Job Description

If you're passionate about shaping children's communication in schools and thrive in a dynamic environment, we have the perfect opportunity for you!



Join us in Islington as a Band 5 Mainstream Schools Speech and Language Therapist and help transform the educational experience for children with speech, language, and communication needs.

What you can expect:

Supportive Caseloads :

Manageable caseload with dedicated time for clinical and non-clinical duties, especially in your first year.

Collaborative Environment :

Work alongside a skilled multidisciplinary team, including school staff, outreach staff, and Occupational and Physiotherapists.

Development Opportunities :

Ongoing clinical supervision, access to a cross-borough support group, and the chance to build skills and learn from highly experienced and talented therapists across primary and secondary schools.

Positive Team Feedback :

Our team loves the friendly atmosphere! Feedback from the team consistently highlights how supportive the team is to work in.



Are you ready for a strong start to your career while making a difference in schools? We'd love for you to join us!



The post holder will be responsible for delivering a comprehensive service to children attending mainstream schools, including assessment, diagnosis and intervention for individual children as well as providing a support service to schools themselves. The post holder is an autonomous practitioner and is responsible for organising and managing their own caseload in up to 4 mainstream schools (potentially across both primary and secondary), working from a central base. They will work with children and young people with a wide range of speech, language and communication needs including Developmental Language Disorders, Selective Mutism, Speech difficulties and children with language disorders in association with conditions such as Autistic Spectrum Condition, Down's Syndrome and ADHD.



Find out what it is like to work in our friendly, supportive teams which span hospital and community settings across vibrant and diverse North Central London first hand, visit http://www.whittington.nhs.uk/CYPrecruitment (you may have to copy and paste this link into your browser) to hear from some of our current staff about why they chose to join and stay at Whittington Health.



Medical services have been delivered on the Whittington Hospital site for over 500 years. On 1st April 2011, Whittington Health was launched as a new Integrated Care Organisation (ICO) comprising The Whittington Hospital NHS Trust, NHS Islington and NHS Haringey. The Whittington and the community health services in Islington and Haringey are award winning organisations, delivering acute and community based health services to a population of 443,000 people. The organisation is the biggest employer in the area, with over 4,500 staff; delivering healthcare not only on the acute hospital site which has 420 beds, but also from a variety of other community based health centres and through visits to patients homes across the boroughs to address the health needs of the local population. Whittington Health also works with other health, social care and voluntary sector partners to support patients and service users from their initial appointment whether it be with a community health team or at the hospital, all the way through to treatment and tailored after care. We are one of the three main teaching campuses for the Royal Free and University College Medical School. Our ICARE (Innovation, Compassion, Accountability, Respect and Excellence) Values not only help us shape what we do, but also how we do it and why. They are fundamental to the way we do business and care for our patients. For more information, please access the following link: https://www.whittington.nhs.uk/



1. To demonstrate basic clinical expertise in the assessment, treatment and management of language and communication difficulties in school aged children providing appropriate intervention and evaluating outcomes



2. To demonstrate clinical effectiveness drawing on evidence based practice and outcome measures



3. To demonstrate highly developed auditory and perceptual skills in the assessment, diagnosis and treatment of patients/clients



4. To make basic differential diagnoses and clinical decisions based on evidence from assessment, seeking support and advice from a supervisor as appropriate



5. To develop knowledge and skills in a range of language and communication difficulties in school aged children with training, support and supervision from clinical supervisor as appropriate.



6. To develop clear care plans based on best practice



7. To provide advice to others regarding the management and care of children with language and communication difficulties



8. To communicate complex condition related information from assessment to clients, carers, families and members of the multi-disciplinary team/other professions, demonstrating empathy and ensuring that effective communication is achieved, particularly where barriers to understanding exist



9. To work closely with clients, carers and families in order to agree plans of management



10. To deal with initial complaints sensitively, avoiding escalation where possible



11. To form productive relationships with others who may be under stress and/or have challenging communication difficulties.



12. To employ excellent communication skills



13. To develop skills in motivating clients and /or carers to engage in the therapeutic process



14. To maintain sensitivity at all times to the emotional needs of clients and their carers in particular when imparting potentially distressing information regarding the nature of the client's difficulties and implications of the same



15. To develop the ability to manage children with challenging behaviours employing appropriate management strategies



16. To monitor and review the progress of clients against the targets set and agreed, seeking support from clinical supervisor as appropriate.



17. To demonstrate the ability to reflect on practice with peers/clinical supervisor based on research and evidence based practice.



18. To develop the ability to reflect on auditory, visual and kinaesthetic aspects of client's communication and to identify appropriate strategies to facilitate and enhance communicative effectiveness



19. To be aware of legal requirements relating to the provision of a specialist speech and language therapy service, seeking support and advice as appropriate.



20. To maintain up to date and accurate case notes and write reports that meet departmental standards and are in line with local trust policy, and RCSLT professional standards, with support as appropriate



21. To develop an awareness of current policies and practice in education



22. To manage and prioritise a defined caseload and workload independently



23. To contribute to multi-agency assessments, including the statutory educational assessment procedure, as required, seeking support and supervision as required



24. To negotiate with carers, clients and others around individual case management



25. To develop negotiation skills in the management of conflict across a range of situations, recognising potential breakdown and conflict when it occurs, seeking advice and support to resolve



26. To ensure that clients are referred to other services as appropriate, in consultation with manager or supervisor



27. To develop a working knowledge of the principles of Clinical Governance and their application to professional practice. This will include compliance with / adherence to service and team plans and policies, National and Local Guidelines and RCSLT Professional and Clinical guidelines.



28. To develop a working knowledge of relevant procedures including: Safeguarding Children, SEN procedures, Working with Vulnerable Adults and other legal frameworks.



29. To be accountable for own professional action, recognising professional boundaries and working within defined departmental and national protocols/policies and professional code of conduct, seeking advice as appropriate



30. To work independently accessing appraisal within an Individual Performance Framework at pre-determined intervals



Please see the attached for full details and further information.