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Hiring: School Office Manager

5th January 2026Website Admin

Hiring: School Office Manager

Job Description

Post Title: School Office Manager

Salary: £35,500 – £40,500 FTE (depending on experience)

Contract: Term Time plus 3 weeks (flexible)

Hours: 37 hours per week

8am – 4.30pm Monday to Thursdays and

8am – 4pm Fridays (1pm in the winter months)

Reporting to: School Business Manager

Required for: Immediate start (subject to notice period)

Join our dynamic and supportive team at Gesher School as a School Office Manager. In this pivotal role, you will lead the administrative and HR functions that keep our school running smoothly, ensuring the best possible environment for both students and staff. If you are organised, proactive, and passionate about education, we want to hear from you!

Key Responsibilities:

Administrative Excellence: Manage the school’s MIS, coordinate communications, and ensure seamless daily operations.
Leadership & Team Management: Oversee front office operations and manage administrative staff.
HR Expertise: Maintain staff records, oversee recruitment processes, and ensure compliance with safeguarding protocols.
Finance Support: Assist with invoice management and financial procedures.

Administrative function:

To proactively manage the school’s primary email inbox.
To lead the management of staff and pupil information using the school’s MIS (Arbor).
To produce statistical information/data from the MIS as required, including for student attendance.
To liaise with parents for planned student absences and updating the MIS, and recording adhoc absences on a daily basis.
Liaise with the admissions officer to enrol new students and offroll student leavers, and advise the school business manager accordingly.
To work with the relevant coordinator to register new volunteers and work experience students who meet appropriate safeguarding standards.
To identify, update and create effective administrative processes as required.
To send correspondence to parents using the MIS at staff request.
Support key stakeholders including the Senior Leadership Team, Governors and PTC with adhoc administrative requests.

Front office function:

Support the finance assistant/receptionist with answering telephone, responding to face to face enquiries, liaising with staff, outside agencies and other visitors.
Supporting the transition of late arriving students from reception to classroom where necessary.
Ensuring school security arrangements are always complied with.
To liaise with parents regarding specific matters as required.
Co-ordinating arrangements for key stakeholder visits to the school by liaising with relevant staff, governors and trustees.
To monitor the stock levels and ordering of admin supplies.

Line management responsibilities:

To conduct line management meetings and appraisals with the finance assistant/receptionist.
To ensure that the finance assistant/receptionists’ standard of work is delivered to a high level.
To provide or source training for the finance assistant/receptionist.
To provide backup in their absence.

HR function:

To ensure that all staff records are maintained accurately and completely, in line with Ofsted standards.
To monitor staff attendance, including by tracking return to work reports, and reporting on attendance statistics to the School Business Manager periodically.
To manage the Single Central Record on CPOMS platform ensuring it is accurate and complete at all times, reporting to the School Business Manager and Safeguarding Governor.
To ensure that all agency and contractor staff have the relevant documentation in place prior to or on attendance at the school and alert relevant management to any concerns.
To process staff leavers by ensuring that relevant staff members complete all steps.
To support the School Business Manager and Headteacher with general HR advice.
To complete the statutory school census as required.

Recruitment responsibilities:

To liaise with relevant senior leaders at the start of the recruitment process to ensure that JDs meet school standards and vacancies are advertised appropriately.
To be the first point of contact for applicants for vacancies.
To work with the recruiting manager to coordinate interview schedules and assessments and invite candidates for these, ensuring Safer Recruitment guidelines are followed.
Preparing and issuing staff contracts and recruitment documents to successful candidates and feedback to unsuccessful candidates.
To carry out all pre-employment checks as per Safer Recruitment guidelines.
To ensure that relevant staff members complete new starter processes

Finance function:

To support the finance assistant/receptionist in monitoring the receipt of goods.
To upload invoices to the finance system for approval.
To identify missing invoices and chase suppliers for these.

General Responsibilities:

Be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, and report all concerns to the appropriate person.
Be aware of and support difference and ensure equal opportunities for all.
Be aware of the school’s responsibilities under the Data Protection Act ensuring that all administrative and financial processes comply with this.
Treat all information in strict confidence.
Contribute to the overall ethos/work/aims of the school.
Appreciate and support the role of other professionals.
Attend and participate in relevant meetings as required.
Participate in training and other learning activities and performance development as required.

This list is only an indication of the main tasks required to be performed. It is not an exhaustive list of duties and responsibilities and may be subject to amendments to take account of changing circumstances.

Gesher School reserves the right that you may be required to undertake such other duties and/or hours of work as may reasonably be required of you commensurate with your grade at your normal place of work.

Skills and experience you will need

Excellent spoken and written communication skills with all stakeholders.
Methodical, well-organised and able to work in a fast-paced environment, ensuring that deadlines are met.
Able to work proactively as part of a team and independently, maintaining a high standard of performance at all times, ensuring all work is accurate and complete.
Have the ability to analyse information and present this succinctly to relevant stakeholders.
Have excellent ICT skills
Have experience in HR and Finance functions (desirable).
Have experience in an education setting (desirable).
Be flexible and open to change.

Gesher is committed to Safeguarding all children and all applicants will be asked to make declarations regarding their criminal history prior to interview. The post will be subject to satisfactory safeguarding references and to an enhanced DBS check being received.

Gesher is an equal opportunities employer and welcomes applicants of both genders and all race, cultural, language and faith backgrounds. We do not discriminate on grounds of age, disability or sexual orientation.

This position offers fantastic opportunities to develop your skills within an innovative, supportive and collaborative team environment.

We can offer you:

A Competitive salary
Monthly well-being events and inset days
Regular social opportunities
Paid half day Friday closure in the winter months
Paid absence on Jewish holidays throughout the year

The role features relevant training, support and supervision alongside paid school holidays, dedicated administrative time and enhanced CPD opportunities. You will be a fully integrated and integral member of the whole school team. See us in action here:

https://vimeo.com/778499364

For further information, please visit www.gesherschool.com

To apply, please complete an application form that can be found here: https://gesherschool.com/about-us/join-our-team

Please, complete and return your application as soon as possible to [email protected]. CVs will not be accepted.

Interviews will be organised on a rolling basis. This ad may be withdrawn if a suitable candidate is identified.

Hiring: SEND Secondary Classroom Teaching Assistant

25th November 2025Website Admin

Hiring: SEND Secondary Classroom Teaching Assistant

Required for: ASAP

Hours and Pay: Monday-Friday, 8am-4pm, competitive salary.

We are looking for a highly motivated and dynamic individual for a Secondary Teaching Assistant role at Gesher. As a Teaching Assistant you will work collaboratively with teaching staff to deliver an inclusive, engaging, and nurturing educational experience rooted in our relational ethos and commitment to Project-Based Learning (PBL). You will support the holistic development of the individual pupil both in and outside the classroom, helping them grow as confident, independent learners and active members of the school community.

The post holder will:

Work under the instruction and guidance of teaching staff to implement agreed programmes of work with the individual pupil, in or out of the classroom
Provide care and support for the pupil, to ensure their safety and well-being
Encourage enjoyment, enthusiasm, and independence in learning
Contribute to the development of confident, caring pupils who show a sense of responsibility and pride in themselves and the school
Assist in the provision of a welcoming, stimulating environment
Assist in the smooth running of the school
Have access to a wide range of CPD across the school to support growth and self development which can be applied in classrooms

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.

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 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.

Autism Is Not Political – It’s Human

17th October 2025Website Admin

Autism Is Not Political – It’s Human

by Danielle Petar – Assistant Headteacher: Inclusion/SENDCo at Gesher

Like many people working in education and in the wider neurodiverse community, I was dismayed to hear recent comments by global political administrations linking autism to the use of Tylenol (paracetamol) during pregnancy. These claims have been strongly refuted by experts across the world.

Over the years, we’ve seen far too many myths about autism and other neurotypes such as ADHD—many of which have thankfully been debunked. But the persistence of misinformation is damaging. It undermines science, years of research, and, most importantly, the tireless work of the autistic community who have fought to break down stereotypes and have their voices heard.

Prominent autistic content creators spoke to Sky News after the claims went viral. Chelsea Webster, founder of The Autism Support Group, warned that such comments risk shifting the narrative around autism—from one of support and understanding to one that promotes fear and avoidance of diagnosis.

This is a dangerous path—one that views autism as something to “cure” or “eradicate.” As Ellie Middleton, autistic author and content creator, powerfully stated:

“I can’t take my autism out of me and have it fixed.”

Her words remind us that being autistic is not separate from who a person is—it’s how they think, feel, and process the world. It’s intrinsic to identity and should be recognised and valued, not “fixed” or “treated.”

This highlights the importance of understanding autism through the voices of those with lived experience. We should amplify autistic voices, not speak over them.

At Gesher, we hold that belief at the heart of everything we do. Our community—students, staff, families, and governors—celebrates the richness of neurodiversity. Every neurotype, whether neurotypical or neurodivergent, brings something valuable to our collective experience.

As part of our ongoing commitment to inclusion, all staff receive regular training throughout the year to deepen their understanding of neurodivergence. This training is delivered by people with lived experience—voices who can speak authentically about their strengths and needs. Whether through listening to our students, colleagues, or guest speakers, we ensure our learning is guided by those who truly know what it means to be neurodivergent.

This work extends to our students too. At Gesher, we support young people to understand who they are, find their voice, and advocate for themselves—first within school, and later as adults in the wider world.

So, what can we all do?

We can listen. We can learn. And we can give young people the tools and space to do the same—to be proud of who they are, to speak up for themselves, and to know we will always be their champions.

Ofsted rates Gesher School as Outstanding in every area for the third time

30th September 2025Website Admin

Pupils excel at this exceptional school.

We are thrilled to announce that Ofsted has for the third time rated us as Outstanding in every area. Inspectors highlighted that “pupils excel at this exceptional school,” acknowledging the highly personalised and holistic support we provide for our students. This achievement is a testament to the incredible dedication of our staff and the hard work of our students, as well as the strong relationships we foster with our parents and the wider community.

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

We’re proud that the report reflected our Project-Based Learning approach, stating that “most subjects are taught through well-considered projects that engage and excite the pupils”, and noting how our projects “offer real-world contexts and practical experiences, helping our students develop crucial language and communication skills”.

We believe every child deserves an outstanding school experience; a huge thank you goes out to everyone in our community who has supported us on this journey so we can make this happen.

Relationships, Belonging and a Network of Joy

26th July 2025Website Admin

Relationships, Belonging and a Network of Joy

Polly Ross

This is a story about a boy, his teacher, a wooden tree and a school full of love and learning. It reminds us that learning can and does happen anywhere and any way in a school when the culture is right.

Our School

Shefford Lower School is a large lower school in Central Bedfordshire with a significant SEND register. We don’t believe in an approach to SEND in which learners should either be in a specialist environment or a mainstream school. So, we have adapted our learning environment and teacher-student relationships to support a wholly inclusive mainstream specialist environment accessible to all young learners in our community.

We further believe that progress can take many different forms and that all children have an entitlement to leave us with every step, however small, recognised, captured and celebrated.

When I was young, my mother gave me a wooden Christmas tree. When I became a headteacher, with an office, I brought it into school where each December it was displayed, decorated and lit. By last summer it was looking tired and I kept reminding myself to throw it away.

Peter’s story (not his real name)

Peter is a young learner who receives a high level of adult support due to his complex needs. These include a significant speech delay, autism, social communication needs and self-care needs.

One day Peter came in because his Teaching Assistant wanted to mention something to me. As he waited, Peter saw the tree gathering dust on the top of a cupboard and gestured that he would like to see it. I had no idea that this would be the beginning of something magical!

Peter decorated this sad little tree, and then returned the next day, then each day, several times a day, beginning to talk as he did it, presenting it joyously to me and showing it to everyone along his way as he proudly walked it around the school en route to show his teacher.

He had found something in the school which brought him (and many others) joy. This tree was subsequently to become a powerful tool in his speech and language development. The creativity flowed and anything and everything became a potential decoration, from a kitchen spoon to flowers from the forest, bringing warmth and amusement to all.

After this had been going on for a month or two, someone suggested keeping the tree in Peter’s classroom as I may sometimes be in meetings,.This was until we realised that walking down to my office and saying hello was an important part of it!

The ritual continued. Peter’s confidence grew and his speech and language seemed to be coming on until one day he came in and said: “Hello Mrs Ross. Can I have the tree please?” A clearly enunciated sentence!

Reciprocal Joy

I started to take photos of this tree my mother had bought me and sent one to her to let her know it was not only still going strong but, in fact, supporting a child with additional needs to thoroughly enjoy his experience of school. My mother responded, telling me how beautiful it was, and so it continued. He would decorate a tree, show it to all around the school who would smile, share it with me and it would also make my mother’s day!

Just before his annual review I sent all the photos to his teaching assistant to share with his family at the meeting, following which she sent this reply:

Oh Polly, thank you for these pictures, they are really great. I will print them off for his review next week. He makes my day and fills it with joy every day–whether it’s through watching him carefully decorating his (your) beloved tree, some work he has done, learning he has remembered, or new vocabulary he has said to me. 🙂 Thank you for always being so supportive and welcoming when we come to see you. Helen

Educational Reflections

We realised, of course, that this had also been an exercise in relationships and belonging; Peter’s relationship with the TA and the pride she took in working with him and watching him grow. This, allied to the knowledge she developed about his interests through safe talk, had supported him to be successful. It has also facilitated relationships with other pupils and adults – and with me through his friendly visit each day.

This story is also about joy, which all learning should bring: the joy Peter brought to those around him in walking his tree through school; or that his TA gets from working creatively alongside him and making a difference; or that he brought to my office and many a meeting held there – and even the joy he brought to the lady, a retired art teacher, who had once given her daughter a small wooden tree.

Polly Ross is Headteacher at Shefford Lower School in Bedfordshire.

Professional Prompts

In the ‘Welcome’ editorial, we said that relationships and belonging would be two of the sub-themes of this How does Polly Ross’s piece illustrate these themes?

What are ways that students’ beliefs, interests and passions can be incorporated into the school context?

How can school leaders be more engaged and connected to students on a regular basis?

Hiring: Jewish Studies Role – Teacher or TA to Teaching Route

22nd July 2025Website Admin

Jewish Studies Role – Teacher or TA to Teaching Route

(KS2/KS3 teaching/support within a creative and amended curriculum)

Part-time with flexible working hours

Required for: ASAP

Working Days: Monday- Friday

Pay is based on experience: MPS for qualified teachers, UQT for unqualified teachers and TA salary based on roles and responsibilities.

Gesher School is a unique all-through school that provides a specialist, meaningful, and functional learning environment for young people with special educational needs. These needs include language, communication, and social-pragmatic difficulties. We specialise in autism spectrum challenges (ASC).

The Gesher approach is warm, friendly, and nurturing. Emotional health and resilience, as well as developing young people’s independence and learning, are at the core of our vision.

To deliver and achieve these outcomes, we want to add a confident, enthusiastic and highly motivated Jewish Studies KS2/KS3 educator to join our expanding team at Gesher as a teacher and/or teaching support. This post would suit a passionate, dynamic and adaptable individual who ideally has experience teaching and leading within a SEND environment.

This post would suit someone passionate about creating meaningful personalised learning that meets all individual needs and interests. The right candidate would be open to working within a transdisciplinary team, including teachers, therapists, teaching assistants, parents, and carers.

It would be desirable for the candidate to have experience designing/delivering interactive learning opportunities that focus on engaging students and connecting them with their faith. In addition, the candidate would need to be an upstanding role model of positive morals and values to help the students build confidence in their sense of self and become builders of meaningful relationships.

This position offers fantastic opportunities to develop your skills as a practitioner within an innovative, supportive and collaborative team environment.

We can offer you the following:

Paid half day Friday closure in the winter months
12 weeks paid holidays plus paid extra Jewish holidays throughout the year
Monthly well-being events and inset days
Additional days off awarded following long service
Protected time for planning and preparation
Regular social opportunities
A Competitive salary

You will be a fully integrated and integral member of the whole school team. See us in action here: https://vimeo.com/407682934/a9a6af1bc8 and http://gesherschool.com

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.

For further information, please visit www.gesherschool.com.

Please email [email protected] for an application form and any further information.

Interviews will be organised on a rolling basis. This ad may be withdrawn if a suitable candidate is identified.

Gesher School is committed to safeguarding young people and staff. Successful candidates will be subject to an enhanced DBS check.

The Post Holder Will:

be passionate and secure in their Jewish knowledge and confident with differentiating and personalising Jewish learning

be comfortable supporting or developing skills to plan and deliver high quality hands on learning within a supportive team environment

be comfortable with reading, writing, speaking and teaching basic Hebrew

be a proven, successful team player with excellent motivational and interpersonal skills

Main Areas of Duties and Responsibilities

To work within a team to deliver high quality Jewish Studies learning across KS2 & KS3
To promote the Jewish ethos, values and middot throughout the school and be a personal and professional role model for our students
Planning and supporting the implementation of Enrichment Days (school celebration of festivals), Tefillah throughout the school day and Shabbat/Havdallah/Chagim assemblies
To support children with their Hebrew Reading.
To work alongside the teaching and learning team to accelerate pupil progress and raise attainment
To support teachers with building cross curricular links, embedding Jewish learning within the projects.
To support the implementation of the B’nei Mitzvah program at Gesher.
To engage in performance management and attend training and meetings as part of professional development.
To keep informed of the latest Jewish Education trends and implement appropriate strategies/schemes through training staff.
To develop established and new partnerships beyond the school to support curriculum learning and development within the Jewish Community.
To liaise with parents and support them in their child’s Jewish education
To carry out responsibilities/duties with regard to Equal Opportunities, Safeguarding and Health and Safety Policies.

For further information, please visit www.gesherschool.com.

To apply, please complete an application form that can be found here: https://gesherschool.com/about-us/join-our-team/.

Please, complete and return your application 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.

Gesher School is committed to safeguarding young people and staff. Successful candidates will be subject to an enhanced DBS check.

STUDENT MOVIE: Rise of the NutKing

19th May 2025Website Admin

Anaphylaxis Awareness Week 2025 in the UK takes place on 1st June to 7th June. This annual event focuses on educating the public about anaphylaxis, a severe allergic reaction, and provides support to those living with severe allergies. One such person who has experienced this first hand is our School Council Secretary, Liam. Following an anaphylaxis episode a couple of year ago, he had significant anxiety around the potential of a repeat incident, and felt a loss of freedom and independence in his day to day life.

To support with this, our school dramatherapist worked with Liam to process these feelings creatively. This long-term piece of work resulted in a short film called “Rise of the NutKing” that explores Liam’s experience of living with a nut allergy in a creative and metaphorical way. Liam had the following to say about his own real-life experiences:

“Anaphylaxis is nothing to joke about – people die every day as a result of severe allergy symptoms. However, we can stop this by helping raise awareness, and to help people afford the essentials to avoid the devastating impact of anaphylaxis. I hope my film educates in a way that revokes some of the fear that some people living with allergies may have, and makes it easy to understand in a fun way. Please share this movie with friends and family to teach more people about the dangers of allergens and how to deal with them.”

For more information on how to support individuals with significant allergies, please visit https://www.anaphylaxis.org.uk/.

Link to the Movie “Rise of the Nutking” Nutking Video

from Gesher School on Vimeo.

Hiring: Jewish Studies Teaching or Support Role

25th April 2025Website Admin

Jewish Studies Teaching or Support Role

(KS2/KS3 teaching/support within a creative and amended curriculum)

Part-time (2 days equivalent with the potential of more days depending on the candidate)

Required for: ASAP

Working Days: Monday- Thursday (the equivalent of 2 days within)

Pay is based on experience: MPS for qualified teachers, UQT for unqualified teachers and Support salary based on roles and responsibilities.

The Gesher approach is warm, friendly, and nurturing. Emotional health and resilience, as well as developing young people’s independence and learning, are at the core of our vision.

This position offers fantastic opportunities to develop your skills as a practitioner within an innovative, supportive and collaborative team environment.

We can offer you the following:

Paid half day Friday closure in the winter months
12 weeks paid holidays plus paid extra Jewish holidays throughout the year
Monthly well-being events and inset days
Additional days off awarded following long service
Protected time for planning and preparation
Regular social opportunities
A Competitive salary

You will be a fully integrated and integral member of the whole school team. See us in action here: https://vimeo.com/407682934/a9a6af1bc8 and http://gesherschool.com

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.

For further information, please visit www.gesherschool.com.

Please email [email protected] for an application form and any further information.

Interviews will be organised on a rolling basis. This ad may be withdrawn if a suitable candidate is identified.

Gesher School is committed to safeguarding young people and staff. Successful candidates will be subject to an enhanced DBS check.

The Post Holder Will:

be passionate and secure in their Jewish knowledge and confident with differentiating and personalising Jewish learning

be comfortable planning and delivering high quality hands on learning within a supportive team environment

be comfortable with reading, writing, speaking and teaching Hebrew

be a proven, successful team player with excellent motivational and interpersonal skills

Main Areas of Duties and Responsibilities

To work within a team to deliver high quality Jewish Studies learning across KS2 & KS3

To promote the Jewish ethos, values and middot throughout the school and be a personal and professional role model for our students

Planning and supporting the implementation of Enrichment Days (school celebration of festivals), Tefillah throughout the school day and Shabbat/Havdallah/Chagim assemblies

To support children with their Hebrew Reading.

To work alongside the teaching and learning team to accelerate pupil progress and raise attainment

To support teachers with building cross curricular links, embedding Jewish learning within the projects.

To support the implementation of the B’nei Mitzvah program at Gesher.

To engage in performance management and attend training and meetings as part of professional development.

To keep informed of the latest Jewish Education trends and implement appropriate strategies/schemes through training staff.
To develop established and new partnerships beyond the school to support curriculum learning and development within the Jewish Community.

To liaise with parents and support them in their child’s Jewish education

To carry out responsibilities/duties with regard to Equal Opportunities, Safeguarding and Health and Safety Policies.

For further information, please visit www.gesherschool.com.

To apply, please complete an application form that can be found here: https://gesherschool.com/about-us/join-our-team/.

Please complete and return your application 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.

Gesher School is committed to safeguarding young people and staff. Successful candidates will be subject to an enhanced DBS check.

Maccabi Fun Run

10th May 2024Website Admin

The PTC are going to be hosting a Gesher stand at this year’s Maccabi Fun Run, they are also wanting runners or walkers to raise funds for Gesher by taking part. Please see the attached poster with details of how to sign up.

The Community’s largest event returns on Sunday 23rd June! This year, Maccabi GB recognises the community’s strong urge to unite, celebrate, and show support for Israel. Get ready for an immersive Israeli experience with authentic cuisine, vibrant music, a blue-and-white celebration and so much more! While adding new festivities, we’re keeping the beloved elements of the Community Fun Run including the 1km, 5km and 10km runs, charity fair and Israel-themed family fun zone.

Join us for the Maccabi GB Community Fun Run & Israel Festival, and help us build a vibrant celebration that unites our community whilst participating and raising funds for your chosen charity.

Purim & Gesher’s Annual Staff Music Video!!

28th March 2024Website Admin

Last week was filled with joy as we celebrated Purim with parents, grandparents, and Gesher volunteers! From dressing up to delicious treats, our Enrichment morning was brilliant. Students enjoyed making Hamantaschens (triangular cookies with jam or chocolate inside) and Mishloach Manot (Food packages for friends), crafting puppets and masks, and we even had a petting zoo visit! As a lot of you know, part of Gesher’s tradition is our annual staff Purim video, featuring a hilarious mashup of songs from The Greatest Showman which you can watch below. We hope you all had a wonderful celebration!

Purim 2024: The Greatest Showman Staff Video from Gesher School on Vimeo.