PONTVILLE SCHOOL Occupational Therapist. Job Description

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1 PONTVILLE SCHOOL Occupational Therapist Job Description JOB TITLE: Paediatric Occupational Therapist GRADE: Band 5 /6 JOB SUMMARY: The post holder will provide a service to The Witherslack Group of Schools. The service is provided for children with a statement of special educational need, and is provided within the school/home setting in collaboration with school staff. ACCOUNTABLE AND RESPONSIBLE TO: Head Teacher MENTORED AND SUPERVISED BY: Highly Specialist Occupational Therapist A) SPECIFIC DUTIES AND RESPONSIBILITES: As an Occupational Therapist employed by The Witherslack Group of Schools you will be expected to carry out your professional duties, under the reasonable direction of the Head Teacher, as circumstances require. Professional duties comprise those outlined below: 1. Pupil/client Care: 1.1 To provide assessment, diagnosis, and direct and indirect intervention (when appropriate) including sensory integration therapy, gross motor input and other specialist areas as agreed. Intervention may take various forms:- direct face-to-face therapy (individual or group) indirect intervention via programme planning in the classroom setting or at home. Advice and training to Staff/carers. 1.2 To enable education staff to incorporate the identified areas of Occupational Therapy programmes into the curriculum for each child with specific need.

2 1.3 To facilitate the children s motor and sensory development by working with school staff, parents and other professionals. 1.4 To participate in training programmes for school staff/family/carers on topics related to sensory/motor need. 1.5 To obtain relevant information pertaining to the child: -medical -personal/social -educational background -previous Occupational Therapy -audiology 1.6 To ensure that the assessment is taken in collaboration with the child s parent/carer, and school staff where appropriate. 1.7 To liaise with school staff taking their views into consideration in formulating the assessment protocol and subsequent interpretation of assessment findings. 1.8 To ensure that the assessment takes place in a variety of locations in such a way as to allow the child to be seen within the educational context, and will take account of the assessment results of other professionals involved with the child. 1.9 To ensure that the assessment procedure includes case history, formal/informal assessments, environment The assessment results will be compiled into a written report and plan of action To ensure that intervention programmes are offered as intensive or rotational basis. For Occupational Therapy intervention to be successful there must be integration of the work done by the Occupational Therapist with the child s daily life in school and at home To ensure that the summary of the assessment findings is used as a basis for intervention planning (direct or indirect) To devise an intervention plan with short and long term measurable goals To ensure that pupils/clients are involved in the planning and prioritisation of their care plans wherever possible To review these goals to evaluate the effectiveness of interventions, with modifications as appropriate.

3 1.16 To keep clear precise and contemporaneous records at all times, and reports written as necessary To establish that where regular intervention is no longer indicated. The pupil may be placed on active review with support and advice available to staff/carers To contribute to the assessment of children referred to The Assessment Centre as part of the assessment team. 2. Policy/service development/implementation 2.1 To be aware of and adhere to service and team plans and policies 3. Financial and physical resources 3.1 To monitor stock levels in own service area and request new equipment as appropriate. 3.2 To be responsible for the security, care and maintenance of equipment. 4. Information resources 4.1 To maintain up to date and accurate notes in line with professional standards. 4.2 To share information with others, observing data protection guidelines. 5. Human resources 5.3 To explain the role of Occupational Therapists to visitors, students and volunteers. 6. Research and development 6.1 To undertake audit projects within service. 6.2 To collect and provide research data as required.

4 7. Freedom to act 7.1 To be accountable for own professional action and recognise own professional boundaries, seeking advice as appropriate. 7.2 To work within defined departmental and national protocols / policies and professional code of conduct. 7.3 To work independently accessing appraisal within an individual Performance Framework at pre-determined intervals. 1. Communication: B) KNOWLEDGE AND SKILLS 1.1 To work within a special school and be part of a multidisciplinary team. 1.2 To ensure that therapists and education staff work in close collaboration to share skills and roles to ensure effective service delivery. 1.3 To organise discussions between teachers and therapists that are essential and should be planned into the timetable. This should be extended to all staff who work with the child. 1.4 To be available to attend parent evenings and meetings. 1.5 To contribute to the annual review and the statement of educational need, in person or by written report. 1.6 Home visits may be made by the Occupational Therapist, and the Head Teacher will be advised. 1.7 To demonstrate empathy with pupil, carers, families and colleagues, ensuring that effective communication is achieved, particularly where barriers to understanding exist. 1.8 To develop skills in motivating pupils/carers to engage in the therapeutic process. 1.9 To develop negotiation skills in the management of conflict across a range of situations To deal with initial complaints sensitively, avoiding escalation where possible To employ excellent communication skills.

5 2. Knowledge, training and experience 2.1 To identify personal/professional development evidenced by personal development plan/professional portfolio developed within an appraisal framework. 2.2 To participate in Individual Performance Review. 2.3 To attend relevant training and development in order to maintain skills and knowledge required of a therapist working in the field of Special Educational Needs and maintain up to date HPC registration. 2.4 To demonstrate knowledge of and adhere to Professional, clinical, National and local Guidelines. 2.5 To participate in the development and delivery of training (formal and informal) to others with or without support. 2.6 To keep up to date with new techniques and developments for the promotion of good practice in Special Educational Needs. 3. Analytical and judgemental skills 3.1 To negotiate with pupil/client, carers and others around individual case management. 3.2 To recognise potential breakdown and conflict when it occurs and seek advice and support to resolve. 3.3 To make differential diagnosis on the basis of evidence from assessment seeking advice as appropriate. 3.4 To develop clear intervention plans based on best practice. 3.5 To demonstrate the ability to reflect on practice with peers. 3.6 To develop the ability to target training appropriately to the needs of the course participants 3.7 To develop the ability to reflect on and evaluate training provided. 4. Planning and organisational skills 4.1 To manage and prioritise own caseload independently. 4.2 To manage and prioritise own workload.

6 5. Physical skills 5.1 To demonstrate highly developed auditory and perceptual skills in the assessment diagnosis and treatment of pupils/carers. 5.2 To be fully trained in the principles of positive handling (Team Teach). C) EFFORT AND ENVIRONMENT 1. Physical effort 1.1 To have due regard for your own personal safety and that of children, in particular to have regard to moving and handling regulations, restraining policies and ensure the safe positioning of self and others. 2. Mental effort 2.1 To maintain intense concentration in all aspects of pupil/client management for prolonged periods. 2.2 To be flexible to the demands of the environment including unpredictable work patterns, deadlines and frequent interruptions. 3. Emotional effort 3.1 To maintain sensitivity at all times to the emotional needs of pupils/clients and carers. Particularly when imparting potentially distressing information regarding the nature of the difficulties involved. 3.2 To develop the ability to manage children with challenging behaviours including the application of appropriate management strategies. 4. Working conditions 4.1 To work within infection control and health and safety guidelines in order to deal appropriately conditions. 4.2 To develop appropriate strategies to manage aggressive behaviour in the workplace.

7 This job description is not exhaustive and does not attempt to describe all the tasks to be undertaken. It is important to undertake any other duties that may be required, appropriate to the post holder s experience and competence, following the reasonable request of your line manager.

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