SCHOOL_PROSPECTUS_2026.for issuu

School Prospectus

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“Pupils excel at this exceptional school.”

- Ofsted report, 2025

WELCOME TO GESHER Welcome to Gesher, where we are deeply committed and passionate about creating an exceptional and unique place of learning for our students. Gesher is a richly neurodiverse community where our students’ talents are developed and celebrated.

We are a learning community of students, staff, parents and governors who believe in transformative education - where learners are encouraged to be innovative, and resilient, and to grow in confidence as they prepare to navigate the wider world.

At Gesher, we aim to have students leave school feeling secure and empowered to make informed and fulfilling choices in their life outside of school. We believe there should be no limit to our aspirations and ambitions for our students; we encourage ambition while setting realistic pathways so all can achieve.

Relationships are at the heart of learning at Gesher. We promote positive behaviours and healthy communication by creating a happy, safe and caring school environment, where students’ social, emotional and mental health is paramount. One of the core pillars of our approach is that all pupils are respected and well known as individuals.

They have a voice in their learning and development, and their choices and ambitions are taken seriously. Parents and carers are welcomed as active partners in helping to shape and support their children’s growth.

We seek to build and secure strong relationships with each of our students to ensure they thrive in their learning, as well as giving them the skills to build meaningful relationships with each other. These connections build our community, giving us a sense of belonging and ensuring each person feels safe and valued. This commitment extends beyond our students to our staff, our families, and by extension, the wider community.

Tamaryn Yartu Headteacher

Chris Gurney Deputy Headteacher & Admissions Lead

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OUR VISION Every young person is profoundly well known

Personalised learning informed by young people’s passions and interests

Academic rigour and authentic real-world learning

A culture of reflective practice and collaborative peer learning Parents and community as partners in learning

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“Gesher has been lifechanging.”

- Gesher Parent

ABOUT GESHER Gesher School offers all-through education for students aged 4 to 16 with a range of needs including autism, ADHD, dyslexia, dyspraxia, and Down’s syndrome. The cohort also includes children who present with a range of genetic conditions, sensory processing needs, social-communication difficulties, and developmental delays.

Gesher students are unique and often learn in a way that diverges from traditional education methods. They may benefit from being taught differently regarding their communication and social interaction styles, with the environment being tailored and adapted to their own learning needs.

Significant use of structure, routine and scaffolding helps with this, and students are encouraged to be as independent as possible in all aspects of their education.

The class sizes are small with a maximum of eight students in Primary and a maximum of ten students in the Secondary classes, with high adult-to-student ratios throughout.

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“Pupils enjoy coming to school and are proud of their community.”

- Ofsted report, 2025

OUR ETHOS AND VALUES The Jewish value of ‘Ve’ahavta Le-re’acha Kamocha: Love Thy Neighbour Like Yourself’, underpins all aspects of both religious and secular learning at Gesher. The values of respect, kindness, love and acceptance permeate Gesher school life and are woven into the fabric of the school.

Recognising the richly diverse world we live in, our students understand the importance of showing compassion and consideration for others and our world. They explore and develop the different aspects of their identity so that they establish a place within the Gesher community and in their wider communities.

Inspired by our core Jewish values, students are encouraged to take responsibility for their actions through our REACH goals.

R E A C H

I will show RESPECT to the environment around me I will ENGAGE with my education I will ACCEPT others and their differences I will CARE for others in my community I will HONOUR my physical and mental wellbeing

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INTEGRATED THERAPY

The learning team around the child is at the heart of the Gesher way. A trans-disciplinary model is taken with every child which sees the teachers, therapists, teaching assistants, parents and carers working collaboratively, beyond discipline-specific approaches.

We pride ourselves on having a neurodiverse affirming approach which acknowledges and celebrates differences. Our practice focuses on identifying strengths and supporting our students to embrace their neurodivergent identities, be aware of their learning and communication styles and in turn, become confident advocates for their chosen pathways.

Our unique integrated model ensures that your child has a tailored provision of care throughout their school day, based on each student’s individual needs. The majority of therapy takes place within the classroom, as well as in the wider environment alongside peers. Research shows that this approach has a greater impact with significantly increased discussion to understand and respond to the student’s needs and better generalisation of skills.

Gesher offers a range of core therapies with students and families having access to support and advice from our well-resourced onsite therapy team including: Speech and Language Therapists (SaLT):

Occupational Therapists (OT): Focus on daily living skills, fine and gross motor skills, sensory processing, and self-regulation.

Psychotherapists: Dramatherapists (DT) and Art Therapists (AT): Support emotional regulation, anxiety, trauma, and overall well-being.

Therapy Assistants (TA): Working under the direct supervision and guidance of the Therapists, the Therapy Assistants implement a range of interventions.

Therapy Dogs: Boosts mood and engagement, reduce anxiety and stress and encourage communication and social interaction.

“Teachers, support staff and therapists work extremely9 closely together as one cohesive unit. They have expert knowledge and skills to be able to support the pupils in the school.”

- Ofsted report, 2025

What interventions do we offer?

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We design unique, creative and highly motivating interventions to match our students’ interests.

We find that this yields much better results and a more consistent transfer and generalisation of skills than more traditional approaches. Please see below for our range of innovative interventions on offer.

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INNOVATIVE LEARNING APPROACHES Project-Based Learning and the National Curriculum We place emotional wellbeing and happiness at the centre of our practice and believe that this is the key to promoting a positive engagement with learning. We are committed to a holistic approach that incorporates curriculum, therapies, life skills and home life.

At Gesher, we recognise that the world works in projects, and therefore we have adopted Project-Based Learning; a pedagogical approach to our curriculum as the best way to prepare our young people for the world beyond school. Through engaging in robust and authentic learning experiences, students’ interests and passions are at the heart of the learning, combining skills and rigorous knowledge learning, whilst empowering them with a set of lifelong skills and experiences to draw upon.

Through the project learning process, students collaborate to use knowledge, skills and feedback to continually develop and improve their work, which is then presented to an authentic audience at an exhibition. Students document their work in a portfolio and formally reflect on their learning throughout the project, and at the end.

Scan the QR code or visit w w w. g e s h e r s c h o o l . c o m / the-bridge/project-cards/ to see examples of our project work.

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“Project-Based Learning is a pedagogical approach where students work with developing solutions and creating products that address a real-world problem, challenge or question.”

- Loni Bergqvist, Imagine If

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“The development of life skills is central to the ethos of the school. The highly effective ‘Bridges’ programme develops skills and strategies that foster pupils’ independence and prepare them for adulthood.”

- Ofsted report, 2025

PREPARING FOR ADULTHOOD

Core Skills

Literacy Skills

Numeracy Skills

At Gesher, we have our students’ future in mind from day one, and we strive to provide a holistic education that suitably prepares our students for their future. We want our students to acquire the appropriate tools and skills to be an active part of the communities they wish to join, as well as be confident and passionate advocates who are able to express their strengths, desires and needs in order to be successful adults in the workplace and the wider world.

We have a rigorous programme to help our students become effective readers. To recognise individual needs, we use an adaptation of the Read, Write Inc programme using synthetic phonics that connects reading, writing and comprehension.

Some students will learn to read using alternative methods, such as sight-word reading or other phonics strategies beneficial for dyslexic students and those with significant reading difficulties.

To ensure our students also access challenging material, we use online tools like Immersive Reader and Voice-to-Text software.

Securing maths skills is vital, and our Maths Mastery approach focuses on exploration, clarification, practice and application over time. It focuses on small steps to learning with an emphasis on depth of knowledge where students can represent concepts or skills in multiple ways, develop their mathematical language and apply learnt concepts to real-life situations and problem-solving. Students get rich opportunities to use concrete and pictorial resources at all levels to help with consolidation and application.

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Student Outcomes By the end of their Gesher journey, our aim is that all students will be:

•Independent learners •Confident in their sense of self •Skilled for the future workplace •Qualified for their next stage •Builders of meaningful relationships •Ethical and responsible citizens

ICT Skills

Life Skills

Education Portfolio

In a digital age, it is important that our students become proficient in the use of technology and acquire digital skills. All students will have access to a range of technology, with Chromebooks and iPads in all classrooms, and with students in KS3 onwards having their own individual laptops. Students will be supported to use technology creatively and safely, with the opportunity to use a variety of devices and software to enhance communication and research, discover, problem-solve, create and innovate.

Gesher has created a bespoke life skills scheme, ‘Bridges,’ so our students can acquire the skills and strategies to successfully navigate their daily lives. The scheme is based on students achieving a wide range of life skills badges grouped within different themes that relate to preparing for adulthood. We recognise that the pathway to adulthood is not a linear one and students are encouraged to navigate their own winding path to achieving greater independence.

As our students journey through Gesher, they will build a portfolio of skills to help prepare them for their next phase in education and/or moving into independent living and potential employment. This starts from early on in Primary with all students encouraged to explore their interests and aspirations.

By the time our students leave Gesher, in whatever pathway they have taken, they will be able to showcase their achievements in order to progress along their chosen path.

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OUR PRIMARY COHORT

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Social Engagement: A readiness for meaningful engagement with their peers.

Our ethos is rooted in community and inclusion, therefore students need the potential to tolerate, participate in, and benefit from shared social and learning experiences within their cohort.

Group Learning: The ability to learn within a small group setting without relying on continuous 1:1 adult support. Our small, supported classes ensure students, especially those transitioning from larger and busier mainstream settings, learn and thrive alongside peers who share similar profiles.

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Communication: The ability to use and understand language to connect with peers and adults, as well as access the curriculum.

Students will need suitable conversational partners as well as communication models within their cohort.

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To ensure Gesher is the right environment for your child to flourish and to maintain the integrity of our learning community, children joining us during the primary phase should demonstrate these core readiness skills:

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* National curriculum subjects are integrated into the projects with some discrete lessons ensuring full coverage.

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KEY STAGE OVERVIEW

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Early Years & Key Stage 1 This foundational phase focuses on building trusting relationships and helping children feel confident in the classroom. We understand that many families are still navigating their child’s additional needs at this stage, making early intervention vital.

Our Early Years (EYFS) and Year 1 classes are combined to provide a strong foundation across three core areas: • Personal, Social, and Emotional Development • Communication and Language • Physical Development We learn through exciting, project-based themes, where our youngest students explore the world via multisensory experiences, messy play, facilitated social sessions, and outdoor learning. Discrete lessons focus on essential literacy, numeracy, and self-care skills.

Key Stage 2 As students progress into KS2, we encourage greater independence. Students are inspired to take more responsibility for their learning and have an active voice in shaping their projects.

We cover the full breadth of the National Curriculum, integrated into projects (PBL), or taught discretely as needed including: Mathematics, English, Science, ICT, Geography, History, Art and Design, PE, Music, and PSHE alongside Jewish Studies and our bespoke Life Skills programme.

High-quality provision enables students to learn at their own pace. For children who need extra support, targeted interventions in reading and maths successfully bridge any gaps in subject knowledge.

“The school has developed an ambitious curriculum that expertly meets the varied needs of its pupils”.

- Ofsted report, 2025

Key Stage 3

Key Stage 4

Our all-through model offers great benefits to our students, parents and teachers as we build on the strength of our primary provision to ensure continuity and a smooth transition into Secondary Education.

Continuing from KS3, in Years 10 and 11, each of our students follow a tailored programme of study to ensure that their path is most meaningful to them. Students continue with PBL, integrating the National Curriculum. KS4 subjects include English, Mathematics, Science, Jewish Studies, Performing Arts, Careers and Life Skills.

Students also have the opportunity to engage in additonal subjects as part of our option courses

In KS3, students continue with ProjectBased Learning. A team of subject specialist teachers have designed a rich curriculum incorporating all key National Curriculum subjects: English, Mathematics, History, Geography, Creative Arts, Design and Technology, Performing Arts, ICT, PE and PSHE, as well as the addition of Jewish studies and our Life Skills programme.

We take an adaptive approach, tailoring the curriculum to each child’s needs. Core subject groups have been established to align students’ intervention focuses for Maths and English, and to support social development across the secondary phase.

Students continue to have integrated therapy throughout the day, with a greater emphasis on peer collaboration. Students are encouraged to engage with and develop an understanding of their individual learning and communication styles to support selfadvocacy as they begin KS4.

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The diverse pathways that students can follow reflect the value we place on there being many routes to achieve readiness for their next phase. Students are likely to access a combination of qualifications and awards at appropriate levels of challenge and guided by their future interests. Their studies and development are showcased in a portfolio.

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National curriculum subjects are integrated into the projects with some discrete lessons ensuring full coverage.

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OUR SECONDARY COHORT Many of our students transition from our Primary phase into our Secondary phase, while others are supported in finding new settings that best facilitate the next steps in their educational journey.

Whilst the necessary supports remain in place, students joining our secondary phase will be able to demonstrate: • Increased independence in their learning, with the goal of becoming autonomous learners; • Strong communication and interaction within their peer group; • Enhanced capacity for transitions, both • on and off-site; • Consistent engagement with tools and techniques for regulation, moving from co-regulation towards self-regulation.

Readiness for Qualifications

As students approach KS4 and explore their pathways and qualification opportunities, there are three areas we consider in evaluating the best course of study: content, assessment format, and wellbeing.

Content: Content must align with the transferable skills students need for future employment. Course delivery must be at the right pace and amount of knowledge/skills, for successful long-term retention and to suit individual learners.

Assessment Format Options: We look at the flexibility of the course, weighing up modular assessments, coursework/ portfolios and resit opportunities against the pressure of a single, high-stakes exam at the end of a course of study.

Mental Health Consideration: We want to be sure that a qualification offers flexibility: a choice of tasks, adaptable working environments, and accessible assessment formats. These can significantly reduce pressure, support resilience, and sustain engagement.

The outcome of our evaluations will be discussed with parents, and the students themselves.

Qualifications Offered Core subjects are taught at Entry Level through to GCSE using boards such as AQA, OCR and Edexcel. Our option courses are provided by OCN.

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Unit Awards: Smaller components from a wide range of subjects, enabling students to study areas of interest such as art, photography, sports and life skills (aligning with our Bridges NCFE endorsed programme). Jewish Studies is delivered via the Unit Awards.

Entry Level Certificates: Supported programme of study, covering core subjects of English, Mathematics and Science as well as Humanities (where appropriate).

Modular & Coursework-Based Technical Qualifications, Level 1 Level 2: Options focus on industry skills and we offer Creative and Digital Media; Hospitality, Catering and Tourism, and Professions in Sport.

Project Qualification: Essay courseworkbased opportunity for study and research in a field of personal interest, applying the same skills drawn from PBL and applied independently.

Functional Skills, Level 1 - Level 2: English and Mathematics, (only), these qualifications (formal exams) assess fundamental skills with a focus on preparation for real-world literacy and numeracy problems as preparation for the workplace.

GCSEs: Where appropriate, students can be entered for GCSEs in core subjects (English and Mathematics). These qualifications will not be for everyone due to their assessment design, and the therapeutic needs of our students. Families are welcome to pursue opportunities for their child to complete additional GCSEs outside of school, and able to use the school as the exam centre.

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1:35 - 2:05

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2:05 - 3:00

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1:35 - 2:10

National curriculum subjects are integrated into the projects with some discrete lessons ensuring full coverage.

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Post 16 Our students progress to a diverse range of post-16 settings. While some may continue in specialist provision, others will transition into mainstream sixth forms or colleges. This includes moving into resource provisions for integrated mainstream learning, or enrolling in supported bridging courses designed to help students complete qualifications before progressing to Level 1 college courses.

The transition from KS4 to KS5 is wellstructured and well-supported. We provide comprehensive information and guidance to help parents navigate post-16 options and identify the most suitable setting for their child. Working closely with families during the Year 10 and Year 11 transfer reviews, we ensure that each student’s EHCP accurately reflects their current needs and the provision required for their success. Our robust transition plans facilitate a seamless handover between the Gesher team and new professionals.

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JEWISH EDUCATION At Gesher, we pride ourselves on making our Kodesh curriculum more personalised, accessible and relevant for each of our students with a focus on experiential learning. Our robust, balanced and in-depth curriculum enables every student to connect and identify with Judaism in their own way, relevant to their lives and within the context of the modern day.

We provide a safe space for students to explore and question ideas and beliefs in a respectful manner, enhancing their appreciation and understanding of Judaism alongside other religions, cultures and beliefs.

We love bringing together the whole Gesher community, and throughout the year there are several opportunities for parents to join their children in our interactive and experiential enrichment days.

Whilst there are discrete Jewish Studies lessons, Jewish education permeates throughout the student’s daily learning experience, and goes hand in hand with our PSHE and RSE curriculum.

The Kodesh curriculum focuses on: Hebrew Reading: Modern and Biblical Hebrew Tefillah: Prayer and Spirituality Tanach: Stories and Characters from the Torah Jewish Way of Life: Positive Middot (character traits) and Mitzvot (commandments) Chagim/Festivals: Historical Events, Rituals and Symbolism Israel and Modern Jewish History (secondary phase) Bar/Bat Mitzvah Project (secondary phase) Opportunities for Bar/Bat Mitzvah support and inclusion ceremonies.

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“The school has extremely high expectations for all pupils”.

- Ofsted report, 2025

ASSESSMENT Assessment at Gesher School provides valuable information to help students, teachers, parents and school leaders to acknowledge, analyse and review achievements and progress in learning. There is continual monitoring and review on a termly basis to ensure we have a meaningful picture of each student’s strengths and areas for development.

This involves gathering evidence from a range of sources including observations, projects and other formative and summative assessments.

The school has developed its own Gesher Assessment Framework that focuses on both core skills and cognitive skills. As an Integrated Therapy School, this enables us to build a picture of the whole individual, whilst tracking progress and celebrating achievements across a range of skills that include: • • • • • • • • •

Mathematics Writing composition Reading Communication Analysis & problem solving Self-management Social interaction & self-expression Technology Independence and self-advocacy

Each student also has a Personal Learning Plan (PLP), which is shared with parents to be reviewed and updated termly.

Student voice is integral to the assessment process with students encouraged to reflect on their achievements and be part of deciding their next steps.

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“My child is thriving at Gesher” - Gesher Parent

OUTSTANDING LEARNING SPACES Our learning environment is critical to our students’ learning success, and at Gesher, we have created a range of learning spaces that are not only student-led but specifically designed to support their wide range of needs as well as provide a range of experiences for all.

Some of our stand-out spaces include two sensory rooms that provide a safe and calming space to support regulation, as well as our OT room, designed to prepare our students for learning, and is furnished with specialist apparatus including swings, slides, trampolines, a zip wire, ball pit and climbing wall. We have our Makerspace, an innovative and creative hub divided into several spaces that are designed to foster innovation, collaboration and curiosity. It is fully equipped with a green screen, audio-visual recording equipment and editing software, as well as a range of design tools for students to develop meaningful products as a part of social enterprise and business.

We also have a unique Life Skills Hub which is designed to mirror a small studio flat, offering all the opportunities one would find when living independently. Finally, our playground is another important learning space and the next phase of the school design will include a sensory garden, an outdoor theatre, and a working garden.

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Life Skills Hub

OT Room

Makerspace Factory

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ENRICHMENT OPPORTUNITIES At Gesher, we pride ourselves on fostering our students’ natural curiosity, enabling them to discover lifelong passions and interests. While this ethos is evident within our day-to-day learning, it is further enriched by our vibrant extracurricular programme. We offer a diverse range of activities—including Pokémon, Art, Board Games and Football clubs— alongside dedicated spaces like our Girls Club, which provides a protected time where our girls feel empowered to navigate the complexities of today’s world. All our clubs offer a safe space for students to deepen peer relationships outside the classroom.

Community experiences and trips are central to the Gesher curriculum, connecting learning to real-world contexts while developing interpersonal skills, independence, and confidence. We ensure our students have access to lifechanging opportunities that may have previously felt out of reach, guaranteeing our young people enjoy the same rich experiences as their peers in other schools. In our Secondary School, this journey expands to include residentials in the UK and abroad, volunteering through the Yoni Jesner award, participation in the Duke of Edinburgh Award, and invaluable work experience across a wide variety of fields.

To complement this, we regularly welcome a diverse host of visitors who inspire, engage and motivate our students to broaden their skills, deepen their knowledge and question the world around them.

PARTNERSHIPS WITH PARENTS Our parents are a critical part of the Gesher community and the partnership we have with our parents is vital to our students’ success. The strong links between home and school ensure consistency and continuity of support.

We work closely with families to help understand and support their child’s strengths and needs: home visits are offered to all incoming pupils as a foundation to develop this relationship, and then throughout the school year there is ongoing communication between the class teachers, therapists and parents to set targets, provide advice, monitor and review progress. There are also more formal teacher-parent meetings termly, and an annual review meeting including all professionals involved with your child. We are also delighted to offer parents the opportunity to access workshops and resources offered termly on a range of curriculum and therapy topics delivered by our experienced in-house professionals.

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“The work the school is doing is in a different league.”

- Gesher Parent

STUDENT LEADERSHIP AND ADVOCACY All students are provided with leadership and advocacy opportunities early on as we know how important it is that each and every student feels heard and is acknoweldged.

We are very proud of our school council, with representatives from every class coming together to ensure that as a student body they have a say in what happens in the school and collectively make important decisions about how they want to make their school a better place. This provides a valuable model for future advocacy, with students able to take an active role in making their workplace the best it can be for them.

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HOW TO APPLY Parents can apply to Gesher School by completing an application form which can be found on our website.

This will be viewed by our admissions team along with any supporting documentation, and if suitable, children will be invited in for an observation. All children are met and assessed prior to admission to Gesher, with notable consideration given to their compatibility with the provision and existing cohort.

Places can either be privately funded or funded through the local authority.

The majority of our students either already have an Education, Health and Care Plan (EHCP), are in the process of obtaining one, or require advice and guidance on how to acquire one. For those seeking funding from their Local Authority to place their child at Gesher, we acknowledge that this process is often a long and difficult journey and we are happy to signpost families to relevant guidance, recommended legal advisers and potential financial support in moving your child to Gesher.

Scan the QR code, or visit https://gesherschool.com to find out more.