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SEN Support Staff
Axcis places SEN Support Staff in jobs throughout the UK. We work with candidates and clients in every area of SEN including SEN Teachers, SEN TAs, SEN Support Staff and those in SEN Leadership Positions.
SEN Support Staff jobs we have are Speech and Language Therapists (SLTs/SALTs) Occupational Therapists (OTs), Educational Psychologists (EPs) and School Nurses.
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Speech and Language Therapists (SLTs) assist children and adults who have the following types of problems: difficulty producing and using speech, difficulty understanding language, difficulty using language, difficulty with feeding, chewing or swallowing, a stammer or a voice problem. These difficulties can often be part of a complex need and will include youngsters with ASD, SLD, PMLD in an education setting. SLTs work in a variety of settings in education including mainstream and special schools, assessment units and day centres.
SLTs must have completed a recognised 3 or 4 year degree course. They need to be registered with the Health Professions Council and their HPC registration needs to be renewed every two years. Newly Qualified Practitioners must work for a year to be competency trained and signed off before they can practice alone. It is a good idea for SLTs to also be registered with the Royal College of Speech & Language Therapists (RCSLT) but it is not a legal requirement. SLTs who qualified internationally can register with the HPC providing their qualifications are equivalent to those of a UK registered SALT.
Occupational Therapists (OTs)
OTs encounter a diverse range of people with varying requirements and seek to understand each individual's needs and lifestyle in order to devise appropriate treatment. Common conditions that are specific to or more common among children creating a need for OT services include: developmental disorders, sensory regulation or sensory processing deficits, fine motor developmental delays or deficits, ASD, SLD, PMLD and related SEBD difficulties. OTs in pediatrics deals with the implications that certain medical conditions have for classroom learning and the remediation and strategies required. They need to be closely interwoven with existing teaching approaches to help the student achieve his or her educational potential. An OT works systematically through a sequence of actions known as the occupational therapy process. The stages are referral, information gathering, Initial assessment, needs identification/problem formation, goal setting, action planning, action, ongoing assessment and revision of action, outcome and outcome measurement, end of intervention or discharge and review.
OTs need to undertake a three year course leading to a BSc in occupational therapy. If someone is employed as an occupational therapy support worker or a technical instructor however, they may study part-time over four years. There are also graduate entry schemes to a two year accelerated course which also leads to a formal qualification. All occupational therapists are required to register with the Health Professions Council (HPC) regulatory body.
Educational Psychologists (EPs)
EPs are concerned with helping children or young people who are experiencing problems within an educational setting with the aim of enhancing their learning. Challenges may include social or emotional problems or learning difficulties. As well as working with mainstream SENCOs and EP liaise with special schools for pupils with MLD, SLD, ASD, PMLD and SEBD as well as other complex needs. Work is done with individual clients or groups, advising teachers, parents, social workers and other professionals. Tasks typically involve: assessing learning and emotional needs by observing and consulting with multi-agency teams to advise on the best approaches and provisions to support learning and development; developing and supporting therapeutic and behaviour management programmes; designing and developing courses for parents, teachers and others involved with the education of children and young people on topics such as bullying; designing and developing projects involving children and young people; writing reports to make formal recommendations on action to be taken, including formal statements; advising, persuading, supporting and negotiating with teachers, parents and other education professionals; attending case conferences involving multidisciplinary teams on how best to meet the social, emotional, behavioural and learning needs of the children and young people in their care; prioritising effectiveness - the context and environment that influence the child’s development are seen as increasingly important; liaising with other professionals and facilitating meetings, discussions and courses; developing and reviewing policies; conducting active research, formulating interventions that focus on applying knowledge, skills and expertise to support local and national initiatives; developing and applying effective interventions to promote psychological wellbeing, social, emotional and behavioural development and to raise educational standards.
EPs In order to qualify, EPs require an undergraduate degree in psychology or a BPS accredited conversion course. This provides the required Graduate Basis for Chartered Membership (GBC). Alternative routes are a BPS accredited Doctorate in Educational Psychology or, for Scotland only, an accredited Masters in Educational Psychology followed by the BPS Award in Educational Psychology. Experience as a teacher is very relevant and although it is no longer a requirement teachers may be given exemptions from parts of the doctorate. To use the title ‘educational psychologist’, a candidate needs to be registered with the HPC.
School Nurses (SNs)
School nurses provide a variety of services such as offering health and sex education within schools, carrying out developmental screening, undertaking health interviews and administering immunisation programmes. Some roles may require applicants to have gained experience as a registered nurse first. The kind of experience that would be useful when looking for a role as a school nurse would include experience of working with children, having input in the development of health promotion clinics and working in the community. A school nurse would also need to have excellent communication skills and be non-judgemental. In special schools, especially for pupils with severe ASD, SLD, PMLD, pupils may have life-threatening medical conditions and may require tube feeding for example. The school nurse must work closely with SEN teachers, TAs and other SEN support staff. Having some understanding of the following areas would be useful for someone looking to enter the school nursing field - knowledge of health promotion, child protection, family planning, education and screening and some insight into the health needs of children and teenagers is useful.
SNs To qualify, nurses must hold a degree or diploma in nursing (a “pre-registration” programme), which leads to registration with the Nursing and Midwifery Council (NMC), enabling them to practice as a nurse. It is possible to enter school nursing straight from initial registration but staff working as school nurses will usually work towards the Specialist Practitioner - School Nursing/Specialist Community Public Health Nurse qualification
Axcis recruits and places SEN teachers, SEN TAs, SEN Support Staff and SEN leaders. We recruit SEN Support Staff to work with special and mainstream schools on an hourly and daily rate and for both short and longer term placements across the UK. These include Speech and Language Therapists, Occupational Therapists, Educational Psychologists and school nurses. We work closely with SENCOs in the mainstream and with clients at special schools to ensure a high level of support for pupils with all kinds of SEND- ASD including Aspergers, SLD, PMLD, MLD, complex needs and related SEBD.