Therapies

• 3 x Speech and Language Therapists (SaLT): Address communication difficulties (understanding and expressing language, social communication, articulation, fluency, voice, eating/drinking).
• 3 x Occupational Therapists (OT): Focus on daily living skills, fine and gross motor skills, sensory processing, and self-regulation.
• 2 x Psychotherapists – dramatherapist (DT) and Art Therapist (AT): Support emotional regulation, anxiety, trauma, and overall well-being.
• 2 x Therapy Assistants (TA): Working under the direct supervision and guidance of the Therapists, the Therapy Assistants implement a range of interventions.
• 2 x Therapy dogs: Boosts mood and engagement, reduces anxiety and stress and encourages communication and social interaction

Our therapy support is structured in three key layers: Universal Support, Targeted Support, and Specialist Support, ensuring every pupil receives the right level of help for their individual needs.

Universal Support

Universal support is available to all pupils and is embedded in everyday teaching to create an inclusive, supportive environment. Examples include:

• Communication Support: Visual timetables, symbols, and clear instructions to aid understanding.

• Structured Learning: Predictable routines, labelled resources, and step-by-step instructions.

• Sensory-Friendly Environments: Access to sensory tools, quiet spaces, and regular sensory breaks.

• Social and Emotional Support: Whole-school wellbeing initiatives and strategies for emotional regulation.

• Accessible Learning: Multi-sensory teaching and differentiated activities for all learners.

• Staff Expertise: Ongoing training in communication, behaviour strategies, and therapeutic approaches.

Universal support ensures that all pupils can engage confidently in learning and social activities.

Targeted Support

Targeted support is for pupils who need additional help in small groups or individually to achieve specific learning, social, or emotional goals. Examples include:

Speech & Language Therapy (SaLT)

• Social communication groups

• Vocabulary and language development sessions

• Speech sound practice

• Functional communication using symbols or devices

• Listening and attention skill-building

Occupational Therapy (OT)

• Fine motor skill groups (threading, cutting, drawing)

• Gross motor and balance sessions

• Sensory regulation groups

• Self-care skills sessions (dressing, hygiene, feeding)

• Handwriting and functional skills development

Drama Therapy

• Social skills and role-play activities

• Confidence and self-esteem building exercises

• Emotional expression through movement and storytelling

• Teamwork and collaboration games

Art Therapy

• Emotional regulation through creative projects

• Self-expression and identity exploration

• Social interaction via collaborative art

• Sensory exploration and fine motor skill development

Specialist Support

For pupils with more complex or intensive needs, our therapists provide specialist one-to-one interventions, tailored programs, and regular progress monitoring. This may include:

• Individual therapy addressing specific communication, sensory, or emotional needs e.g. students with AAC devices, speech sound work, personal hygiene and one to one psychotherapy.

At Gesher our therapies are fully integrated, which allows for a holistic, consistent approach to supporting our students.  This represents a fundamental shift towards a collaborative, embedded, and holistic approach to supporting students with special educational needs to achieve their full potential.

We achieve this via a combination of:

Collaboration with Colleagues

All staff are highly skilled in the understanding of each students’ specific needs and are well versed in use of the strategies required to enable effective teaching and learning.

• Planning: Therapists and teachers collaboratively plan lessons and activities, sharing expertise and insights into a student’s needs and progress.
• Shared Language and Strategies: The team works to ensure consistent use of language and therapeutic strategies across all staff, so students receive unified support. This empowers teachers and TAs to implement therapeutic techniques effectively.
• Regular Communication: Ongoing communication between all team members (including parents/carers) is essential for monitoring progress, adjusting strategies, and ensuring continuity of care.

Personalised Learning Plans (PLPs)

Based on comprehensive observations, assessments and liaison with parents and teachers, PLPs are developed with specific, measurable goals that integrate academic, personal, social, and therapeutic objectives. The focus is on identifying and reducing barriers to learning that stem from a student’s specific needs (e.g. working memory, processing speed, executive functioning, sensory processing, anxiety, social communication, language difficulties).

Being in the Classroom

The Therapists spend regular time in the classrooms and also deliver some of their interventions in the classrooms. This enables us to observe students in their environment, providing immediate feedback, and co-teaching with Teachers. This helps students generalise skills into real-life situations.

Joining the Students Throughout the School Day:

Therapeutic strategies aren’t confined to specific therapy sessions. They are woven into all aspects of the school day, including lessons, break times, lunch, and transitions. For example, an OT might advise on seating arrangements for optimal posture in class, or a SALT might support vocabulary acquisition during a literacy lesson and facilitate and model conversational language at snack and lunch times.

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 huge range of innovative interventions on offer!

If you are familiar with the TV show Taskmaster you will understand how much fun we are having delivering this in our secondary class sessions! Each week we set a new task; tasks are incredibly varied and range from seemingly simple physical challenges (e.g., “Stand up from lying down without using your hands or elbows”) to complex creative endeavors (e.g. “Prepare a marketing pitch to persuade the Taskmasters to buy this item, you have one minute to speak”) or even abstract conceptual challenges (e.g. “Design an egg protector so that your egg survives a drop from a first floor window”). Playing Taskmaster creates a dynamic, playful, and inclusive learning environment where students can develop crucial 21st-century skills, boost their confidence, and enhance their social and emotional intelligence, all while having a genuinely good time! Taskmaster tasks often play to a diverse range of strengths (e.g., physical, creative, logical, artistic). This means that different students get to shine in different tasks, fostering a sense of belonging and increasing self-esteem for everyone, not just the “academically” or “sporty’’ inclined. We are finding that Taskmaster is developing the following key skills in our students, which will be crucial for their future education and employment:

• Creativity and Lateral Thinking: Taskmaster excels at encouraging “thinking outside the box.” Tasks often have open-ended solutions, forcing students to generate novel ideas and approach problems from unconventional angles. This is crucial for innovation and adaptability in a rapidly changing world.
• Problem-Solving: Each task presents a unique challenge that requires critical analysis, planning, and execution. Students learn to break down complex problems into smaller, manageable steps and devise effective strategies.
• Teamwork and Collaboration: Many Taskmaster challenges are designed for working in pairs or teams, fostering essential collaboration skills. Students learn to communicate effectively, listen to diverse perspectives, delegate tasks, and work together towards a common goal.
• Communication and Oracy: Students often need to articulate their ideas, justify their solutions, and explain their processes to the “Taskmasters” (Therapists) and their peers. This strengthens verbal communication, presentation skills, and the ability to persuade.

Resilience and Perseverance: Tasks don’t always go as planned, and students might face setbacks. Taskmaster encourages perseverance, learning from mistakes, and adapting strategies when initial attempts fail. It teaches them that failure is a part of the learning process.

SEMH This lunchtime intervention was established at the request of several students, who gravitated towards Pokemon’s predictable rules, structured gameplay, and the potential it offered as a container for safe, social interaction opportunities. Furthermore, the game’s inherent structure and clear objectives can be comforting for those who thrive on routine and predictability, while its collecting aspect can satisfy the desire for organisation and classification that many neurodivergent individuals enjoy. The club offers the students a place to explore this interest and acts as an accessible gateway for kids of all different knowledge levels to participate at an equal level. A range of different Pokemon-themed activities are on offer each week, and they are designed to be laddered into one another to allow the students to develop their social-play and creative-expressive skills. The sessions are initially very heavily facilitated by adults to help build the children’s confidence in engaging with each other in the busy setting (20+ students attend the club weekly), which subsequently also serves as a unique opportunity within the school to help develop the students’ resilience to participating in large group activities. Beyond the weekly club session, Pokemon also lends its familiar and motivating content to other areas of day-to-day life. This includes mobile apps to support walking, teeth brushing and sleeping (Pokemon Go, Pokemon Smile and Pokemon Sleep respectively), video and card games that encourage negotiation, perseverance, strategic thinking and communication, and various written and visual media that offer safe and developmentally appropriate material for young people to explore independently.

SEMH Thera-Build® is an adult led, but child-centred, therapeutic approach for building confidence, raising self-esteem and encouraging purposeful conversation.  It is based on authentic, playful, active interaction with children and young people to improve social skills, build resilience, nurture positive relationships and promote good mental health, through shared construction experiences with LEGO® bricks.  Compared to LEGO Therapy, it is a less structured model which allows for more opportunities to express oneself through free building, world-making and storytelling. This freedom to play and imagine can offer a more tailored and flexible approach for each student, so as to meet their mental health needs appropriately.

SaLT We are excited to offer a small group therapy program designed specifically for secondary students, where they work together to create a collaborative product, such as a board game. This intervention is designed to help students develop critical social and communication skills in a supportive and interactive environment. The group get to choose what they name their group (e.g. “Dorito Club”) and what they create (e.g. a boardgame). The group remains ‘secret’ to their peers and teachers until they are ready to share their product, fostering trust and bonding between peers. 

At Gesher School, football is more than just a game, it’s an opportunity for students to develop teamwork, confidence, and a strong sense of community. We have two dedicated football teams that compete in monthly tournaments against other schools. The boys’ team has been running for two years, while the girls’ team is a new and exciting addition this school year. Our football program is inclusive, welcoming players of all abilities. Competing against other schools gives students valuable life experiences, allowing them to interact with peers from different schools while developing essential skills such as teamwork, problem-solving, sportsmanship, and communication. To ensure players feel supported and heard, we hold weekly captain meetings where the team reflects on their experiences, shares feedback, and discusses how they feel about playing. With a mix of year groups playing together, football at Gesher has fostered a strong bond throughout the secondary school, promoting unity and collaboration both on and off the pitch. Whether they win or lose, our teams play with pride, representing their school with determination and respect.

Football Kindness is an intervention designed to foster relationships and improve communication skills through the power of football. The program helps students develop teamwork, positive communication, and essential social skills while enjoying the game. Each session is divided into two parts. The first half focuses on putting football skills into practice while emphasizing effective communication. To enhance teamwork, students learn when and how to:

• Call for the ball, 
• Encourage teammates 
• Use supportive language to enhance teamwork.

The second half is dedicated to reflection. Students discuss ways they could have communicated better during the game and explore real-life scenarios where strong communication is essential. By linking football to everyday situations, the session teaches valuable skills that extend beyond the pitch. Football Kindness not only improves students’ football abilities but also equips them with essential life skills, fostering confidence, empathy, and cooperation.

OT Scribble Squad is a targeted intervention group designed to support students across both primary and secondary cohorts in developing hand strength, fine motor skills, and handwriting abilities. Through creative activities and structured therapeutic games, participants receive intensive, focused intervention tailored to their specific needs.  Scribble Squad provides a dynamic and supportive environment where students can build essential motor skills in a fun and motivating way, ultimately enhancing their confidence and independence in written tasks.

OT Snack Squad is a fun and supportive small-group intervention designed for students who experience oral motor difficulties that can affect eating, drinking, and speaking. Led by Speech and Language Therapists and Occupational Therapists, this group uses engaging, food-based activities to build important foundational skills in a safe and social setting. This group supports development in the following areas: Saliva Management: Improving awareness and control to support comfort and hygiene. Feeding Skills: Building the physical and sensory skills needed for safe and effective eating, including chewing and managing different textures. Swallowing: Supporting safe and efficient swallowing through targeted, evidence-based strategies. While the primary focus is on oral motor and feeding skills, students also have the opportunity to strengthen the muscles and coordination needed for clear, confident speech. In addition, the group provides a semi-structured environment for practicing conversational skills with peers, including initiating conversations, extending ideas, and staying on topic while discussing shared interests.

OT Prank Club is an Occupational Therapy (OT) intervention designed specifically for children who experience sensory sensitivities and find everyday tasks like wiping their face or blowing their nose uncomfortable or overwhelming. Instead of approaching these challenges in a traditional way, we use humor, play, and social connection to help students build comfort and confidence. Through silly, lighthearted “pranks” and games, like animal-style nose blows, musical nose blows, pie face challenges, or sticker-covered faces, students get the chance to practice personal hygiene tasks in a way that feels safe, empowering, and fun. These activities are planned by our OT team to gently encourage desensitization and independence while keeping everyone laughing and engaged.

OT Food Fun is a playful and supportive occupational therapy group at Gesher that helps children explore different foods and feel more comfortable with eating. Using principles from the SOS (Sequential Oral Sensory) Approach to Feeding, the group supports children through a gentle, developmental process that encourages food exploration without pressure. Through fun, hands-on activities like food art, taste testing, and cooking simple snacks, children are encouraged to engage with food using all their senses, touching, smelling, looking at, and tasting—in a relaxed, stress-free setting. This approach helps picky eaters, children with feeding challenges and those with sensory sensitivities build comfort and confidence around food. Guided by an Occupational Therapist, Food Fun also strengthens fine motor and self-feeding skills, supports positive mealtime experiences, and helps children grow in their willingness to try new food

Lunch Club at Gesher is a small, supportive lunchtime group led by our Occupational therapist, designed for students who may find eating challenging, have a limited variety of foods they eat, or feel anxious during mealtimes. The group helps students become more comfortable with food by allowing them to explore it at their own pace, without pressure to eat. Food is explored in a non-pressured and supportive way, and social engagement is facilitated through shared routines and conversation. Emphasis is placed on positive food experiences, sensory tolerance, and the development of mealtime confidence. Each week, selected students are invited to join the group and may bring a friend, creating a familiar and encouraging environment. Using a family-style dining setup, students sit together at a shared table and are supported in serving themselves from foods offered on the school menu. This approach encourages children to interact with food using all their senses, looking, smelling, touching, and, when ready, tasting. Under the guidance of an Occupational Therapist, Lunch Club helps build positive food experiences, supports social interaction, and encourages children to try new foods in a relaxed, playful way. With students inviting a friend, it allows for peer modeling, where students observe and learn from others’ eating behaviors, which can be especially beneficial for hesitant or selective eaters.

OT At Gesher, we understand that developing independence in toileting is a significant milestone for many children, and that some students may require additional support to build the skills and confidence needed to manage this aspect of daily life. Our Occupational Therapy team offers targeted toileting intervention for students who experience challenges with toilet use, including difficulties with wiping, timing, sensory sensitivities, motor coordination, and sequencing of steps. This intervention is delivered in a discreet, supportive, and developmentally appropriate manner, tailored to each student’s individual needs. The Occupational Therapist works closely with students to:

• Identify and understand the barriers to toileting independence
• Support body awareness and recognition of toileting cues
• Develop motor planning and hand skills needed for effective wiping 
• Address any sensory processing difficulties that may be impacting toileting routines
• Establish predictable routines, visual supports and positive reinforcers to promote success
• Collaborate with families and staff to ensure consistency and shared strategies across settings

Our goal is to help students build practical toileting skills, reduce anxiety, and develop students’ confidence to manage their personal care with greater independence.

SaLT LEGO Therapy is a social development programme that uses LEGO building to support the development of a wide range of social skills within a group setting. Playing with LEGO in a therapy setting promotes social interaction, turn-taking skills, sharing, collaborative problem-solving and the learning of concepts. It can be used to target goals around social skills, language and motor skills. By using a much loved tool like LEGO, it capitalises on motivation and supports self-esteem, by allowing the participants to demonstrate their skills in a social situation. It also sets up a positive opportunity for guided social problem-solving to help develop social skills that can then be used in other situations. What happens during a LEGO Therapy session? During a LEGO Based Therapy session, three children of similar ages and abilities work together to build a LEGO model. We use a LEGO set that comes with instructions. Each child takes on one of three specific roles to do this:

• The Engineer oversees reading and relaying the instructions. The Engineer must tell the Supplier what pieces to find, and then tell the Builder where to place the pieces to build the model.
• The Supplier must listen to the Engineer and find the correct piece and then give the piece to the Builder.
• The Builder must listen to instructions provided by the Engineer and build the LEGO.
• The Adult provides help only when needed and looks out for challenges that may need problem-solving by the group.

Using this format provides each child with an opportunity to practice and develop a wide range of skills, including language skills (in both giving and receiving instructions) , turn-taking, negotiating, sharing and collaborative social problem-solving. It also encourages children to reflect on their own actions and skills as well as give constructive feedback to their peers.

SaLT The students absolutely love playing games here in school; we have our weekly Board Games Club plus numerous social skills interventions that include a wide range of games. Board games teach and develop so many valuable skills from how to follow instructions, wait for and take a turn, listening, team work, collaboration, thinking skills and how to win and lose graciously! Board games particularly suit neurodiverse students’ learning for a whole range of reasons including:

• Clear Rules and Predictability: Unlike many social situations which can be ambiguous and overwhelming, board games have clear rules and defined turns. This predictability reduces social anxiety and allows individuals with autism to engage in social interaction within a framework they can understand and feel safe in.
• Reduced Pressure for Small Talk: The focus of the interaction is on the game itself, rather than open-ended conversation or “small talk” which can be challenging. This provides a natural topic for discussion and a shared objective.
• Turn-Taking and Sharing: Many board games inherently require turn-taking and sharing of components, providing a low-pressure way to practice these essential social skills.
• Practice with Social Cues (in a controlled way): While games reduce the pressure of interpreting complex social cues, some games (especially cooperative ones) can still offer opportunities to subtly learn about non-verbal communication, such as reading facial expressions for frustration or excitement, or understanding hints.

Building Relationships and Friendships: By providing a comfortable and engaging shared activity, board games can act as a “social lubricant,” helping individuals with autism to connect with peers and family members, fostering a sense of belonging and reducing social isolation.

OT Bike Club is a fun group where children learn how to ride bikes and become more confident on wheels.  Whether they are using balance bikes or already pedaling, they take part in games and activities that help them practice balance, coordination and learn how to stay safe. Through guided practice, games, and group rides, Bike Club encourages physical activity, independence, and a love for cycling all while having fun with friends.

OT Shoelace Club is a specialised 1:1 intervention designed to help children develop the important life skill of tying their shoelaces, which is essential for fostering independence. Students begin by practicing on a model shoe, allowing them to focus on technique before transitioning to tying laces on their own shoes. Through individualised support and hands-on practice, they receive therapeutic input tailored to their learning style and motor abilities. Using engaging techniques and step-by-step instruction, this club builds confidence and fine motor coordination. Once a child masters the skill, they “graduate” from Shoelace Club with a certificate, celebrating their achievement and newfound independence.

SaLT The intervention  ‘Understanding Me’ has been designed to provide an opportunity for our young people to explore their own specific communication/language/neurodiversity diagnoses, understand their own strengths and difficulties, develop coping strategies and advocate for themselves in education, relationships and the workplace. The group setting enables students to connect with others, support each other and understand each other; all whilst developing and retaining a strong sense of self.  The aim of the programme is therefore to enable our students to understand what their own particular diagnosis means, so that they can explain their communication difficulties to others, e.g. their parents/carers, peers, teachers, employees, friends and future partners. Our aim is for our students to develop their sense of what they CAN do whilst fostering their ability to advocate for themselves now and in the future.

SaLT Jokes Club was created to help students who may struggle to connect with others. It provides a fun and relaxed environment where friendships can grow. Since its launch, students who once found it difficult to interact have become close friends, openly sharing their thoughts and communicating more effectively. Each session begins with students sharing jokes they’ve learned throughout the week, setting a lighthearted tone. The group then reflects on their friendships, discussing how they’ve been getting along since the last session. This encourages openness and emotional expression in a supportive setting. Beyond laughter, Jokes Club fosters cooperation through interactive games and discussions about shared interests. Visual aids and prompt cards help guide conversations, ensuring that everyone feels included and engaged. By combining humor, teamwork, and meaningful dialogue, Jokes Club creates a space where students not only have fun but also develop essential social skills that strengthen their relationships both inside and outside the classroom.

OT/SaLT Our Walking Group is an inclusive activity that takes place during primary PE, offering an alternative for students who may not particularly enjoy traditional PE or games. This group provides a supportive and enjoyable way for children to engage in exercise, connect with nature, and build relationships with their peers through side by side conversation. The focus is on gentle physical activity, allowing students to get moving at their own pace while developing social skills and enjoying the outdoors. By offering a more relaxed and social environment, the Walking Group encourages participation and fosters a positive attitude towards physical activity.

SEMH Modelling Club is a 30-minute weekly therapeutic intervention designed for students in Year 5 and above, aimed at fostering positive relationships, improving social skills, and providing a creative space for self-expression. In this group, members work with a variety of materials such as clay, plasticine, polymer clay, and foam clay to explore their artistic abilities while developing communication and teamwork skills. This group encourages a supportive environment where older members can share their modelling expertise with younger members, building inter-year relationships and a sense of community. It also provides a safe, confidential space for members to express their worries and concerns in a non-judgemental way, ensuring that everyone’s voice is heard. The group members have a range of special educational needs and may wish to discuss their neurodivergence, with the group offering an inclusive space for these conversations. The group operates as a therapeutic community, empowering members to have a say in its direction, including decisions about membership. Participation in Modelling Club is open, though each member’s involvement is assessed by a psychotherapist to maintain the integrity and goals of the group. Whether working individually or collaboratively, members engage in projects that may span several weeks or be completed in a single session, allowing for both long-term and immediate creative expression.

SEMH Rainbow Zen Club is a weekly lunchtime gathering for secondary students, designed to provide a supportive space for de-stressing and reflection before the weekend. Held every Friday, the club offers students an opportunity to resolve tensions, set intentions for self-care, and foster a sense of well-being. In the summer months, the sessions take place outdoors under a canopy, with yoga mats and blankets to create a tranquil atmosphere. Each session begins with breathing exercises and relaxation techniques, followed by a group check-in. Students are then invited to engage in creative activities, such as art-making, reading, or discussions on topics like relationships, identity, faith, and their intersection in daily life. Resources available to students include picture cards to prompt thoughts and reflections, sensory toys, and a variety of art materials. The group has also contributed to the creation of large-scale art installations, designed by the students, which are exhibited around the art room and throughout the school. Zen Club is facilitated by the Art Psychotherapist and is supported by the school’s Family Support Worker, offering a safe, nurturing environment for self-expression and personal growth

OT The Body Balance group is a gross motor group that is a fun and active session designed to help children build strength, balance, coordination, and body awareness. This group uses games, obstacle courses, and movement-based activities to support skills like jumping, climbing, running, and balancing. These exercises help children improve their core strength, posture, and overall movement control, that are important for everyday tasks like sitting at a desk, playing sports, and staying focused in the classroom.

OT The Funky Fingers fine motor group is a fun and engaging group designed to help the pupils strengthen the small muscles in their hands and fingers through purposeful play activities. This group focuses on developing the essential skills such as hand-eye coordination, finger dexterity, grip strength, and bilateral hand use. Children participate in a variety of structured and playful tasks like cutting, colouring, building with small blocks, theraputty exercises, threading beads, and manipulating tools like tweezers or tongs.

SEMH Video games are a fantastic modern day tool to help facilitate the therapeutic process. They are an accessible means of building rapport with young people,and studies have shown that they can be beneficial for managing anxiety, depression, and PTSD, and even assist in developing social skills and coping strategies. Different types of video games can also have different benefits, with some being helpful in building confidence and resilience for an individual player, whilst others are more focussed on developing communication and turn-taking skills between groups of people.  There are also many benefits outside of the social-emotional area of development. Games such as “The Legend of Zelda” that feature problem-solving, planning and memory, are helpful in supporting cognitive development, whereas nearly all video games will encourage fine-motor skills that can be transferred to other areas of life.

SEMH Therapy dogs can offer significant benefits to neurodiverse students, primarily by reducing anxiety, enhancing social skills, and improving overall well-being. They provide comfort, companionship, and a sense of security, making children feel more comfortable and confident in various situations. At Gesher, we are lucky to have several therapy dogs who visit weekly who, alongside their owners, all provide support in different capacities. One of these dogs is Puplinda, a cockapoo who belongs to the school’s dramatherapist. She works with a number of children each week and participates in their therapy sessions, often adding a helpful dynamic that can be transferred into the wider school setting to assist with moments of dysregulation for those students. Aside from this, Puplinda visits the students in the school who have a particular affinity with animals, allowing them the opportunity to practice their animal interaction skills in a safe and facilitated manner. There are also the children who have significant anxiety around dogs, and Puplinda works with them too, using gradual exposure as part of a CBT approach to develop their resilience.