Job Description - Ferndale School

Position Title: Physiotherapist

Location: Ferndale School and Satellite Units

Aims of service delivery / Key Tasks
To assist students to develop and maintain their potential in education and life skills.
Access
·  The referral process will ensure that all children who are indentified as requiring physiotherapy have equal access to the service irrespective of age, sex, race or presenting difficulty.
Assessment:
·  To provide assessment and intervention for students who have been identified as having a physical need/disability as an integral part of their educational life.
Planning:
·  To plan and implement appropriate and collaborative treatment programmes that are guided by the assessment process with identified students.
Intervention:
·  To deliver the service in such a way to enable the education staff to incorporate therapy goals into the curriculum for each student identified as having physiotherapy need.
·  To work with school staff carers and other professionals to facilitate the child’s development in a range of context.
·  To follow best practice with regards to administration practices.
·  To maintain and update clinical knowledge and skills
·  To provide support and training as required
·  To promote bicultural values.
Evaluation
·  To evaluate and review the plan in collaboration relevant staff/carers.
Closure
·  Discharge from therapy should by in accordance with school policy and best practice.
Professional Development / Supervision:
·  To maintain professional competency standards.
Partnership Responsiveness
·  To follow best practices, legal obligations and code of ethics in accordance with NZPTB guidelines and the HPCA Act.
School Responsibilities
·  To contribute to and be a part of the wider school community
·  To follow the school systems and procedures
·  To be part of a therapy service that projects the principles of the Treaty of Waitangi
Person Specific: / ·  Referrals will be processed in accordance with school policy and guidelines.
·  The therapist will endeavour to gather relevant information relating to the child from a range of sources e.g. cultural, medical, personal, social, previous therapy and educational background through file review, interviews, observations etc.
·  The therapist will use a range of assessment tools as required e.g. informal and formal assessment.
·  Assessment may take place in a range of environments and will include an evaluation of environmental impact upon performance.
·  Assessment will be considered within the educational context, taking into account relevant areas ie: Gross Motor Skills, Mobility, Positioning, and Manual Handling requirements.
·  The students cultural background and values will be considered
·  Following the assessment, findings and the implications for intervention will be circulated to and discussed with relevant carers and staff.
·  Appropriate goals will be identified through the assessment process, agreements around timeframes sought, roles and responsibilities established, resources and/or training needs identified and the methods of service delivery discussed e.g. consultative, individual, group etc.
·  To work in collaboration with staff family/ whanau/caregiver and any other significant persons or agencies. This may include the IEP process.
·  To advise on and source (where possible) resources and equipment required for a student’s needs. This may include adapted/specialised equipment applications.
·  Intervention is derived from assessment and planning
·  Intervention may take various forms depending on the needs of the student. It may include direct face to face therapy either individually or in a group, indirect via programme planning at home or school, consultation, attending meetings to provide input, liaison with other services etc.
·  The type of intervention should be discussed with carers and staff and reviewed regularly.
·  In the interests of generalising skills arrangements should be made to integrate the therapy goals into the student’s daily life at school and home.
·  To attend medical and other agency appointments as appropriate.
·  To maintain accurate records of student progress and other relevant documentation.
·  To adhere to the administration procedures and policies of Ferndale School.
·  Intervention should include the physiotherapist participating in and attending relevant ongoing professional development.
·  The physiotherapist may be required to supervise the training of a physiotherapy student, staff, carers and other personnel as required.
·  The physiotherapist will provide ongoing support for parent/whanau/carers.
·  Cultural identity and background underpins all aspects of therapy.
·  Outcomes will be reviewed and evaluated in discussion with he class teacher/other therapists/carers.
·  Any alterations will be made in consultation with the referrer.
·  Therapy should be discontinued if there is no evidence that the student/carer is benefiting or the goals have been met.
·  Where possible ensure that transitions off an active caseload are planned, prepared for and documented
·  Inform referrer when intervention has been completed.
·  The physiotherapist will seek ongoing professional development in a range of ways such as attending relevant courses, supervision, peer support, networking, attending special interest groups etc.
·  The therapist should be aware of these documents, be participating in a Recertification Programme (as required by the Physiotherapy Board of NZ) and hold a current Annual Practicing Certificate. Other requirements and guidelines for practice are found in the following documents: Quality Specialist Service Provision (QSSP), The Privacy Act (1993), The Code of Health and Disability Services Consumers Rights and The Health Information Privacy Code (1994)
·  Develop and maintain effective working relationships with community groups and health professionals.
·  Attend school therapy meetings and staff meetings as required.
·  To provide support, training and guidance to relevant staff of Ferndale School as required.
·  To serve as a resource for the school staff in preparing any school policies and for relevant areas of the curriculum.
·  To contribute to workshops for staff and carers on topics relating to physical skill development or management of physical conditions.
·  To be responsible to the team leader / Principal
·  Develop and maintain effective working relationships with parents, whanau and caregivers.
·  Have knowledge of the school policies relating to the principles.
·  A Degree in Physiotherapy or its equivalent.
·  Registration with the Physiotherapy Board of New Zealand.
·  A current Annual Practicing Certificate.
·  Have a current Drivers License and access to a vehicle.

Signed: ______Signed______

Physiotherapist Principal

Date: ______Date: ______

Physiotherapist Job Description Last Updated 12/02/16 Page 5 of 5