Our Mission

At GEM Hereford we recognise and celebrate the individuality of every student. We are committed to creating a learning environment that is safe, supportive, and positive, where each young person can thrive. Our goal is to enable the best possible academic outcomes while equipping students with the personal skills and confidence needed for their next steps in life.

We provide a calm and structured setting, where positive behaviour is fostered through a proactive and compassionate approach. Guided by the principles of PACE (Playfulness, Acceptance, Curiosity, and Empathy), we aim to prevent difficulties before they arise and respond to challenges with understanding and care.

We support our students in reflecting on their experiences—however complex—and believe in offering fresh starts where needed. At the heart of our ethos is the belief that true progress happens when staff, students, and families work together in partnership.

Our Values

Growth

• Strive to increase the self-esteem, self-regulation, and independence of our students.

• Help our students develop positive relationships with others.

Empowerment

• Provide a space where young people have a voice.

• Encourage students to take responsibility for themselves, their words, and their actions.

• Equip students with the skills to keep themselves safe both physically and mentally.

The Ethos of GEM Hereford

At GEM Hereford, we do things differently and proudly so. Many of our students have had challenging experiences in education, and our aim is to rebuild their confidence by showing that learning can be engaging, enjoyable, and meaningful. We place a strong emphasis on giving students a voice and genuine involvement in their school life.

To break down barriers and build authentic relationships, all staff are known by their first names. We believe that respect is earned through actions, trust, and mutual understanding, not through titles.

We also take a flexible approach to learning beyond the classroom. Students are generally not expected to complete homework unless it supports a personal interest or, in the case of Year 11 students, contributes to GCSE preparation. In those cases, we support them in choosing whether to continue their work at home or in school, whichever feels right for them.

We understand and accept behaviours that might not be welcomed in more traditional settings. For example, suppose a student needs to stim by tapping a pen. In that case, we’ll work together to find a solution, such as using a quieter surface, rather than preventing the behaviour altogether. Our students are also encouraged to understand and empathise with the needs of their peers, creating a culture of tolerance and acceptance.

All staff follow the therapeutic PACE model (Playfulness, Acceptance, Curiosity, Empathy) in their everyday interactions. We do not use sanctions or detentions, as we believe they are ineffective and potentially damaging. Instead, we guide students using natural and logical consequences that are directly related to their actions. For instance, if a student breaks their own headphones, the natural result is that they no longer have them, and the logical step is that they can no longer use sound on their device to avoid disrupting others.

We also recognise that emotional regulation is not always easy. When students feel overwhelmed, they are supported in using self-chosen strategies to calm and re-centre, whether that’s stepping outside, sitting quietly, or taking time to reset. Once they’re ready, they are always welcomed back to the classroom without judgment and encouraged to pick up where they left off.