Speech and Language Therapist

Fastispeed Ltd; Walsall; Hybrid; GBP 30,000 - 40,000; Part time

Job summary

A specialist post-16 SEND college is seeking a Speech and Language Therapist to assess and support learners’ communication needs. You will work across two campuses, collaborating with teaching staff and external professionals. The ideal candidate possesses a degree in Speech and Language Therapy and experience with young people with disabilities such as autism and ADHD. This role offers competitive and negotiable pay, with flexible hours, and an immediate start is available.

Qualifications

• Experience with children/young people with SEND including autism, ADHD, and SLCN.
• Understanding of post-16 learners and transition to adulthood.
• Strong written and verbal communication skills.

Responsibilities

• Lead assessments for learners with speech, language, and communication needs.
• Deliver individual and small-group therapy interventions.
• Liaise with families and multi-agency teams to support learners.

Skills

Assessment skills

Collaboration

Communication skills

Planning therapy sessions

Education

Degree/postgraduate qualification in Speech and Language Therapy

Job description

Job Title

Speech and Language Therapist (SaLT)

Organisation

British Creative Institute (BCI) – Specialist Post-16 SEND College

Locations

Great Barr, Birmingham, B44 8SF – Main Site

Walsall Faculty: Elmore Court, Elmore Green Road, Bloxwich, Walsall, WS3 2QW

Contract

Part-time / Full-time (negotiable)

Start Date: Immediately

Salary: Competitive, dependent on experience

Reports to: Principal / SENCo (Managing Director)

The post holder will work flexibly across both sites, according to learner need and timetable demand.

About British Creative Institute (BCI)

BCI is a specialist post-16 provision for young people aged 16–25 with Special Educational Needs and Disabilities (SEND). We offer creative media pathways (Photography, TV Production, Web Development, Digital Marketing, Game Development, Journalism, Graphic Design) alongside Maths, English, personal development and life skills.

Learners present with autism, ADHD, SEMH, SLCN and sensory differences. As a small but growing college, this post offers the opportunity to establish and develop SaLT provision across both campuses.

Purpose of the Role

The SaLT will:

• Lead on assessing and supporting learners’ speech, language and communication needs (SLCN).
• Work with teaching and support staff and external professionals so communication needs are understood, planned for and met.
• Embed communication-supportive practice across the curriculum, particularly within creative media, to support learning, social communication and preparation for adulthood.

Key Responsibilities

Assessment and Identification

• Undertake SaLT assessments for learners with identified or suspected SLCN, including ASD, ADHD, SEMH and complex needs.
• Interpret reports and EHCPs to identify outcomes and interventions.
• Contribute to communication profiles and provide written reports for EHCP and annual reviews.

Direct Therapy and Intervention

• Plan and deliver individual and small-group interventions for learners aged 16–25.
• Focus on functional and social communication, understanding and use of language, narrative skills, emotional literacy, self-advocacy and communication for employability.
• Model interventions so staff can maintain programmes between SaLT sessions.

Indirect Work and Capacity Building

• Design and promote communication-friendly strategies (visuals, now/next, social stories, key word signing, AAC where appropriate).
• Support staff to adapt materials and instructions for learners with SLCN.
• Deliver training/CPD on SLCN, autism, SEMH and communication-supportive environments.

Families and Multi-Agency Work

• Liaise with parents/carers about assessments, strategies and progress.
• Work with Local Authorities, NHS, CAMHS, Educational Psychologists and other therapists.
• Attend multi-agency meetings and EHCP reviews, providing professional SaLT advice.

EHCPs, Documentation and Standards

• Provide SaLT outcomes and recommendations for EHCPs.
• Maintain accurate, timely and secure records in line with HCPC, RCSLT and BCI policies.
• Uphold BCI safeguarding procedures and professional standards and maintain relevant CPD.

How the Role Works at BCI

Work as part of the education team, not a stand-alone clinic.

Support creative media and classroom staff to plan activities that build communication (e.g. interviews, presentations, collaborative projects).

Run social communication and life skills groups and advise on group structures and routines.

Support communication for independence and employability (calls, appointments, interviews, emails).

Help develop a communication-friendly environment (clear signage, consistent language, supportive behaviour approaches) and advise leaders on the impact of changes and transitions.

Offer staff consultation slots and contribute to the annual CPD plan.

Person Specification

Essential

• Degree/postgraduate qualification in Speech and Language Therapy.
• HCPC registration.
• Experience with children/young people with SEND (autism, ADHD, SLCN and/or SEMH).
• Understanding of post-16 learners and transition to adulthood.
• Strong assessment, therapy planning, written and verbal communication skills.
• Ability to work collaboratively with staff, families and professionals.
• Commitment to safeguarding, equality, diversity and inclusion.

Desirable

• RCSLT membership.
• Experience in college, specialist or alternative provision.
• Interest in creative media, arts or digital technologies as tools for communication.
• Experience delivering staff training/CPD.
• Experience with AAC, visual supports or signing systems.

Terms and Pay

Salary: Competitive, dependent on experience and qualifications.

Hours: Part-time or full-time, to be agreed.

Start date: Immediate, subject to safer recruitment checks.

Pre-employment checks: Enhanced DBS, satisfactory references and verification of qualifications/registrations.