Detailed job description and main responsibilities

The postholder will have specialist knowledge of children’s early speech language and communication development.  In addition, the postholder will have significant experience of

·       working with young children and their families

·       delivering training to early years practitioners

·       working collaboratively and as part of a team

·       delivering a project

The postholder will

·       Use specialist knowledge and experience relating to children’s early speech, language and communication development and disorder to develop the knowledge, skills and confidence of early years practitioners

·       Use highly developed interpersonal skills to facilitate effective joint working so that the needs of practitioners, children and families are central to the implementation of the programme

·       Adapt communication to be sensitive to the varying level of skills and needs of staff and parents and be able to adapt to meet those needs

Measurable Result Areas

·       To take a lead in implementing, reviewing and delivering the ‘Time to Talk’™ programme

·       To take a lead in co-ordinating, delivering and evaluating training

·       To support early years settings to engage parents, model effective practice, demonstrate specific activities, advise on developing the environment, support planning and programme implementation and facilitate continuous professional development

·       To improve the practice and provision for supporting young children’s language development in early years settings, including providing tools and enhancing the leadership and management of speech, language and communication needs in those settings

·       to identify and respond to practitioners’ training needs and develop practitioner skills, creating sustainable improvements in the early years settings as commissioned

·       To build on existing effective practice and enhance capability for early language expertise in the early years settings

·       To support the early years practitioners in their relationships with staff and parents to enable them to share good practice

·       To provide information about speech language and communication for families of children within early years settings

·       To signpost practitioners and families to sources of support for speech, language and communication development

·       To support practitioners and parents to refer children in need of speech and language therapy to the local SLT service as appropriate

·       To engage families who do not currently access services that may be of benefit to them

·       To collect and analyse data to monitor the impact and effectiveness of the ‘Time to Talk’™ strategy.

·       To promote awareness of the role and benefits of SLT within early years settings and the local community

·       To promote the ‘‘time to talk’™’ programme and engage with practitioners and families through social media including providing information and resources in accessible formats

·       To work within infection control guidelines to ensure that therapy/treatment/care does not constitute a risk of infection to the healthcare professional, to the client or to any persons visiting working in Trust

·       To work independently managing own workload efficiently and effectively

Communications and Working Relationships

·       To work in partnership with speech and language therapy colleagues to support practitioners and measure impact in centres and settings

·       To work as part of the SLT team to develop services for very young children and their families

·       Act as an integral member of the preschool team, engaging in multi-agency working and contributing to planning, implementation and evaluation of team objectives

·       Contribute as part of the pre-school team to strategic planning for children’s speech and language therapy which will include new and innovative ways of working in order to meet team objectives

·       To form productive relationships with settings and work alongside the early years practitioners to improve the knowledge and skills of the workforce in supporting children’s early language development

·       To deliver services in partnership with staff from other agencies

·       To attend multi-agency forums as required by the team lead

·       To work with a variety of professionals (often from very diverse backgrounds/with differing philosophies) in order to achieve seamless and co-ordinated service provision

Evaluation and Research

·       To audit existing practitioner competence in supporting children’s speech, language and communication

·       To support targeted early years settings to audit their existing language provision

·       To support the screening of children’s language

·       To collect, analyse, present and disseminate information demonstrating impact and effectiveness of the ‘Time to Talk’™ training

·       To maintain up to date specialist knowledge of research and policy which influences early years practise including universal and targeted provision

·       To prepare and present information to stakeholders locally and nationally to demonstrate impact and sustainability, including formal presentations to large groups

·       To utilise theory, evidence-based literature and research to support good practice. This involves contact with other areas delivering a similar approach and sharing of good practice as appropriate

Teaching/Training/Support

·       To use highly specialised skills, knowledge and experience of speech, language and communication development and disorders to:

Ø  Provide consultation for professionals and other staff working with children with regard to communication skills development

Ø  Identify the training needs of agencies/professionals working in early years settings and develop and deliver a training plan to meet those needs

Ø  Produce information materials for families and other professionals/agencies

Ø  To use highly developed interpersonal skills to manage group dynamics including challenging and sensitive situations

·       To provide professional and clinical teaching for SLT students

·       To provide support for SLT colleagues to jointly deliver ‘Time to Talk’™ training

·       To share new developments, evidence and research in the area of early years and universal/ targeted provision with the children’s SLT team and practitioners

·       To plan and deliver annual conference for early years practitioners to showcase best local practice as part of the sustainability element of ‘Time to Talk’™