Occupational therapist

Job Description: The post holder will be responsible for leading occupational therapy across the school ensuring there is high quality and effective support for pupils and those involved with them. The post holder will be expected to work closely with school leaders, school staff, parents and carers, our multi-disciplinary team and other professionals both in school and out. Job Purpose: ● To provide and maintain comprehensive OT provision using a Sensory Integration approach for pupils with Autism within our Special School environment. ● To support and train class-based staff in order for them to have an understanding of pupils’ sensory needs and additional OT needs and to provide appropriate support. ● To manage the physical resources available, including aspects of a budget and supervising and supporting students or an occupational therapy assistant. ● To provide functional assessment of children with special needs and disabilities and deliver individualised intervention aimed at maximising function. ● To undertake all aspects of OT duties as an autonomous practitioner. ● To be responsible for a defined case load, working autonomously with access to external supervision and to keep up to date with current practice and professional development. Main Challenges: ● Developing and maintaining highly specialist professional practice knowledge and skills in Practice for children and young people of primary and secondary school age with identified needs. ● Being responsible for service development and improvement in education-based practice for children and young people of primary and secondary school age with identified needs ● Demonstrating effective leadership skills within the Occupational Therapy Team and MDT Professional Competencies: To initiate, maintain and review child-focused OT provision for pupils and acting as an independent/autonomous practitioner by:

● assessing pupils’ needs and initiating treatment plans relevant to their needs taking account the latest evidenced-based practice and published research; ● managing pupils’ intervention, including goal setting and outcomes evaluation; ● working in line with professional and school standards, protocols and procedures; ● Accessing clinical supervision to support your evidence-base on a termly basis. ● Formulating accurate assessment and intervention in a wide range of highly complex conditions. ● Using interpretation and analytical skills in order to recommend the best course of therapy intervention and develop comprehensive plans as appropriate. ● Accepting clinical responsibility and organising this effectively and efficiently with regard to clinical priorities and use of time. ● Being highly skilled in a range of verbal and non-verbal communication tools to communicate effectively with children of all ages and parents/guardians. To be available to offer expert clinical advice to school staff, members of the multi-agency team, and parents, in relation to pupil’s sensory needs and improved participation at school by: ● scheduling and carrying out twice yearly in-class observations in all classes to look at pupils’ needs for sensory strategies in order to improve their self-regulation and participation ● continually up-dating your knowledge on evidenced-based practices related to children on the Autism Spectrum ● evaluating your own practices and regularly reflecting on the intervention provided ● contributing to developing appropriate goals with teaching staff ● providing written and verbal reports ● highlighting relevant research to prove clinical effectiveness ● contributing to Individual Plans, Annual Reviews and other Multidisciplinary meetings about individuals or groups of pupils ● attending all necessary MDT and MAG meetings ● Providing help and advice to clients, the family and other carers – having advanced skills and knowledge, teaching and demonstrating use of equipment or other techniques to optimise the child’s functional ability and independence. To ensure Continuing Professional Development is achieved in line within RCOT and HCPC guidelines by: ● being aware of your personal responsibilities ● managing your development time effectively ● actively participating in planned clinical supervision and clinical audit

● maintaining a professional diary/portfolio or other form of written evidence ● writing Protocols relevant to OT practices ● continuing to self-evaluate practice Managerial Competencies: To promote and monitor effective, pupil-focused care by: ● facilitating referral to OT as per guidelines ● delivering the required plan of care or delegating where appropriate to others – including support staff and OT assistant ● to provide a point of access and advice to all staff accessing OT and sensory spaces with pupils (including Health and Safety) ● establishing and maintaining positive relationships with teachers and teaching assistants ● Working within professional guidelines and to have a good working knowledge of national and local standards; to monitor own and others quality of practice as appropriate. ● Having responsibility for the safe and competent use of all therapy and independence equipment. Ensure that more junior occupational therapy staff / support staff attain competency prior to use. To undertake duties at all times with regard to the Health & Safety at Work Act 1974. To contribute towards INSET training: ● evaluating and delivering required training and development opportunities for school staff with respect to Sensory processing, Sensory Friendly Classrooms, Sensory Play Facilitation and any relevant OT practice that supports the development of pupils ● utilising any feedback following staff training To manage the physical/financial resources by:

● monitoring and maintaining any resources and sensory equipment required for class and in designated spaces around the school ● ensuring maintenance procedures are adhered to and all equipment is in effective working order and delegate appropriate tasks to the OT assistant ● liaising with senior leadership regarding equipment required To supervise and support the professional development of the OT team by: ● promoting reflective practice and clinical supervision as a developmental opportunity ● participating in the recruitment and selection process for the School with regards to OT staff when and if necessary To manage information and act as a source of OT-related information by: ● maintaining pupil records as per School’s Guidelines and HCPC/RCOT code of practice guidelines ● manual records takes account of the Access to Health Records Act (1991) ● cascading OT information to interested parties within the School ● Demonstrating a sound understanding of Risk Management and apply to work situation. ● Maintaining confidentiality at all times and to comply with Data Protection legislation. ● Showing awareness of and complying with infection control practice and standards. To ensure equality for all pupils in the delivery of care by yourself and your co-workers with respect to their sensory needs by: ● promoting, at all times, anti-discriminatory and non-prejudicial practice ● promoting an individual’s rights, personal beliefs and informed choices in respect of service delivery, as per the Equal Opportunities Policy, Patients Charter and the Children’s Act ● Utilising individual pupil’s communication systems and strategies. ● Supporting the wellbeing of pupils by the application of appropriate management strategies in compliance with school policy. Governance and risk management ● Develop innovations in quality standard setting and clinical effectiveness for OT at The Grove ● Lead service audit and evaluation of clinical effectiveness for OT ● Be responsible for providing quality assurance of practice for OT at The Grove ● Participate in the appraisal process, for self and junior therapists ● Maintain contemporaneous and accurate clinical records in line with Health and Care Professions Council and Royal College of Occupational Therapists’ professional standards ● Share verbal and written information with others, observing confidentiality and data protection policies Leadership and Management ● To work with the school leadership team as part of the whole school development and school improvement plan ● Contribute to the school improvement plan and oversee and record progress in your area. ● Be responsible for the monitoring and evaluation of own specialist area and provide advice and recommendations for change within the school ● Be responsible for ensuring the quality of the OT service across the school ● Advise the SLT on issues of service delivery relating to user experience, safety and risk ● Demonstrate a solution-focussed approach to complex issues arising in practice ● Be accountable for own professional action and recognise own professional boundaries, providing advice on clinical issues as appropriate. ● Practice within defined local and national policies, guidelines and professional standards. ● Supervise junior OTs and OT Assistants (as required) ● Carry out appraisals for junior OTs and OT Assistants (as required) Personal Competencies: To communicate effectively with colleagues and clients by: ● expressing oneself verbally in a clear, precise and understandable manner as appropriate to the situation ● being legible in all written communications ● minimising jargon and abbreviations ● actively listening ● sharing relevant information with appropriate personnel ● Using of a range of verbal and non-verbal communication tools to communicate effectively with pupils and others, when required. This will include those who may have SEND, difficulties with communication, or whose first language may not be English. To be motivated and committed to your role by: ● displaying consistent enthusiasm and interest ● showing determination to succeed in promoting good practice ● demonstrating initiative and drive ● promoting good practice to achieve the aims and objectives of the School ● being positive about the School and its visions To value others and the team spirit by: ● recognising and valuing individuality of team members ● displaying sensitivity to others’ feelings and needs To demonstrate personal strengths and effectiveness by: ● demonstrating appropriate behaviour in stressful and difficult situations ● showing an awareness of their own capabilities and areas of improvement ● increasing their self-confidence through challenges ● displaying flexibility and adaptability ● initiating and participating in change-management processes Effort and Environment The work of the post holder will require the following; Mental effort ● Ability to maintain intense concentration in all aspects of work for prolonged periods. ● Flexible to mental demands of the environment e.g. deadlines and frequent interruptions, unpredictable work patterns. Emotional effort ● Ability to maintain sensitivity to the emotional needs of others, particularly when imparting potentially distressing information. ● Exposure to scenarios with other colleagues regarding emotional and stressful subjects for those involved. ● Ability to manage emotional consequences for oneself when working with children and families in difficult circumstances. ● Ability to manage children and young people whose wellbeing or behaviour may be dysregulated. ● Working conditions of the post (environment) ● Ability to work within infection control and health and safety guidelines, especially when encountering unpleasant/highly unpleasant conditions on a regular basis related to client contact e.g. exposure to infectious conditions, body fluids. ● Ability to use appropriate strategies to support pupil wellbeing and dysregulated behaviours within the workplace.