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< All news Mental Health Leads introduced across our schools 28 Jan 2026 To strengthen wellbeing across our schools, we have introduced Mental Health Leads offering support for staff and students. The move follows a full day of specialist training delivered by Katie Rivers of Manchester First Aid Training , focusing on mental health and wellbeing in the workplace. The initiative aims to build a clearer, more responsive system for identifying and supporting mental health needs across all schools. Each school will designate its own Mental Health Lead, who will train and support colleagues in recognising early signs of concern and knowing how to respond effectively. During the training, staff explored a wide range of topics including anxiety, self-harm, mood changes and how to support individuals experiencing a mental health crisis. Practical strategies that can be implemented immediately within school settings were a major focus, along with the introduction of mental health first aid boxes that will soon be rolled out across all sites. Caron Cooper, Senior Head of School, welcomed the development, emphasising its importance for both staff and student wellbeing. “From my point of view, I’ve completed trauma‑informed training, and it’s clear how important it is to have Mental Health Leads,” she said. She added: “This isn’t just about supporting the emotional wellbeing of staff, it’s about our students as well. We need a clear understanding of the issues they face, their mood swings, and how we can best help.” Cooper explained that the new system will help staff feel more confident in recognising signs of distress, supporting colleagues and ensuring concerns are addressed early. The introduction forms part of a wider push across the organisation to improve mental health awareness and create consistent, supportive environments for everyone in the school communities. Previous Next

< All news Anderson shelters built as part of World War II module 18 Mar 2026 Students at Kershaw Wood in Glossop have constructed their very own Anderson shelters while learning about Britain during the Second World War. Ostrich Class physically recreated the iconic metal shelters used by families across Britain to stay safe during air raids. Reflecting our commitment to immersive, hands‑on learning, the activity formed part of our Key Stage 2 History curriculum. Teacher Miss Winter said: "This project has taken place over the past few weeks, with students editing and perfecting their designs as they go along." Pupils also explored the Home Front, focusing on the experiences of people in Britain during the war, and examined Britain’s wider role in the conflict that saw around 50 to 60 million people lose their lives. For the task, students studied real-life Anderson shelters before discussing the materials used and why they were important. This helped our learners think carefully about how to build their own models and how to make them as accurate as possible. Using a mixture of cardboard, glue and grass, the class cut out their Anderson shelter designs, shaped the doorway and refined the overall look. The shelters were named after John Anderson, the government minister who oversaw the production of around 1.5 million air‑raid shelters and who later became Home Secretary at the start of the Second World War. Miss Winter concluded: "The end results have been fantastic. The class worked very hard and had so much fun with this project." Previous Next

< All news Easter holiday tips form basis of latest Footsteps podcast 8 Apr 2026 With not long to go until students return for the Summer term, the latest episode of Footsteps offers reflection, reassurance and practical support for families. Bringing together voices from across the organisation, the Easter episode reflects on the Spring term and offers guidance as the Easter break enters its final week. Host and Communications Officer Nick Ransom is joined by Acting Executive Headteacher Catherine Donnelly, Kershaw Wood Manchester Head of School Mike Smith, and newly appointed Chair of Governors Andrea Lloyd. Catherine reflects on her first term in post, speaking about the importance of spending time in schools and reconnecting with what motivates both staff and pupils. Describing a recent visit, she explains that she had planned to stay briefly, citing a busy to-do list, but “ended up staying three hours”. “I was scootering, we were searching for monsters,” she says. “It just reminded me why I do this job.” She also reassures parents ahead of the return to school, encouraging kindness and realistic expectations during the holidays. Catherine says that sometimes it is okay to say, “let’s just stay in our pyjamas and watch videos all day and eat junk food,” adding, “that’s okay because it’s needed.” The episode also visits Kershaw Wood Manchester, where Head of School Mike Smith reflects on a strong first full term for students, many of whom had previously struggled to access education. Mike highlights respect as a key measure of progress, explaining that seeing students use “please” and “thank you” and develop their communication skills has been a significant achievement. Listeners are also introduced to Dylan the tortoise, who has joined the school to support emotional regulation and wellbeing and has already had a positive impact on students. Chair of Governors Andrea Lloyd returns to the podcast to share more of her personal journey, including being diagnosed as autistic later in life and supporting families across Tameside. She reflects on the pressures parents face, the importance of sensory‑aware environments and the need to keep children’s voices central as national reforms to specialist education continue. “In all of this fight, there are children,” Andrea says. “We just want our children educated.” With families preparing for the transition back to school, she also encourages parents to reduce pressure and focus on what works for their own household. “Don’t follow society,” she says. “Whatever works for your family, just do you.” Footsteps is available on Spotify, Apple Podcasts and our website , and can also be read as a full transcript . Previous Next

< All news Experienced Andrea Lloyd joins as Chair of Governors 12 Feb 2026 Local community champion Andrea Lloyd has joined First Steps Together to support as Chair of Governors and oversee the board. Autistic and living with ADHD, Andrea is a parent of a neurodivergent child with an EHCP. She has extensive experience navigating the specialist education system, including multi‑agency reviews, appeals, and securing appropriate provision. She is the founder of Denton Autism ADHD Family Support (DAAFS), a community organisation that supports neurodivergent families through a whole‑family approach, ensuring parents and carers receive guidance and connection alongside their children. Andrea also serves as Chair of Tameside Umbrella Parent Carer Forum, where she gathers and presents the experiences of parents and carers to the Local Authority, the NHS Integrated Care Board and the Department for Education. This work ensures that family perspectives inform service planning and policy development. Andrea says: “When First Steps Together approached me about taking on this role, it was clear that they genuinely want to be the best they can be for young people and families. That matters to me.” “I want to support that vision by being a strong, confident Chair, someone who is not afraid to challenge when needed, but who is always focused on finding solutions and building positive, lasting change.” Chief Executive Officer Matthew Higham said of Andrea’s appointment: “We’re delighted to welcome Andrea as our new Chair of Governors.” He continued: “Andrea brings valuable lived experience and extensive expertise in specialist education, and her leadership will be instrumental in strengthening our collaboration with school teams to ensure every student receives exceptional support, care and opportunity.” Previous Next

< All news Student letters inspire new outdoor area at Tame Bank 8 Jan 2026 Crafted letters from our enthusiastic students to the Head of School at Tame Bank has led to the creation of a brand‑new outdoor area. The area, named the "Fantastic Outdoor Area", is now officially open and already proving popular with learners and staff. Mr Smith, Head of School, said, “It will help the students around their learning as an extra incentive to get outside more. The more spacious area will also be great for team building activities.” The space has been designed as a multi‑use area, with goal nets and a football bringing the beautiful game to Tame Bank. Staff expect it to be used for outdoor learning, sports, teamwork sessions and social time throughout the school day. Student Voice feedback and the letters sent directly to Mr Smith highlighted how important an improved outdoor area was to the young people at Tame Bank. Their input played a key role in shaping the project and ensuring the space meets their needs. The school is looking forward to seeing the pitch used across lessons and enrichment activities as part of its commitment to providing a supportive, engaging environment for all students. Previous Next

< All news Transition day to help new Watkin students 'feel at home' 23 Mar 2026 Students joining us in Year 7 this September will be welcomed with open arms on Saturday, as The Watkin hosts a dedicated Transition Open Day. The event, running from 9.30am to 2pm on Saturday 28 March, marks an important moment in the journey from primary to secondary education, with the day giving families the chance to experience the atmosphere, care and ambition that define the First Steps Together community. Families attending the event will have the opportunity to meet a range of pastoral staff, Year 7 leaders, teachers and support teams who will be guiding students through their first year with us. Tours of the school will allow visitors to explore classrooms, specialist learning spaces and the key areas students will use every day. Throughout the day, staff will be on hand to talk about our values, curriculum pathways, enrichment opportunities and the support structures designed to ensure everyone settles in strongly. Families are warmly encouraged to ask questions, seek advice and get to know the people who will be supporting their transition. Creating familiarity and reducing uncertainty is our key aim with the Transition Open Day. The occasion will give students the chance to build confidence, process their surroundings and grow a sense of belonging before their first day. Andrea Lloyd, Chair of Governors, wrote to parents: "We are genuinely excited to you into our school community and look forward to working in partnership with you as your child begins this important new chapter with First Steps Together." Natalie Ogden, Group Strategic Lead, explained: "This day is all about helping students feel at home before they even begin. We want both parents and our new students to feel welcomed, supported and excited about the year ahead and the Transition Open Day is a wonderful chance to start building those connections.” In addition to the March Open Day, families can look forward to the upcoming Peak Forest Open Day and additional transition events later in the term. Details of our other open days will be shared soon, as we offer more opportunities to meet our team and learn more about our community. Parents with any questions on any aspect of the transition process are asked to submit queries via email to admissions@firststepstogether.uk . More details about The Watkin can be found here . Previous Next

< All news Wave of fresh recruits thrive during half‑term training 20 Feb 2026 Despite learners being off for a week, our teaching staff have made the most of the half‑term, with many of our new recruits undertaking valuable training. Throughout the days on site, close to twenty new recruits from across all six of our schools have thrown themselves into a vibrant programme of development. They have spent time meeting one another, forming early working relationships and getting involved in essential training. While exploring safeguarding, behaviour strategy, trauma-informed practice and hands-on classroom practice, staff showed consistent enthusiasm throughout the programme and carried a strong sense of confidence and excitement into the end of the week as they prepare for the restart. Senior Head of School Chantelle Bowker said: “The team have engaged really well throughout. They have been asking lots of thoughtful questions, showing genuine curiosity and demonstrating exactly the kind of commitment we hope to see.” She continued: “It is great to welcome a cohort of staff who are clearly here for the right reasons and who are already showing real passion for supporting our learners.” One new team member starting at Kershaw Wood Manchester said: "It was honestly great. It was lovely to meet the team, existing and new, and great to get a feel for the procedures and protocol in a personal and interactive way." A new face at Stansfield House commented: "Out of every company I've worked at, the support from First Steps Together has been the best. It was a fantastic induction." The programme took place at our Peak Forest site, which has also been receiving its own attention and care. Alongside the training, new equipment is being rolled out across our estates with other schools also receiving wider maintenance and cleaning in preparation for students returning. The time spent developing staff at Peak Forest has helped ensure the whole organisation heads into the next half term feeling ready, refreshed and united. We still have lots of exciting opportunities on offer, with open roles listed with job descriptions on our vacancies page . New digital infrastructure is also being introduced to support our recruitment teams. This work is helping strengthen how we plan, prepare and grow in the months ahead. We look forward to sharing more news during the remainder of the Spring term. Previous Next

< All news Podcast on EHC plans aims to ease stress for parents 6 Mar 2026 The latest episode of Footsteps sets out to ease “nightmares and confusion” many families face when navigating Education, Health and Care plans. Combined with our brand‑new frequently asked questions page, the episode brings together expert advice on the legally binding document in an accessible, easy‑to‑understand format. Host and Communications Officer Nick Ransom is joined by SEND Coordinator Claire Berry and Group Strategic Lead Natalie Ogden. The pair unpack the EHC plan process from the very start, offering clarity, reassurance and practical guidance drawn from years of professional and lived experience. Available on Spotify, Apple Podcasts and our website , the episode also features comments from students, helping bring the impact of needs and provision to life. These shine a light on real examples of social and sensory needs that EHC plans aim to capture and support. One student describes struggling to form friendships and “trying to fit in where I can”, while another talks about preferring the quiet of the school’s orange room at lunchtime. The episode also reflects on the current uncertainty regarding specialist education after a white paper , a document outlining future proposals, was published by the Government. Natalie comments: "There's a lot of money being put into it and I totally agree that our young people deserve every bit of this funding and it's been a long time coming." She encouraged parents to "hang tight" and to "see what comes of it." "There's a long road ahead when it comes to the white paper and [specialist] provisions," she concluded. Claire and Natalie also acknowledged the long delays many families face and the often emotional toll of the process to assess, appeal and reach a sense of closure. However, Natalie, who went through the process for her own daughter, says that local authorities are under significant strain. She added: “I think they're doing the best that they can do with what they've been given”. Also in the episode, parent Rebecca talks of her past experience fighting for a needs assessment, saying: "All they've gone off is pieces of paper, but you can still get a refusal. How can you refuse something when you've never met the person?” Communications Officer Nick recognises it is "striking" but clarifies that the local authority might say decisions are made on the strength of evidence, inferring they cannot afford to be emotional or situational in their decision‑making. The episode ends with contributions from the newly appointed Chair of Governors, Andrea Lloyd, who has become a familiar name in the local Denton community. Drawing on her own journey as a parent and advocate, she encourages families to speak up during this period of national consultation, saying that now is the moment for parents and carers to ensure their voices are heard. Parents can contribute their views on specialist education provision by visiting the Government website and clicking here . This episode of Footsteps also confirms that an Easter episode will feature more of Andrea Lloyd, discussing changes to routine and sharing more about her autistic diagnosis. Footsteps is also available as a transcript should you wish to read the episode. Previous Next

< All news First Steps Together debunk EHC Plans with new FAQs page 26 Feb 2026 First Steps Together has launched an easy‑to‑read frequently asked questions guide to help families understand the often stressful world of EHC Plans. The EHC Plan FAQs were created to make a complex system easier to understand. Many families find the EHC process overwhelming, especially when starting out. The new page breaks everything down answering key questions such as: What is an EHC Plan? How do I apply? What evidence should I send? How long does the application take? What happens during the assessment? Who writes the EHC Plan? What is in an EHC Plan? How often is the EHC Plan reviewed? It also includes information about legal rights under the Children and Families Act 2014, how to appeal decisions and what to do if support isn’t being delivered. You will find clear guidance on each stage of the journey: requesting an assessment, providing evidence, working with professionals, reviewing plans and seeking help when things aren’t going as they should. Parents can also submit their own questions. Nick Ransom, Communications Officer, said: "Amid all the noise surrounding specialist education, we understand that parents are looking for practical, down‑to‑earth advice that helps make life feel less overwhelming. We’re always open to ideas for new questions and committed to supporting our community in every way we can." "The new resource reflects First Steps Together’s commitment to supporting young people with additional needs, ensuring families feel informed, empowered and confident throughout their experience with us." You can explore the full FAQ page now at firststepseducation.uk/ehcplans . Previous Next

Discover our specialist secondary school for autistic learners aged 11-14, set within a warm and supportive Derbyshire community. Kershaw Wood Glossop The key details Address: Talbot Street, Glossop, Derbyshire, SK13 7DG Phone number: 0330 118 0974 Head of School: Caron Cooper Executive Headteacher: Catherine Donnelly Designated Safeguarding Lead: Erica Burgess Key Stages offered: Key Stage 1, Key Stage 2 Our school Kershaw Wood Glossop is a small, nurturing specialist school set in the heart of the Glossop community in Derbyshire. We support children aged 5-11 (Key Stages 1 and 2) with additional needs, offering a highly personalised approach where every child is known, valued, and understood. Our small school environment allows strong, trusting relationships to flourish between staff and pupils. This enables us to tailor learning precisely to each child, building confidence, communication skills, emotional regulation and independence at a pace that works for them. With a strong focus on communication, conflict resolution, culture and conservation, learning at Kershaw Wood extends far beyond the classroom. We educate up to 36 pupils, ensuring small classes, calm routines and consistent adult support. Our purpose designed setting includes over nine teaching rooms, a large open plan communal space, a forest school area, and a spacious playground, giving children a balance of structure, movement and outdoor learning. Our curriculum is broad, practical and engaging. Pupils benefit from weekly swimming lessons, regular forest school sessions, hands-on learning experiences and opportunities to explore the local community. Learning is adapted to meet individual needs while still offering challenge, aspiration and joy. At Kershaw Wood Glossop, wellbeing sits at the heart of everything we do. Staff are highly skilled in supporting behaviour, emotional needs and regulation, and pride themselves on the positive, respectful relationships they build with each child. Our pupils feel safe, supported and encouraged to be themselves and this is where real progress happens. Kershaw Wood is more than a school. It is a caring community where children grow in confidence, develop life skills, and are supported to thrive both academically and socially. CHILD PROTECTION POLICY Click here to read how we keep learners safe

All our our child protection policies, which ensure staff follow robust safeguarding procedures and act quickly to keep young people safe. Child protection policies Here are our all child protection policies, which ensure all staff follow clear safeguarding procedures and act quickly on any concerns to keep young people safe. As these are comprehensive policies, they may second to load, depending on your internet speed. KERSHAW WOOD GLOSSOP How we protect our learners at Kershaw Wood Glossop PEAK FOREST How we protect our learners across at Peak Forest TAME BANK How we protect our learners at Tame Bank KERSHAW WOOD MANCHESTER How we protect our learners at Kershaw Wood Manchester STANSFIELD HOUSE How we protect our learners at Stansfield House THE WATKIN How we protect our learners at The Watkin

Learn more about our newest school Kershaw Wood Manchester, based in Northenden, which inspires learners aged 4-11. Kershaw Wood Manchester The key details Address: 14 Royle Green Road, Northenden, Manchester, M22 4NG Phone number: 0330 118 0974 Head of School: Michael Smith Executive Headteacher: Catherine Donnelly Designated Safeguarding Lead: Jonathan Colquitt Key Stages offered: Key Stage 1, Key Stage 2 Our school Kershaw Wood Manchester is a vibrant and nurturing KS1 / KS2 school for children with additional needs, proudly situated in the heart of Northenden, Wythenshawe. We offer three specialist classes delivering exceptional teaching, personalised intervention, and meaningful learning experiences for children who require a truly inclusive, supportive environment. Our classes are intentionally small (maximum 6 pupils per class), ensuring every child benefits from consistent adult support, individualised learning plans, and a curriculum designed around each learner’s strengths, needs, and developmental journey. We cater for a wide range of needs, including those who are autistic, live with ADHD and / or PDA (Pathological Demand Avoidance). We're really embracing the new environment, even if it leaves a few of us a little tired! We are committed to ensuring every child feels safe, seen, and celebrated. Thriving in a colourful, renovated and sensory-rich environment, learning is joyful, structured and purpose-driven. Our school culture reflects pride in identity, heritage and community, from classrooms where children roar, buzz and flourish, to displays inspired by our local roots, including our very own Mancunian coat of arms and the strong community spirit of Manchester. More than a school, Kershaw Wood Manchester provides a holistic, life-skills foundation. Through carefully planned sensory provision, therapeutic approaches and meaningful routines, our learners grow in confidence, independence and belonging, building the skills they need to thrive in school and beyond. Kershaw Wood Manchester is where children feel empowered to grow, flourish and succeed, every day. CHILD PROTECTION POLICY Click here to read how we keep learners safe