Detailed job description and main responsibilities

Clinical 

•    To develop an effective and efficient high quality Occupational Therapy universal service for schools within the Experts at Hand team.
•    To demonstrate highly specialist knowledge and skills in supporting children and young people with complex developmental needs, including autism, learning disabilities, physical disabilities, developmental co-ordination disorders, sensory processing differences, social, emotional and mental health needs, and behaviours that may impact participation and engagement.
•    Demonstrate knowledge of implementing a variety of evidence-based treatment approaches for example Cognitive Orientation to daily Occupational Performance (COOP) and Occupational Performance Coaching.
•    Demonstrate an understanding of how a child's sensory processing needs and preferences can influence participation in occupation as part of a holistic assessment.
•    Demonstrate and apply a high level of understanding of the effects of medical conditions and recommend adaptations and strategies to the child’s physical and social environments.
•    Observation of children and young people within educational settings to identify barriers to participation, learning and engagement.
•    Collaborative problem-solving with school staff to support attainment of functional and educational outcomes.
•    Environmental review and provision of advice regarding adaptations and reasonable adjustments.
•    Guidance on strategies that promote participation, independence, engagement and inclusion within school activities and routines.
•    Support for educational staff in implementing agreed strategies and interventions.
•    Modelling of practical approaches and solutions within classroom and wider school environments.
•    Working in partnership with families, schools and other professionals to support a coordinated approach to inclusion.
•    Contributing to early intervention and prevention activities to reduce escalation of needs.

Workforce Development

• The post holder will contribute to the development of knowledge, confidence and skills within the education workforce.

•    Designing and delivering bespoke training sessions for educational staff, parent/carers and partner organisations
•    Facilitating co-produced workshops focused on occupational performance, participation and inclusion.
•    Providing drop-in consultation sessions to support staff with advice and problem-solving.
•    Supporting and facilitating communities of practice across educational settings.
•    Developing practical resources, guidance materials and toolkits to support inclusive practice.
•    Promoting evidence-based occupational therapy approaches within educational environments.
•    Supporting staff to develop sustainable solutions that enhance children's participation and independence.
•    Evaluating training and development activities to inform future service improvements.

System Development

• The post holder will contribute to strategic and system-wide developments that promote inclusion and positive outcomes for children and young people.

•    Identifying emerging themes, trends and unmet needs through engagement with schools and stakeholders.
•    Collaborating with Inclusion Advisers and other Experts at Hand partners to achieve shared outcomes.
•    Sharing learning, innovation and examples of effective practice across educational settings and partner agencies.
•    Contributing to service evaluation, quality improvement, audit and service development initiatives.
•    Supporting the development of policies, pathways and guidance that promote inclusive practice.
•    Using and reporting outcome data and feedback to inform service planning and future priorities.
•    Representing Occupational Therapy within multi-agency forums, networks and working groups.
•    Supporting the implementation of local and national SEND and inclusion agendas.

Key skills

•    To use knowledge of other multidisciplinary roles and external agencies to ensure effective management and timely onward referrals for more specialist support, if required 
•    To coordinate input with the other members of the Expert at Hands team and the wider network of professionals working to support mainstream school settings
•    To demonstrate excellent negotiation skills across a range of issues and situations, recognising and resolving potential breakdown and conflict when it occurs.   To deal with initial complaints sensitively, avoiding escalation where possible. 
•    To practise in accordance with the standards, policies and procedures of the Occupational Therapy Service, the Trust, the Health and Care Professions Council (HCPC), the Royal College of Occupational Therapists (RCOT), and relevant Children, Young People and Families (CYPF) professional guidance.
•    To demonstrate and maintain a working knowledge of, and comply with, relevant legislation, statutory frameworks and procedures, including safeguarding children and adults, SEND legislation and processes, the Equality Act 2010, and other legal and professional requirements.
•    Demonstrate highly effective personal coordination of day-to-day activities including prioritising caseloads, decision-making and problem solving. 
•    To ensure that documentation e.g clinical records and reports, are accurate and meet the standards legally required
•    To prescribe, delegate and supervise the work of less experienced colleagues/Occupational Therapy Assistants/Students 
•    Participate in induction and training of new staff
•    To participate in the publicising, promotion and representation of the Paediatric Occupational Therapy Service
•    Keep up to date with developments within Occupational Therapy, early intervention and children’s services as well as latest research and guidance.

Work Conditions 

•    To have due regard for personal safety and that of children and young people/carers, adhering to moving and handling regulations and ensuring the safe positioning of self and others.   
•    To be flexible to the demands of the environment including unpredictable work patterns, deadlines and frequent interruptions. 
•    To conform to the provisions of the Health and Safety Act and to comply with local policies, attending statutory training including Level 3 Child Protection, on an annual basis or as required. 
•    To reflect and adhere to infection control and health and safety guidelines in order to deal with specific issues related to client contact: for example exposure to body fluids, infectious conditions. 
•    To employ appropriate strategies to manage behaviours that challenge within the workplace and in the community.

Personal and Professional Development 

•    To exercise good personal time management, punctuality and consistent reliable attendance and maintain professional standards of dress code and personal presentation. 
•    To participate in supervision and Individual Performance Review ensuring that the objectives set reflect the Service and Trust plans, including specific objectives relating to the clinical specialism. 
•    To be aware of current opinion on the provision of Occupational Therapy care for paediatric conditions and keep up to date with new techniques and clinical developments within paediatric complex needs through: 
o    Individual supervision 
o    Reading of Occupational Therapy related literature 
o    Reading of National guidelines and standards 
o    Attendance at peer support groups, in-service training, conferences and courses 
o    Yearly appraisal  
o    Self-reflection 
•    To attend specialist short courses and training in order to maintain and develop skills and knowledge required of a therapist working in the field of paediatric complex needs and maintain up to date HCPC and RCOT registration. 
•    To attend and facilitate supervision groups organised for Occupational Therapists in order to offer and receive support. 
•    To contribute to team meetings and participate in in-service training as required.

Other

  To occasionally deal with a wide range of complex emotions in staff and  provide support to distressed staff members.
  Regularly travel within the community (schools etc.).
 Staff who deliver  work into educational settings will need to take the bulk of their holiday time during school holidays