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The Bridge

Paving the Way: How to Survive Year 7 Project

28th September 2022Website Admin

This term, Keren embarked on a reflective journey about their time in year 7.

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This allowed them to explore their favourite memories, trips and lessons, as well as any tips and advice they have learnt. They created an ebook that includes these highlights and interviewed key staff members about working in secondary. This allowed them to focus on their interview skills as well as their ICT skills.

Teacher’s Reflection

“I really enjoyed watching the students think honestly about the advice that they would pass on as it showed what they have learned this year. It was also lovely to hear their personal highlights and know that the trips and projects were fun and exciting.

The most challenging thing was constructing the e-book into a format that looks professional. We wanted the information to be organised into sections as opposed to just being on the page. Trying to teach the students to place pictures in an orderly manner was a challenge.

Next time, I would perhaps prepare an e-book format prior and have the students place the information in. This is so that it achieves the intended look. The launch was a fun success as the students had a survival challenge where they had to survive on a desert island.”

— Bethany Rentall

Student Reflection

“I enjoyed thinking about my year. I liked creating my e-book and doing my vlog. I learnt how to do more things on the computer like how to create a movie!”

– Liam

“I enjoyed finding images to add to my survival guide. I learnt how to plan a day of lessons and interview people professionally.”

– Rafael

“The project taught me that confidence is vital!”

– Shamai

“I learnt how to give good advice.”

– Reuben

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Project Cards,The Bridge

Siddur Lakol – an inclusive prayer book

13th July 2022Ali Durban

By Sarah Sultman, Co-Founder Gesher School.

Chagigat Siddur is very much a right of passage in our Jewish community schools, a junior coming of age experience where children receive their first siddur or prayer book.

I can remember my own in 1984, aged eight, decorating my blue Singer’s siddur with watermelon stickers and pieces of felt. I can remember my daughters’ and the colourful shiny wrapping paper we selected together to cover their new siddur.

This ceremony has always been a part of the school year to mark the point in a child’s life when having learnt tefilot – how to pray – in the classroom, they are given their own siddur. It is a statement from the older generation of teachers and parents to the pupils that says: ‘Your prayers are yours and relevant to you, G-d is there for you for you to have a relationship with, and so now you have reached an age when it is yours to own’.

I still, to this day, have my Singer’s siddur with the watermelon.

A siddur for everyone

For many of our children at Gesher, accessing the text of the siddur is not possible. In school, we use a ‘picture exchange communication system’ with ‘widgets’ – or pictorial symbols – instead of text to help pupils understand what’s being asked of them and for them to express what they’d like to do or say.

And so last month, Gesher staff and pupils were delighted to welcome the Chief Rabbi for a very special Chagigat Siddur where we shared a new Siddur Lakol, meaning ‘Siddur for Everyone’.

The first prayer book of its kind for any faith, the Siddur Lakol is thoughtful, inclusive and designed with careful colours, easy-to-read font sizes and Hebrew transliterated into English so that anyone can follow spoken Hebrew prayer.

Importantly, and uniquely, the whole siddur has been fully translated into widgets so children can fully understand their dialogue with G-d through prayer.

Making prayers accessible to all

The Siddur Lakol comes from an unprecedented collaboration of community organisations including Gesher that want to make tefillah – prayers – accessible to all.

What is beautiful about Siddur Lakol is that it is not just aimed at those with learning difficulties but all mainstream children can use it. In conversations with the United Synagogue who commissioned this new version for their shuls – synagogues – and schools, we talked about how wonderful it would be if all young children started with this siddur. That way, as the majority grow up and no longer need it, they will have received their first education in an inclusive way that supports them to be more thoughtful children and adults.

For those with learning needs, it is the first time they will have a dedicated prayer book that they can access and engage with. And, as a friend said to me, “What about all the people who come to shul sporadically, cannot read Hebrew and have no clue what is being said?” – perhaps they too could dip into Siddur Lakol and find that a service begins to hold more meaning for them too.

Prayer provides routine and structure. It is personal, it can be meditative and reflective, it can be joyful and uplifting and it can be comforting. It would be wonderful if Siddur Lakol might inspire other faith-based communities to think about their own prayer books and resources to be more inclusive to all.

My hope is that the pupils at Gesher treasure their siddur the same way I did mine and that all of their prayers be listened to and answered.

Article,Faith & Values,The Bridge

The SEND system needs urgent investment, now more than ever

By Ali Durban13th July 2022

By Ali Durban, Co-Founder Gesher School.

The system is failing on every measure. We desperately need an education reset now more than ever.

These were the findings of the Times Education Commission from 15 June, which brought together business leaders and educators to discuss the reforms needed to create a system fit for the 21st century. The report’s conclusions reached across the education sector and, for me, resonated with my experience of the current SEND system.

One of my children is differently-able and as a family, me, my husband and all my children have experienced huge amounts of pain navigating the SEND system, which isn’t designed to support you, even though it pretends it is. It was a very difficult and all-consuming time. You are constantly fighting, and the emotion of navigating the education system is horrific. I call them my dark years.

Our journey is multiplied across thousands of schools and families.

Poorly resourced and inefficient there is a huge scarcity of high-quality provision in the UK. This means that children with SEND typically exist in – and fall through – the cracks of an education system which should be nurturing, fostering and developing them. Instead it is doing deep and sometimes irreparable damage to them.

These experiences were the catalyst for the creation of Gesher – my contribution to fixing a system which is complicated and complex and, simply put, is in crisis.

Over the last couple of years I have received countless calls from desperate parents of children with SEND, who have somehow managed to get my phone number. Each call is a different story full of immense pain. A child aged six on antidepressants and self-harming, a mother counting the days since the last day her child tried to take their life – 111 days today. A child who can’t leave their bedroom because of crippling anxiety and OCD. Another child being home-schooled because of a deep rooted school trauma. The calls never stop coming.

‘Deeply concerning’ proposals

When the Government finally released a long-awaited Green Paper on SEND with the promise of ‘access to an equal and excellent education, for each and every child and young person with SEND’, there was a sense of hope for system transformation and the possibility of something better for thousands of invisible children and young people.
However the wording in the Green Paper is ambiguous and highly misleading. Language such as national standards, mediation and accountability conjure up images of a robust system with a framework designed to place the child and their needs at the centre of the system.

There are a number of deeply concerning proposals in the paper which, if legislated, would overhaul the 2014 Children and Families Act. It will affect the rights and entitlements of children and young people to access special educational provision and make it even more difficult for parents and carers to have their children’s needs identified and access to specialist provision being specified and quantified. This is to reduce cost and spend rather than meeting the needs and removing barriers to learning for some of the most vulnerable children in our society. The outcomes in life of children with SEND are significantly poorer than those of their peers. And when picked up later in life the loss of earnings and cost of care to the system is £32billion annually. More than cancer, strokes and heart disease combined. And this is just for Autism alone.

The SEND system needs urgent investment now more than ever.

The ÂŁ70million promise from the government that sits alongside the green paper is highly misleading. It is to implement the proposed system changes and not for frontline services. To put it into perspective it is one-eighth of the funding provided to implement the 2014 SEND reforms. Enquiry after enquiry has found that these reforms failed because they were poorly implemented due to a lack of funding.

Shaping the SEND provision we want and need

We have long-awaited the chance to shape the SEND provision we want and need, and rather than rewriting legislation, we need to focus on the unmet needs of thousands of children and young people:

Some of my key recommendations would be:

  • No additional mediation process as part of the EHCP process.
  • An independent panel that holds Local Authorities to account.
  • A formal review of EHCP time-scales.
  • No national list of schools, but instead a continued and expanded local offer that is not based on cost or an agreement to Section 41. But quality and successful outcomes for Children and Young People.
  • An amendment of legislation to the Children and Families Act so that SEND support is mandatory.
  • An accountability framework that sits alongside, and supports, the 2014 Children and Families Act.
  • A national standard for statutory assessments.
  • Greater allocation of funding for frontline services.

We should not be mediating on the rights of children and young people.

According to Children and Families Minister MP Will Quince there have only been several hundred responses to the Green Paper to date.

The consultation is open until 22 July.

If you need to check your thinking to respond Special Needs Jungle have prepared some resources and answers.

Please be bold and amplify your voice on behalf of the unmet needs of those who often remain invisible and marginalised by the system.

Article,The Bridge

Gaming and Wellbeing Project

10th July 2022Website Admin

This term, the enthusiasm for learning through projects continued. Students Focused on lines and angles and explored how these are used in everyday life. Our big question was: How can we use lines and angles to support recreation and wellbeing?

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In this term’s project, students used lines and angles to create their own game. The latest research by Oxford University conducted in 2020 shows that playing games can help to improve our mental health and wellbeing. Students, therefore, had an ‘Inter-school Wellbeing” Game-a-Thon. We invited another school within our community to join us for a wellbeing morning where students played the games that they had created. This provided a fantastic opportunity for Keren to socialise with peers outside of their immediate school community and continue to develop their skills of self-advocacy and confidence in oracy. Our therapy team was also integral to this term’s project as students worked on their social skills and learnt how to use various equipment such as rulers, compasses and protractors correctly.

Teacher’s Reflection

“The best thing about this project was seeing the progress and development of students’ fine motor skills as they learnt how to use a protractor and ruler. The students grew immensely in confidence and became more willing to take risks in their projects.

The most challenging aspect of this project was perhaps the most rewarding as students initially struggled with using the correct equipment. Some students felt frustrated throughout the process but were resilient enough to keep going. I spent lots of time teaching students how to hold a ruler and compass correctly. The result, despite the challenge, was amazing to see!” – Nikeisha Webb-Hardy

Student Reflection

“This project taught me to expand my imagination.”

– Stephen

“I enjoyed playing games and getting to meet new people. The highlight was when the students from the other school came in.”

– Rafael

“The highlight of the project was designing the game, even though it was hard.”

– Poppy

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Project Cards,The Bridge

SEND Green Paper Round Table

9th July 2022Ali Durban

The SEND Green Paper was commissioned in November 2019 and stemmed from the SEND review, which examined why the legislation in the Children and Families Act in the 2014 hasn’t worked as it was intended it to.

There was not enough funding in the system to deliver what was set out and as a result too many children and young people are not receiving the support they should.

Problems with the SEND Green paper

Rather than prioritising the unmet needs of thousands of children and young people, the Green Paper is trying to reduce cost and the number of tribunals by making it even harder to for families and carers to access support.

The priorities in the Green Paper are completely wrong and there seems to be a real disconnect between the proposal in the paper versus the realities of a hugely challenging and complex system that families and carers face trying to access support and provision for their child.

Why we recorded a round table

We need as many people as possible to be aware of the proposed changes and respond. We held a round table to discuss the issues, and we hope you will find it useful when formulating your own responses.

We’ve divided the recording up by topic: introduction to the green paper, national standards, the ‘list of schools’, mandatory mediation, accountability and how to respond.

Taking part were

  • Adam Friel – Partner and Head of Education Geldards Law
  • Salise Dourmash – Senior Asscociate, Geldards Law
  • Dr Carrie Grant, MBE, Broadcaster, Vocal and Leadership Coach and Campaigner
  • Ali Durban, Co-Founder Gesher School
  • Charlotte Hadfield, Barrister, Head of Education, 3PB

Introduction

Who we are and why the green paper has come out.

National Standards

The proposal to create a standard that everyone needs to fit into to access support and provision.

List of Schools

The government wants to try have list of select schools that parents will be forced to choose from for their child.

Mandatory Mediation

The proposal for a legal requirement to go through mediation when trying to secure an EHCP.

Accountability

Local authorities often behave unlawfully – who will hold them to account in these new proposals?

How to respond

The language in the questionnaire is intimidating and inaccessible – our thoughts on how best to respond.

Article,The Bridge,Video

Plants Project

14th June 2022Website Admin

This term, Zayit and Seorah started working on their first project ‘Plants’, and focused on learning related to the big question: ‘What makes a good garden?’ 

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We started our project with an exciting launch week to introduce the topic. We explored the plants within our school and local park, participated in sensory experiences with nature and created art using natural materials. We also began learning songs for our exhibition day and visited a beautiful garden to get inspiration for our own garden project. Throughout the course of the term, we developed our art and design skills as we designed our own gardens for the playground. We visited a plant nursery to choose and buy plants for our garden and grow our own plants from a seed. We also learnt about different types of plants, parts of a plant and plant life cycles which supported us in caring for our new gardens. At the conclusion of our project, we hosted the first-ever ‘Gesher Garden Show’, where we invited our parents and families to visit for an afternoon. This gave us the opportunity to show off our amazing gardens, perform our show, create refreshments with herbs we grew and share our project work.

Teacher’s Reflection

“We think this was a really successful project as the pupils really retained the knowledge, seemed to really enjoy learning about the topic and were invested in maintaining the garden by watering and decorating it with artwork and wood chips. Our favourite thing about this project was our seed planting video and it still brings us to tears every time we watch it as we are so proud of the children’s performances. Next time we would integrate more technology into the project through the children being involved and creating their seesaws, and continuing to develop their feedback cycle. Sharing our Gesher party show with our parents and the school community was a huge highlight of the project and the children were so enthusiastic to share their garden project with everyone.” – Katie McEnallay and Leigh Kennedy

“My favourite thing was the children working together on all of the steps from designing the garden, shopping, preparing and planting and caring for the plants. There was lots of lovely teamwork and opportunities for the children to be involved with support as they needed.” – Leigh Kennedy

Student Reflection

“I thought the project was amazing and really fun. The highlight of the project was going on a trip, going to the gardening shop and when we gave the lady money for the plants. The project taught me how to plant a seed – and I can do teamwork.”

– Poppy

“I thought the project was fun. The highlight of the project was the Gesher Garden Show with mum, dad and my baby sister and going to Church Gardens.”

– Dylan

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Project Cards,The Bridge

Out in the Wild Project

14th June 2022Website Admin

This term Gefen were so excited to start their first PBL project. They looked at the theme of ʻOut in the Wildʌ and answered the big question ʻHow Would You Survive Out in the Wild?ʌ 

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To answer this question they looked at survival skills such as navigation skills. As part of our launch week, the students took part in forest school activities and learned how to create a den, make tools out of wood and cook in the wild. In literacy, they studied the text about Katie Morag who lives on a remote island in Scotland and looked at what it is like to live on a remote island in Scotland. They also looked at different cultures such as nomads and found out how they survive in the wild. By the end of the project, the children were able to create their own models which showed how to survive in the wild and they could all explain why they had included different sections of their mini ‘Out in the Wild’ world.

Teacher’s Reflection

“I think that Gefen’s first project went well. The children seemed to enjoy the activities and were all able to learn different survival skills and knowledge about how you can survive in the wild. It was great to see them develop from first gaining knowledge to being able to share and present their knowledge during the final exhibition. The forest school trip was a great launch activity as it gave the children first-hand knowledge on how to survive in the wild and taught them basic skills.

They enjoyed the trip, however, I feel that some of them could have benefitted from a longer session to learn more survival skills. I feel that the exhibition went well but that it would have been nice to have invited the parents and hopefully that will be possible for our next project. I would also like to incorporate more IT into the next project – e.g. Different video and picture apps for the children.

What was the best thing about the project?

  • Seeing the children learn survival skills
  • Watching the children during the exhibition day excited to show their work and able to talk about what they had done and explain how you can survive out in the wild

What did I find challenging?

  • Finding different opportunities for the children to experience ‘Out in the Wild’
  • Trying to cover all the parts of the project in a limited time” – Stephanie Sungtong

Student Reflection

“I liked learning about how to cook in the wild and making the mini world, especially the mini vegetables.”

– Yoni

“My favourite part was the exhibition because I liked talking about it – and I learnt to build a shelter.”

– Ari

“The project was brilliant. I liked learning how to make a fire in the wild!”

– Bobbie

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Project Cards,The Bridge

Black Individuals in STEAM Project

14th June 2022Website Admin

This term we explored the impact Black individuals have made on Science, Technology, Engineering, Art and Maths (STEAM). 

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We kick-started our project off with several launch events including a trip to the Science Museum, Dance workshops in the style of Alvin Ailey, a Frank Bowling virtual art exhibition and exploration and the Museum of London’s online exhibitions on the Windrush and Mary Seacole. During ‘Knowledge Week,’ the pupils learnt about significant individuals including Mary Seacole, Benjamin Banneker, Frank Bowling, Katherine Johnson, Harriet Tubman and Walter Tull. The pupils then focused on a series of books called ‘Bold Leaders’, which shared the stories of key Black individuals in a child-friendly book format. Using ‘Talk for Writing’, the pupils wrote their own page for ‘Bold Black Leaders in STEAM, Gesher edition’, which made numerous books between the two classes. They designed reading activities around their writing including word searches, puzzles and games. Our exhibition was held at Alexandra School to a group of Year 5 students. We created two video products: our Alvin Ailey style dance and our Frank Bowling Art Installations.

Teacher’s Reflection

“I’m so incredibly proud of the children during this topic as they were so open and excited to learn about a new community. Most of the children previous to this had quite a few misunderstandings around the Black community and it was great to address these and to see the children become advocators of the community. The children gravitated toward Black individuals that had made a change in the world and their biographies were focused on who they wanted to write about. I loved linking this topic to Science and having the children design their own parachutes, just like how Harriet Tubman designed the London Underground. This topic gave our children a chance to have their own voice and to stand up for what they believe is right and fair!” – Emily Bacon

“This project was my favourite. I felt it worked well because we had a social purpose and the pupils could see their impact. Writing to the Science Museum in small groups was an excellent addition to the project. The quality of the products has also continued to improve and the pupils seem very motivated by the process. Presenting our work to another school was also a wonderful opportunity although it came with some of its own challenges. Many of the pupils were embarrassed or dysregulated meaning they did not showcase their work. However, the building of a relationship was a really important step for our school. Next time, I would spend more time working on presentation skills or emphasising the importance of us showcasing our work to another school.” – Rowan Eggar

Student Reflection

“I really liked when we wrote letters to the science museum. l was sad there was no black history. Next time I would like to go back to the science museum to see if anything has changed. I didn’t enjoy walking to the post box.”

– Chaim

“I really enjoyed the trip to the other school and showing them our work. Next time I would like to visit the school again to go to the playground. We could share our topic about electricity. I didn’t enjoy that there was nothing there at the science museum about black history.”

– Jacob

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Project Cards,The Bridge

Rainforest Project

14th June 2022Website Admin

During this half of the term, Tamar class tried to answer the big question of ‘what would the world be like without rainforests?’ 

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To do so, they researched and produce a piece of work about a rainforest animal that is on the endangered animals list. They also organised a ‘movie and smoothie’ fundraising event to raise money to help protect these animals. They organised the event by choosing the movie, informing the other classes by making posters and even designing their own posters.

Teacher’s Reflection

“I enjoyed this project as it allowed the students to organise an event which linked to their work. This was the project that they seemed most engaged with and everyone was excited by the event we organised. This was also the project where students had the most independence over the work they produced. I think it would have been nice for the students to have more opportunities to showcase their work and explain how their work fed into answering the big question. Next time I would also like to invite parents or have a separate showcase for parents.

What was the best thing about the project?

– Students had ownership over how they produced their work (e.g., poster, presentations, videos)

– Organising an event which involved the whole school

– Allowed students to design the event

What did I find challenging?

– Differentiating the options for how students produce their work

– The audience for the showcase could potentially have included parents – this is something I have found challenging throughout PBL this year

– Not enough time at the zoo to see rainforest animals

– Found it challenging to refer to the big question throughout and for students to understand the implication of losing animals” – Sam Dexter

Student Reflection

“I loved the project because I enjoyed making my presentation. My highlight was watching the film because I liked Zootropolis. The project taught me how to use google slides.”

– Jack

“Best project ever! I loved the movie and smoothie morning.”

– Yitzi

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Project Cards,The Bridge

Great Britain Project

9th May 2022Website Admin

This term we explored life in Great Britain and the differences between the four different countries by using our leading question, ‘What makes Britain great?’ We explored popular cuisines, and landscapes across Great Britain and made newspaper articles to reflect all of our knowledge.

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We started the project by going on a hop on hop off bus trip around London, which we later used to choose our favourite landmark and sketched them out using different materials. We each researched places that we were from or that we were interested in and presented them to the class. We also had a special afternoon tea, where we took inspiration to create our final product the ‘Great Gesher Bake Off’.

To end our project, we invited all parents to our ‘Gesher Cafe’. Here, they were given ‘Great British’ treats that we made, had front row tickets to our ‘Great Gesher Bake Off’ event, read our newspaper reports and looked at the art exhibition of our drawings.

Teacher’s Reflection

“Considering it was only our second Project for a group of varied pupils with additional needs, it was a huge success! Especially with so many of our pupils who have sensory difficulties around food. They seemed to enjoy the variety of styles of learning and having more control over their own learning – I created digital worksheets for them and many of the pupils mentioned that they enjoyed using the laptops. I am really proud of their top trump cards, as I was trying to think of a more creative way to engage them in their learning which was a success.

I also loved how enthusiastic they were on the PBL Exhibition day and how much they thrived when their parents came in. If I did it all again, I would ensure to incorporate more history lessons as I think it would have enhanced their learning on Great Britain as a whole.” – Rowan Eggar

Student Reflection

“I thought it was good because it was full of fun things like making food and I got to show my parents. Overall it was amazing! It was a good journey in my learning. The only thing was the apple crumble was too cinnamon-y.”

– Ben

“I loved 99% of the project. I didn’t really like the exhibition. The exhibition just didn’t really capture what I like, but at least I got tea! I would’ve liked the exhibition if it felt longer.”

– Daisy

“I learnt that you can do top trumps in a different way. I learnt about Scotland and it has the oldest tree in Great Britain, and that the official animal is the unicorn. I learnt about newspaper articles and different recipes from Britain.”

– Moishy

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Project Cards,The Bridge

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Gesher School

Cannon Lane

HA5 1JF

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020 7884 5102

[email protected]

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Pinner HA5 1JF
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