In addition to the core and general responsibilities, this role also includes the following:To plan, resource & prepare effective and engaging therapy programmes for pupils (supported by the teacher and leaders)To liaise professionally with colleagues as appropriateTo build positive working relationships with familiesTo ensure that pupils are supervised and safe at all timesTo plan, lead and deliver whole-staff OT-specific training, according to individual knowledge/experienceEssential Skills & TraitsOutstanding communication skills (with pupils, families & professionals)Strong ability to work constructively and collaboratively at all times as part of a unified teamStrong ability to work successfully with children with extremely challenging behaviourReflective & eager to progress professionallyAttention to detail, including in terms of presentation, punctuality and supporting the maintenance of an attractive environment for therapy & learningEssential Knowledge & UnderstandingsOutstanding knowledge and understanding of occupational therapy, including areas of specialism, wider therapies and their applicationsDemonstrate an advanced understanding of child development and strategies for pupils with SEMH, developmental delay, specific learning and mental health needs (PTSD, ADHD, ASD)Understanding of mental health in children, psychological damage, trauma and the impact of adverse early years experiences and mental health difficulties on child development, attachment and behaviour – with an understanding of how occupational therapy can support reparation and developmentUnderstanding of relevant policies/codes of practice and awareness of relevant legislationGeneral understanding of the national curriculum and school provision with a willingness to engage in further training where appropriateQualifications, Training and ExperienceSuccessful completion of an accredited occupational therapy programme, with certification & associated registration with appropriate body (i.e. HCPC) (essential) Experience of working with children & young people in challenging contexts (essential) High level of competence in English and mathematics (essential) An appropriate level of experience of operating in the classroom (or similar) environment with children with SEMH who present challenging behaviour (essential) Experience of working with sensory integration (desirable) Further training or qualifications related to therapy, children & young people, special educational needs and/or leadership & management (desirable)