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1. To demonstrate basic clinical expertise in the assessment, treatment and management of language and communication difficulties in school aged children providing appropriate intervention and evaluating outcomes 2. To demonstrate clinical effectiveness drawing on evidence based practice and outcome measures 3. To demonstrate highly developed auditory and perceptual skills in the assessment, diagnosis and treatment of patients/clients 4. To make basic differential diagnoses and clinical decisions based on evidence from assessment, seeking support and advice from a supervisor as appropriate 5. To develop knowledge and skills in a range of language and communication difficulties in school aged children with training, support and supervision from clinical supervisor as appropriate. 6. To develop clear care plans based on best practice 7. To provide advice to others regarding the management and care of children with language and communication difficulties 8. To communicate complex condition related information from assessment to clients, carers, families and members of the multi-disciplinary team/other professions, demonstrating empathy and ensuring that effective communication is achieved, particularly where barriers to understanding exist 9. To work closely with clients, carers and families in order to agree plans of management 10. To deal with initial complaints sensitively, avoiding escalation where possible 11. To form productive relationships with others who may be under stress and/or have challenging communication difficulties. 12. To employ excellent communication skills 13. To develop skills in motivating clients and /or carers to engage in the therapeutic process 14. To maintain sensitivity at all times to the emotional needs of clients and their carers in particular when imparting potentially distressing information regarding the nature of the clients difficulties and implications of the same 15. To develop the ability to manage children with challenging behaviours employing appropriate management strategies 16. To monitor and review the progress of clients against the targets set and agreed, seeking support from clinical supervisor as appropriate. 17. To demonstrate the ability to reflect on practice with peers/clinical supervisor based on research and evidence based practice. 18. To develop the ability to reflect on auditory, visual and kinaesthetic aspects of clients communication and to identify appropriate strategies to facilitate and enhance communicative effectiveness 19. To be aware of legal requirements relating to the provision of a specialist speech and language therapy service, seeking support and advice as appropriate. 20. To maintain up to date and accurate case notes and write reports that meet departmental standards and are in line with local trust policy, and RCSLT professional standards, with support as appropriate 21. To develop an awareness of current policies and practice in education 22. To manage and prioritise a defined caseload and workload independently 23. To contribute to multi-agency assessments, including the statutory educational assessment procedure, as required, seeking support and supervision as required 24. To negotiate with carers, clients and others around individual case management 25. To develop negotiation skills in the management of conflict across a range of situations, recognising potential breakdown and conflict when it occurs, seeking advice and support to resolve 26. To ensure that clients are referred to other services as appropriate, in consultation with manager or supervisor 27. To develop a working knowledge of the principles of Clinical Governance and their application to professional practice. This will include compliance with / adherence to service and team plans and policies, National and Local Guidelines and RCSLT Professional and Clinical guidelines. 28. To develop a working knowledge of relevant procedures including: Safeguarding Children, SEN procedures, Working with Vulnerable Adults and other legal frameworks. 29. To be accountable for own professional action, recognising professional boundaries and working within defined departmental and national protocols/policies and professional code of conduct, seeking advice as appropriate 30. To work independently accessing appraisal within an Individual Performance Framework at pre-determined intervals