Occupational Therapist

Role Purpose

The Occupational Therapist will be part of a multi-disciplinary therapeutic and assessment team that will enable all children and young people to thrive within our organisation through the implementation of individualised therapy plans that remove barriers to learning. This will be achieved by collaborating closely with educators, families and external professionals,
through the support and development of our colleagues to be able to deliver appropriate universal and targeted therapeutic interventions that address sensory, motor and daily living challenges across our whole organisation.

The Occupational Therapist conducts comprehensive assessments, develops and implements individualised therapy plans, and collaborates closely with educators, families and external professionals. The postholder ensures that therapeutic strategies are embedded into the educational experience, enabling students to engage meaningfully with their learning and personal development.

Through a strength based and person-centred approach, the Occupational Therapist champions inclusive practices, contributes to Education, Health and Care Plan (EHCP) processes and supports the creation of safe, supportive environments that empower students to thrive both in and beyond the learning setting.

Key Responsibilities

Assessment and Planning
• Conduct holistic assessments of students functional, sensory and motor needs.
• Develop and implement individualised therapy plans aligned with EHCP outcomes and educational goals.
• Contribute to multi-disciplinary assessments and reviews.

Intervention and Support
• Deliver targeted 121 and group interventions to support sensory regulation.
• Fine/gross motor skills, daily living skills and access to the curriculum.
• Recommend and implement appropriate assistive equipment and environmental adaptations.
• Support staff in embedding therapeutic strategies into daily routines and classroom practice.

Collaboration and Communication
• Work closely with teaching staff, support workers and external professionals to ensure a joined -up approach to student support.
• Liaise with families and carers to provide guidance and continuity of care.
• Attend and contribute to EHCP reviews, safeguarding meetings and multi-agency planning sessions.

Documentation and Reporting
• Maintain accurate and up to date records of assessments, interventions and progress.
• Produce high quality reports for internal and external stakeholders.
• Ensure compliance with safeguarding, data protection and professional standards.

Skills and Abilities
• Clinical Expertise – Strong understanding of occupational therapy principles, particularly in relation to sensory integration, motor development and functional life skills for individuals with SLD.
• Assessment and Planning – Ability to carry out detailed assessments and develop personalised intervention plans that align with EHCP outcomes and educational goals.
• Communication – Excellent verbal and written communication skills, with the ability to adapt communication styles to suit a range of audiences including students, families, staff and external professionals.
• Collaboration – Proven ability to work effectively within multidisciplinary teams, contributing to a cohesive and supportive approach to student development.
• Adaptability – Flexible and creative in adapting therapeutic strategies to meet the diverse and evolving needs of students in a non-traditional learning environment.
• Empathy and Patience – A compassionate and student-centred approach, with emotional reliance to support vulnerable young people with complex needs.
• Organisation and Time Management – Strong organisational skills with the ability to manage a varied caseload, prioritise tasks and meet deadlines.
• Safeguarding awareness – A clear understanding of safeguarding principles and commitments to promoting the safety and wellbeing of all students.
• Technology proficiency – Competent in using digital tools for documentation, reporting and communication, including therapy-related software ad assistive technologies.

Experience and qualifications
Essential
• Degree or equivalent qualification in Occupational Therapy
• HCPC registration
• Experience working with young people with SLD and/or complex needs.
• Knowledge of sensory integration, communication strategies and inclusive education practices.
• Strong interpersonal and communication skills.
• Commitment to safeguarding and promoting the welfare of vulnerable young people.

Desirable
• Experience in an alternative education or specialist setting.
• Training in sensory integration or other relevant therapeutic approaches
• Familiarity with EHCP processes and multi-agency working.

Behaviours and Attitudes

• Empathy: Foster a supportive environment that encourages understanding and compassion among students and staff.
• Integrity: Uphold honesty and strong moral principles in all interactions and decisions.
• Resilience: Encourage students to develop coping strategies and the ability to bounce back from challenges.
• Trust: Build a culture of trust where students feel safe to express themselves and take risks in their learning.
• Authenticity: Encourage students to be true to themselves and embrace their individuality.
• Commitment: Instil a sense of dedication to personal growth and the learning process.
• Honesty: Promote transparency and truthfulness in all communications and assessments.
• Enjoyment: Create a joyful learning environment where students find pleasure in their educational experiences.
• Learning: Encourage a lifelong love of learning and curiosity about the world.
• Respect: Cultivate an atmosphere of mutual respect among students, staff, and the wider community.