Band 7 Speech and Language Therapist Feeding & Complex Needs

Location: Community and clinic based (including schools, homes and clinic settings) - East London

Starting April 2026

We are Looking For Someone Who:

• A qualified Speech and Language Therapist (HCPC registration required)
• Passionate about working with children and young people in diverse educational and community settings
• Brings energy, empathy, and curiosity to their work
• Values teamwork, reflection and continuous development

To provide highly specialist assessment, diagnosis, and intervention for children with feeding, swallowing, and complex communication needs across community and clinic settings. The post holder will manage a complex caseload, support families and multidisciplinary teams, and contribute to service development.

Main duties of the job:

• Independently manage a specialist caseload with dysphagia and communication difficulties associated with complex needs
• Carry out comprehensive assessments; develop and implement evidence-based intervention plans for feeding and communication
• Provide risk assessments and management plans for dysphagia
• Deliver therapy through direct intervention, parent/carer coaching and training for school and care staff
• Monitor, evaluate and adjust intervention plans based on outcomes
• Work closely with dieticians, occupational therapists, physiotherapists, paediatricians, and education staff
• Contribute to EHCPs, reports and annual reviews
• Attend and contribute to MDT meetings and case discussions
• Provide specialist advice on feeding, nutrition, and communication strategies
• Deliver training to parents and carers, school and nursery staff, support staff and wider professionals
• Provide clinical supervision and support to junior therapists, assistants, and students
• Act as a source of expertise within feeding and complex needs

Experience and Knowledge:

• Experience working with paediatric feeding and dysphagia, children with complex needs, across community and/or clinic settings
• Advanced knowledge of paediatric dysphagia assessment and management, complex communication needs
• Strong clinical reasoning and decision‑making skills
• Ability to work autonomously and prioritise
• Confidence delivering training and supervision

About us:

Why Join Unlocking Language? We are committed to excellence and empowerment, not only for the children and families we support, but for our team too. As part of Unlocking Language, you will be part of a warm and growing company that invests in your professional journey and celebrates your contribution.

Key Responsibilities:

• Assessment & Diagnosis: Conduct detailed, specialist assessments using a combination of standardised tools, dynamic assessments, and functional observations. Gather thorough case histories that consider social, cultural, linguistic, and developmental factors. Accurately diagnose a broad range of speech, language, and communication disorders, with sensitivity to bilingual language development and co‑occurring needs. Provide high‑quality verbal and written feedback to parents, carers, and education staff in an accessible and culturally appropriate manner.
• Treatment Planning & Intervention: Apply advanced clinical reasoning to develop individualised therapy plans that align with the child's functional needs, goals, and current evidence base. Formulate and implement SMART targets, co‑designed with children, families, and relevant professionals. Deliver creative, engaging, and age‑appropriate therapy tailored to neurodiverse learners and children from multilingual and socio‑culturally diverse backgrounds. Adapt intervention approaches to suit clinic‑based, school‑based, or remote delivery, including outreach visits and group‑based interventions targeting specific needs such as social communication, phonology, or school readiness. Imaginative and resourceful in developing engaging, functional therapy activities, including individual and group sessions. Confident in adapting delivery for both clinic and outreach contexts, ensuring inclusivity and relevance across settings.
• Collaboration & Holistic Care: Work in close partnership with families, educators, interpreters, and multidisciplinary teams to ensure a joined‑up approach to support. Build strong relationships with community partners and services to advocate for equitable access to care.
• Monitoring, Reporting & Outcomes: Regularly review therapy outcomes and adjust intervention plans in response to progress. Maintain accurate and timely clinical documentation, including progress reports, session notes, and updated targets. Use data to evaluate intervention effectiveness and contribute to service‑wide outcome measures.
• Education & Clinical Specialism: Deliver training and coaching to families, school staff, and allied professionals to embed strategies across environments. Develop a clinical specialism and provide expert consultation and support to colleagues in this area. Participate in journal clubs, clinical audits, and evidence‑based practice groups to support continuous learning.
• Clinical Governance & Professional Development: Engage in regular supervision, reflective practice, and peer review in line with HCPC and RCSLT standards. Maintain up‑to‑date knowledge through CPD activities, research appraisal, and attendance at relevant training and conferences. Contribute to the development and review of clinical protocols, risk assessments, and safeguarding procedures.
• Resource Development: Design and adapt culturally appropriate and inclusive therapy materials to meet a wide range of communication needs. Contribute to the creation of multilingual and accessible resources for families and schools.
• Caseload Management & Administration: Manage a varied clinical caseload efficiently, ensuring timely completion of session planning, admin, report writing, and outcome tracking. Use digital systems to book sessions, update case notes, and communicate with families and professionals.
• Leadership, Supervision & Team Development: Provide line management, clinical supervision, and mentorship to Band 56 SLTs, assistants, and students in accordance with Unlocking Language values. Facilitate case discussions, reflective groups, and joint sessions to promote learning and peer support. Work collaboratively with Lead SLTs to build clinical pathways and develop junior staff skillsets.
• Service Development & Representation: Lead or contribute to service improvement projects aimed at enhancing quality, access, and inclusion. Represent Unlocking Language at regional and national forums, conferences, and networks. Implement and monitor new policies and practices to support clinical innovation and equitable access to care.
• Equity, Inclusion & Affirming Practice: Apply neurodiversity‑affirming and trauma‑informed principles across all clinical activities. Ensure therapy is accessible, respectful, and responsive to the cultural, linguistic, and social contexts of each child and family. Challenge systemic barriers and advocate for inclusive communication environments in clinics, schools, and wider society.

Qualifications:

• Degree Qualification: A Bachelors or Masters degree in Speech and Language Therapy (or an equivalent qualification recognised by the HCPC).
• Professional Registration: Current registration (or pending registration) with the Health and Care Professions Council (HCPC). Membership with the Royal College of Speech and Language Therapists (RCSLT) is desirable.
• Clinical Experience: Significant post‑qualification experience in paediatric speech and language therapy, with a strong track record of delivering interventions in clinic‑based settings.
• Specialist Knowledge: In‑depth understanding and experience in working with children and young people with a wide range of complex speech, language, and communication disorders, including those with co‑occurring neurodevelopmental conditions and multilingual/multicultural profiles.
• Leadership and Supervision: Demonstrated experience in providing clinical supervision, mentoring junior staff or students, and leading on service development initiatives.
• Values‑Driven Practice: Evidence of promoting and embodying company values such as excellence, empowerment, inclusion, and collaborative care.
• Cultural Competence: Proven ability to work sensitively and effectively with families from diverse cultural, ethnic, and linguistic backgrounds, applying culturally responsive and neurodiversity‑affirming practices.
• Professional Development: A commitment to ongoing continuing professional development (CPD) and reflective practice, including engagement in clinical audit, research, or quality improvement projects.

Skills:

• Outstanding Communication: Exceptional spoken and written communication skills, with the ability to adapt language for diverse audiences including children, families, educators, and professionals.
• Interpersonal Strength: Warm, respectful, and culturally sensitive interpersonal skills, enabling strong relationships with children, families, colleagues, and partner agencies.
• Therapeutic Creativity: Imaginative and resourceful in developing engaging, functional therapy activities, especially for neurodiverse children and those from multilingual and multicultural backgrounds.
• Autonomy and Team Collaboration: Ability to work independently with clinical confidence, while contributing actively to a supportive, multidisciplinary team environment.
• Organisational Excellence: Strong time management, caseload prioritisation, and administrative skills – essential for balancing clinical delivery, reporting, and service development.
• Child‑Centered Empathy: Deep understanding of individual difference, trauma‑informed care, and family‑centred practice; able to respond flexibly and compassionately to varied needs.
• Clinical Reflection and Growth: Committed to reflective practice, supervision, and continuous professional development, with a growth mindset and openness to feedback.
• Leadership and Initiative: Demonstrates strong leadership skills with a proactive approach to mentoring others, managing complexity, and contributing to service development.
• Problem Solving and Critical Thinking: Skilled in analysing clinical challenges and identifying appropriate, innovative solutions in line with evidence‑based practice.
• Specialist Knowledge: Advanced understanding of child development, early years education, and the impact of social and cultural contexts on communication.
• Professional Versatility: Willingness to take on additional responsibilities, contribute flexibly across service areas, and respond to the evolving needs of clients and the team.

Person Specification:

• Qualifications: Undergraduate or postgraduate degree in speech therapy
• Experience: Significant post‑qualification experience (Band 6 or above) Experience working with: Paediatric feeding and dysphagia, Children with complex needs, Experience across community and/or clinic settings

This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service to check for any previous criminal convictions.