Job DescriptionIn 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 appropriate
- To build positive working relationships with families
- To ensure that pupils are supervised and safe at all times
- To plan, lead and deliver whole-staff OT-specific training, according to individual knowledge/experience
Essential Skills & Traits
- Outstanding communication skills (with pupils, families & professionals)
- Strong ability to work constructively and collaboratively at all times as part of a unified team
- Strong ability to work successfully with children with extremely challenging behaviour
- Reflective & eager to progress professionally
- Attention to detail, including in terms of presentation, punctuality and supporting the maintenance of an attractive environment for therapy & learning
Essential Knowledge & Understandings
- Outstanding knowledge and understanding of occupational therapy, including areas of specialism, wider therapies and their applications
- Demonstrate 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 development
- Understanding of relevant policies/codes of practice and awareness of relevant legislation
- General understanding of the national curriculum and school provision with a willingness to engage in further training where appropriate
Qualifications, Training and Experience
Successful 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)