Communication jobs in United Kingdom

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Provide specialised communication and language services tailored to the needs of students aged 5 to 18 years.

Assess and develop individualised communication plans to support students¿ language and communication needs.

Regularly assess students' mealtime requirements, focusing on eating, drinking, and swallowing abilities.

Implement strategies and interventions to ensure safe and effective mealtime practices.

Assess students' communication abilities and recommend appropriate communication systems.

Develop and implement Augmentative and Alternative Communication (AAC) systems to enhance communication.

Support students¿ communication and participation within classroom programs.

Collaborate with teachers to design, implement, and evaluate language and communication programs integrated within the curriculum.

Provide consultations to build capacity among teachers, therapists, and education support staff regarding the integration of language and communication programs.

Offer secondary consultations to other schools regarding students transitioning into or out of Horsham Special School.

Provide support and training to all staff on students' communication systems.

Deliver in-house training sessions and workshops as required to enhance staff understanding and implementation of communication strategies.

Assist with the management and maintenance of communication equipment within the school.

Ensure that all equipment is appropriately utilised and maintained.

Prepare assessment reports and other supporting documentation for funding applications and reviews.

Maintain accurate records of student progress and communication interventions.

Take proactive ownership of supervision and ongoing professional development.

Engage in reflective practice and seek opportunities to enhance skills and knowledge in the field.

Undertake other duties as directed by the principal contributing to the overall mission and goals of Horsham Special School.

• A recognised degree in Speech Pathology.
• Relevant registration and accreditation.
• Experience working with children with special needs, particularly in a school setting.
• Strong knowledge of Augmentative and Alternative Communication (AAC) systems.
• Ability to work collaboratively with a multidisciplinary team.
• Current Employee Working with Children Check.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

Horsham Special School was established in 1988, moving to its current site in 2013. It has a wide enrolment base, drawing from the local area to as far as the South Australian border including Nhill, Dimboola, Kaniva, Goroke, Edenhope and Serviceton. Horsham Special School provides educational programs for students aged 5-18 years displaying mild; moderate and severe diagnoses associated with cognitive, physical, social, emotional, behavioural, sensory and multiple disabilities. The school's overarching purpose is to encourage and enable all students, staff and the school community to achieve their full potential. The safe, caring and stimulating school environment focuses on our key values of Be Safe, Be Kind and Be Your Best.

The school's dedicated staff provides a highly individualised educational program for each student. This is not confined to the classroom and physical building but extends into outdoor play spaces and indeed the local community in which we live. The individual programs are prepared and delivered by teachers, along with their assistants and are reviewed regularly to ensure student needs are being met. Integral to the Horsham Special School Curriculum is the programming provided by specialist and therapy staff. The school offers focused support in the areas of Art, Physical Education, Music, Swimming & Welfare. The physical environment complements the programming, with a state of the art purpose built special school. It comprises a fully equipped commercial style kitchen, open art workshop, sensory courtyard, open learning spaces, kitchenettes and architecturally designed playgrounds.

The curriculum at Horsham Special School is both functional and practical, divided into the following focus areas: Functional Academics - Literacy and Numeracy; Personal & Social Development; and Communication. Each student has an Individual Education Plan (IEP) developed for them; containing goals from each of these focus areas which make up their program.

Speech Therapist Special School • Western Region, Horsham