALT - Special School Team
Acorn House, Warwick OR Stratford Healthcare
£46,148 to £52,809 a year per annum pro rata
Contract
Fixed term
Duration
12 months
Working pattern
Part-time
Reference number
203-FH1003
Job locations
SALT - Special School Team
Acorn House, Warwick OR Stratford Healthcare
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