Occupational Therapy Services

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    "description": "Contract Details\nThis procurement process is intended to appoint a contract for a three-year period.  The start date will be 21 August 2026.\nWe are looking for therapy provision equalling 8 days per week across OTP for 36 weeks per year during term time.\nAdditionally, we are looking for hours equivalent to 6 days per year for CPD for staff.  This must include having availability outside term time to support staff training days and any other related activity.  Please note, this includes the end of August due to start dates of Leicestershire schools. \nProcurement Process\nIf your firm wishes to tender for this work, we would be grateful to receive an electronic copy of your proposal by Monday 16th February 2026 at 5pm at the latest.  This should include evidence as to how you will meet the below requirements:\nRequirements\nThe Contractor is required to provide the following services as part of the contract:  \n●\tAn appropriately qualified Occupational Therapist with the appropriate legal registration. \n●\tThe Therapist will need arrangements for clinical supervision from a suitably qualified practitioner to support their work.  \n●\tThe organisation or Therapist should have the appropriate policies and insurance in place:\n○\tEmployers' liability insurance: £2 million\n○\tProfessional insurance liability: £2 million\n○\tData protection, code of conduct, and safeguarding policies. \n●\tThe therapist will be required to follow school policies in relation to engagement and interaction as well as learning, unless this is in conflict with their own policies in which case this must be declared and a meeting to discuss remedial action may occur. \n●\tA good knowledge of the current challenges within special education.  \n●\tExperience of working in a special school or similar environment. \n●\tKeeping up to date with recent research and codes of practice. \n●\tMaintaining links with the Royal College Occupational Therapists and other professionals working in similar environments with young people.\nWork/support arrangements required as directed by the Headteachers of the respective schools\n●\tTo provide occupational therapy provision across OTP academies to support pupils as directed by the CEO and/or School Leadership Teams to include:\n○\tDirect 1:1 occupational therapy\n○\tSmall group therapy for focussed identified issues \n○\tSupporting staff to develop an understanding of vestibular, proprioceptive and interoceptive input when supporting our children and young people \n●\tFacilitating a whole school approach to language and communication:\n○\tDevising and delivering training programmes and practical workshops for staff\n○\tWorking collaboratively with teaching and support staff to ensure good practice is threaded throughout every day\n○\tGiving advice for school based staff \n○\tSupport the development of vestibular, proprioceptive and interoceptive input within the curriculum so that good practice is embedded across the curriculum and supported in long term and medium term planning\n○\tWorking collaboratively with school staff and the families of the children and young people including providing recommendations. \n●\tCarrying out assessments and writing reports. It is anticipated that this aspect of the role will be kept to a reasonable minimum so that time within school supporting improving practice is prioritised \n○\tContributions to multi disciplinary meeting e.g. annual reviews\n○\tContributions to pupils progress reports where required \nThrough the above requirements this will result in:\n○\tprovision of high quality specialist support, enabling classroom based staff to have a greater understanding of the needs of the children and young people within each school\n○\tpartnership with the therapist to deliver bespoke, high quality, and evidence based programmes and resources to address the needs of the young people.\n○\timprovement in pupils' engagement and learning \n○\tpupils having the confidence to access resources, supporting improvement in engagement with learning which may have been compounded by sensory .",
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