Read the latest Gesher Gazette below! Please click on the link below to view the video links.
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We looking for dedicated and experienced minibus drivers to transport our students to weekly swim sessions and ad-hoc outings. As a driver, you will play a vital role in ensuring the safety and wellbeing of our students, while also providing a friendly and comfortable transportation experience.
By volunteering, you will be providing our students with a unique opportunity to attend invaluable swimming sessions that will contribute significantly to their development. Our curriculum includes a variety of trips throughout the year, and we rely on volunteers to help us transport students to venues that are not easily accessible by public transport.
Driving our minibus will be a rewarding experience that enables you to make a meaningful impact on our students’ education and personal growth.
What are we looking for?
- You will need to have the D1 entitlement on your driving licence and be over the age of 21.
- Previous experience driving a minibus is advantageous.
- A desire to work with neurodivergent young people
What training will I get?
You will receive a full induction on the vehicle you will be driving.
The school team will provide you with an understanding of the strengths and needs of our students.
What should I do if I’m interested?
If you are interested in volunteering for this role or would like some more information, please email [email protected]
Resilience
/rɪˈzɪlɪəns/
noun
1. the capacity to withstand or to recover quickly from difficulties; toughness.
the remarkable resilience of so many institutions
2. the ability of a substance or object to spring back into shape; elasticity.
nylon is excellent in wearability and resilience
Resilience is a process of moving through difficult or traumatic experiences and adapting and growing. Resilience can be cultivated in individuals and strengthened. For some people it can be challenging to identify positive aspects of themselves, and as such, the metaphor of resilience in nature could be a useful emotional bridge helping ourselves realise the ways in which we are already resilient.
The Art Process: Absorbing Strength & Finding Meaning
Look at some of these images below for a minute or two and ask yourself:
- What do these images have in common?
- Do they remind you of anything?
- Have you ever seen nature like this yourself?
- Is there one image that you find yourself particularly drawn to and why?
- How did these (flowers, trees, rocks) have to adapt in order to survive?
After thinking about these questions, you may want to think about the ways in which you are resilient yourself.
I invite you to draw or come up with an image from nature that represents your personal resilience, which is a symbolic self-portrait, using nature for inspiration.
Using nature as a metaphor may help to create deep personal meaning, to feel acknowledged for our struggles as well as our inner strength.
Reference:
Required for: September 2024
Hours and Pay: Monday-Friday, 8am-4pm, competitive salary.
Gesher School is a unique all-through school providing a specialist, meaningful and functional learning environment for young people with special educational needs. This includes language, communication and social pragmatic difficulties. We have a specialism in autism spectrum challenges (ASC).
Young people are at the heart of Gesher School, where we foster a sense of belonging and community. Our school offers a happy, safe, friendly, and stimulating environment in which young people are supported to learn, interact and have fun. We believe that all young people have the potential to achieve, but that every child is individual and requires a tailored, young person-centred approach to learning.
The Gesher approach is warm, friendly and nurturing. Emotional health and resilience, developing young people’s independence and learning, is at the core of our vision.
At Gesher we provide:
- Opportunities that enable young people to thrive as we want our children to be ambitious about achieving their full potential
- A collaborative learning team around every young person to support each young person’s learning needs and maximise meaningful learning opportunities
- A therapeutic team that works together with families to nurture and support young people’s emotional, social, and academic development
- A partnership with families to improve the lives and life chances of young people with SEND by ensuring that they are healthy, stay safe, enjoy and achieve, make a positive contribution, and experience the wider community
Being part of our learning community, you will be able to use your creativity and shape the way our school provides excellent learning opportunities for our young people.
As a member of our team, you will:
- Join an innovative learning community with ambitious practices. Not only do we want to have an impact on the young people in our school, we also want to help shape the future of special education nationally and internationally.
- Join a committed community of staff and parents and wider supporters.
- Be supported to become the best you can be. We believe in valuing all our staff and therefore take professional development very seriously. In return for their high level of commitment to enabling our young people to reach the best outcomes, we will provide our staff with excellent opportunities for growth and development.
- Always be supported in terms of your leadership and you will be able to take on responsibilities in various areas of school life.
- Have access to a network of forward-thinking practitioners (Big Education, Rethinking Assessment, XP, etc.) via other members of our team.
For further information, please visit www.gesherschool.com.
To apply, please complete an application which can be found here.
Please, complete and return your application by May 16th to [email protected]. CVs will not be accepted.
Interviews will be organised on a rolling basis. This ad may be withdrawn as a suitable candidate is identified.
Diversity is a core value of Gesher School. We believe the power of diversity enriches all of us by exposing us to a range of ways to understand and engage with the world, identify challenges, and to discover, design and deliver solutions. As such, we actively encourage people from a variety of backgrounds to apply for roles at our school.
Gesher School is committed to safeguarding young people and staff. Successful candidates will be subject to an enhanced DBS check.
On Purim, and as a prelude to our Careers week, Gesher staff inspired our students to ‘Reach for the stars!’ Enjoy watching!
Gesher’s World Book Day celebration was a resounding success, with a host of educational activities aimed at fostering a love of reading among students. The day’s highlight was ‘The Big Write,’ a collaborative story-writing exercise where each class contributed a part to create a whole-school story. The students’ enthusiasm and creativity shone through as they worked together to weave a compelling tale.
In the afternoon, the classrooms were transformed into magical worlds inspired by some of the best books, allowing students to immerse themselves in their favourite literary worlds while learning at the same time. This thematic approach to learning provided an engaging and exciting experience for the students, who left the day feeling motivated and inspired to continue reading and learning.
Rimon class celebrated by exploring the theme of Charlie and the Chocolate Factory! They even made a video tasting different kinds of chocolate to see which ones were their favourites. It was a sweet way to honour the importance of reading and the joy of books.
The celebration of World Book Day highlighted the transformative power of books in transporting us to new worlds, sparking our imaginations, and broadening our perspectives. From classic literature to modern-day bestsellers, books have the ability to inspire, entertain, and educate us. By reminding students of the magic of storytelling, we were able to emphasise the incredible impact that books can have on our lives.
Overall, World Book Day was a great success, fostering a love of reading and inspiring students to continue exploring the wonders of literature.
The Big Write – by Gesher School
Once upon a time, in a land far far away a superhero went swimming in a pool. Then she flew back home to eat an apple. After, she went to the beach to go swimming. She was feeling happy. Later, she went to the jungle and met a bear. She took carrots and ice cream to the jungle and ate them there. Later the superhero went to Westminster Abbey by the Jubilee Line. She sat on a chair with lights all around her and met King Charles.
She took the train to see her daddy, who lives in the scary jungle. On her way, she saw a fox. He was busy eating a burger. He was soft and he was as wide as a train! He was as long as a snake. She was visiting her daddy because she hadn’t seen him in a long time… and she had something important to tell him…
Jonny the Rabbit, the SUPERVILLAN was coming to steal his bedroom and EAT HIM! This made her feel sad. But she had to save her daddy.
She needed help, so she called her friend Jack who was another superhero. He had lots of powers, including speed, fireballs, lighting, super strength, and ice blast!
He teleported onto the train – BANG! She was shocked, but she said “I am so happy you are here. Now help me!” “I can help you but we have to be quick because I don’t have much time. I am a very busy person and I have to go to Dominos for pizza later!” The superhero girl, who was called Anna, said “But I really need help or my dad will be eaten by a supervillain rabbit! Do you really choose pizza over my dad?”
Anna and Jack realised they needed a plan to help Anna’s dad. They needed rope, carrots, and a giant trap. Jack compromised and said he could help if they got Dominos delivered so he could eat pizza while he helped. Anna agreed and they super-blasted to her dad’s house. When they got there, her dad was shouting for help. Anna and Jack told him they were there to help. They were both nervous but Jack was too busy being hungry and thinking about his pizza.
Anna turned to Jack and said, “order the pizza, I’ll start the fight then set up the trap. I’ll have a pizza with olives and…” “Sure, but please hurry, I’m hungry”, said Jack. “I’ll have extra cheese,” Anna exclaimed as she ran towards the house. She heard her dad screaming inside for help. “Ahhh, help the bunny is attacking me with a carrot sword. He’s about to hit my head!” screamed Anna’s dad. Anna slowly entered the house and started creeping up the stairs to her father’s master bedroom. She opened the double doors gently and saw the seemingly cute, adorable bunny trying to kill her father. Anna instantly felt anxious, worried and filled with fear. She started thinking: I’ve got to save my dad, or else… I need to get that bunny outside into Jack’s trap. Maybe with lots of carrots. But how?
Anna came up with a plan whilst eating her scrumptious Dominos. She dug a hole so deep and gigantic that the rabbit would never be able to escape. She took the carrots and placed them on the floor and started to walk over to get the job done. Anna decided she was going to karate-kick the bunny in the face. She kicked as high as the sky and the rabbit went flying. After this, Anna began to impersonate the rabbit by hopping quickly. The bunny soon noticed the long trail of neon orange carrots and frantically hopped over. The rabbit couldn’t stop in time and fell into the hole – SPLAT!
The rabbit fell hard onto the brown mud and soil. He was slightly wounded and he hurt his leg. He wanted to trick Anna and her dad, James, so that he could carry out the mission and kill him. He decided to fake his own death. He screamed as loud as a fart for 30 seconds to deceive the superheroes. After a short while, the screams stopped and the rabbit was not moving. Anna and her dad sighed in relief and jumped for joy as they thought the evil rabbit was dead. They skipped away merrily.
Everyone went to the kitchen and they met two new superheroes. One was a superhero who wore blue and red and the other one was a superhero who wore yellow. The blue and red superhero was feeling sick and the yellow superhero was feeling sick too. They had to go to the doctor which was in Waterloo. The doctor used temperatures and a thermometer to make them better. When they were feeling better the superheroes went climbing. Then they felt happy.
In this project, Year 8 learned about the importance of diversity and then applied this knowledge to create their own comic books about discrimination. Students developed their characters and storyline in English lessons and used their Art lessons to explore different comic book styles.
Once the comic books were finished they had their very own book signing where they sold signed copies of their brand-new comic books to parents, teachers and fellow students.
As part of the project, the students also visited Watford Football Club to find out more about how discrimination can effect professional sport.
Teachers’s Reflections
- This was a meaningful project for our students and their awareness of discrimination and diversity broadened enormously.
- Next time, it would be good to explore other software options and some of the students found the app we used to be a bit limiting.
Students’ Reflections
This project taught me that it is good that we are all different and we should still treat everyone in a good way.
Read the latest Gesher Gazette below! Please click on the link below to view the video links.
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Hey everyone!
Just wanted to give you all a quick update about the Gesher School Open Day that was supposed to be happening in March. Unfortunately, we’ve had to postpone it until October for some unforeseen reasons. We know some of you were looking forward to it, but we hope you can bear with us on this one.
The good news is that we’re still going to have an amazing Open Day in October and we’re going to make sure it’s even better than we originally planned. We’re excited to show you what Gesher School has to offer and we hope to see you all there!
Thanks for your understanding and we’ll keep you posted on the details for the October event.
Cheers,
The Gesher School Team
Read the latest Gesher Gazette below! Please click on the link below to view the video links.
Click on the link below to view the latest Gesher Gazette:
