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< All news Inclusive Attendance launches across our schools 2 Feb 2026 We are delighted to share that Stage 1 of the Inclusive Attendance Programme has now launched across all of our six schools across the North West. This marks a major step forward in our commitment to creating attendance cultures that are sustainable, inclusive and consistently centred around the needs of children and young people who think, behave and learn differently. Embedding the Inclusive Attendance Programme means establishing a truly system led approach across the federation. It encourages collective responsibility, strengthens best practice and ensures that attendance becomes a meaningful driver for long term success. By working in partnership with Inclusive Attendance, we have begun accredited staff learning, deep dive practice reviews and the development of a five year strategy that places inclusivity, belonging and success for every learner at the heart of what we do. This work also ensures that our approach aligns closely with the Ofsted Framework and the Department for Education’s statutory expectations regarding attendance. More importantly, it strengthens our culture of care, consistency and ambition. The programme will support us to reduce persistent absence, improve overall attendance and build a quality assurance model that helps each school grow year on year through self evaluation, shared insight and collaboration. Senior Head of School Caron Cooper, captured the purpose behind this work clearly when she said, “We did this because attendance is so important for children. The passion is that we want to get these children back into school because they have not been in school. By having attendance incentives and committing to this, because we are all about inclusivity, that is why we are doing it.” Inclusive Attendance described today as the beginning of “a shared vision”, acknowledging our commitment to leading the way in sustainable attendance improvement. This launch represents an important milestone for all of us at First Steps Together. It strengthens our ability to support children and young people every day, ensures we are working to the highest standards and brings us closer to achieving Bronze Mark Accreditation across all of our schools. Most importantly, it reinforces our belief that every child deserves a school environment where they feel supported to attend, welcomed when they arrive and empowered to succeed. Previous Next

Contact Footsteps, our First Steps Together podcast. A bitesize recap of the last month, we explore life in our schools across the North West. Contact the podcast Tell us your ideas or questions by filling in the form below. First name* Last name* Name of student/s* If you do not have a student at one of our schools, please provide your occupation or wider context. School Kershaw Wood Manchester Kershaw Wood Glossop Peak Forest Stansfield House Tame Bank The Watkin Please write your question or submit your content ideas below.* SUBMIT

< All news The Watkin to host next recruitment Open Day 9 Feb 2026 On 28 February, we are again opening our doors to highlight our vacancies with this latest event being held near Wythenshawe Hospital. As February comes to a close, The Watkin will host the event between 10am and 3pm. Recently renovated, the building opened its doors in September after The Watkin moved from Northenden to its new home in Wythenshawe. The event is open to anyone interested in a career in specialist education and keen to explore the wide range of opportunities across the organisation. With numerous roles available, the recruitment and management teams will be on hand to explain the significant impact each position has on developing young people’s confidence. Visitors will meet staff, learn about the roles available across First Steps Together’s schools and gain insight into the organisation’s commitment to supporting young people with additional needs. Emma Burgess, Head of People Services, said: "After a huge success at our last recruitment day in Denton last month, we're excited to again provide a warm, welcoming environment to learn more about our vacancies." She continued: "Our Recruitment Open Day is a great opportunity to discover the meaningful work we’re proud of, connect with the people behind it and explore the difference you could make. If helping young people thrive inspires you, you won’t want to miss this." Those ready to progress will have the opportunity to take part in on-the-day interviews, helping to remove barriers and make the process as accessible as possible for anyone beginning, or continuing, a career in the sector. Prospective applicants are asked to complete a short application form in advance by emailing recruitment@fstmanagement.uk , enabling the recruitment team to prepare for the day and ensuring a smooth experience for all visitors. As part of our Safer Recruitment commitment, we ask attendees to bring a form of ID to help safeguard and protect young people. Car parking is available directly outside the building. Previous Next

< All news First step into podcasting with Footsteps launch 6 Feb 2026 We're thrilled to launch a new monthly podcast Footsteps, offering listeners an inside look at our specialist work for young people. The podcast is now available on our website , Spotify and Apple Podcasts and is hosted by our Communications Officer Nick Ransom, who previously reported on-air for the BBC and Sky . Talking to Nick, who is also neurodivergent, Chief Executive Officer Matthew Higham described how the organisation has expanded beyond its origins as an alternative provision. “Over the last 6 to 12 months, we’ve diversified… still keeping that main focus around supporting young people and vulnerable young people in the Manchester, Tameside and Derbyshire area.” He emphasised that the group’s direction is shaped by “listening to our parents, listening to our carers” and tackling gaps in support for learners with additional needs. Executive Headteacher and Group Strategic Lead Natalie Ogden remarked on a busy start to 2026: “My biggest hope this year is that all our learners feel safe and valued… that they’re enjoying being in school.” As a parent of a child with an EHCP, she added, “I know the struggles of parents and carers… that’s what pushes me forward.” At Peak Forest , Head of School Paul Sunderland said the first weeks of January always demand patience. “We understand the first couple of weeks are going to be difficult… but most of them are excited to get back to school.” Attendance is described as a national pressure point, but CEO Matt reflected that the organisation takes a supportive approach. “It goes a lot deeper than the data… a child who’s not attending has a number of factors behind that. It’s our job to break that down.” Natalie also highlighted the importance of pastoral support and honest conversations with families: “Parents and carers do feel the pressure… it’s about that open communication.” The episode also features a student voice, who said, should an alien visit their school, that “they’re going to be fine here and that it’s going to be the best.” The episode also covers the organisation’s care homes, transport services and online‑safety systems, with Head of Business Nick Ledger outlining how new monitoring software helps keep students safe. The episode concludes with insight from payroll officer Hayley Crompton, who said one of her favourite things about the organisation was "that the children come here... they're allowed to just be who they are." Listeners are invited to submit ideas for future episodes as the series continues into 2026 by clicking here . 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 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

News Ninjas is our fun, creative and confidence‑boosting scheme helping students share stories from First Steps Together. News Ninjas is a fun, creative and confidence‑boosting scheme that empowers students to share the stories that make First Steps Together special. From classroom achievements and sports victories to special events and everyday moments of kindness, our News Ninjas help uncover the exciting things happening across our community. The stories discovered by our young reporters form the foundation of our storytelling across the First Steps Together website and social media channels, giving families, staff and the wider community a genuine insight into daily school life. Devised by our Communications Officer, Nick Ransom , this initiative puts the microphone directly into the hands of young people. Nick brings a wealth of real newsroom experience to the project, he has worked as a journalist at the BBC and has reported on‑air for the BBC, ITV, Channel 5 and Sky. His reporting spans a wide range of subjects, from sport to neurodiversity and much more, and he now uses this expertise to inspire the next generation of storytellers. One News Ninja will be selected for each school, with the initiative being trialled for the remainder of the 2025-26 academic year. We will be revealing which of our students have been named News Ninja for their school over the next month or so. Badges and titles are currently being handed out...

Learn how we support young people with additional needs through calm, consistent de‑escalation approaches. De-escalation We know that when parenting becomes overwhelming, especially if a young person’s behaviour escalates, it’s completely normal to feel unsure, isolated, or even frightened. These moments can be tough emotionally, and reaching out for support can feel difficult. This guide breaks things down into simple sections to help you understand what’s going on, how you can respond, and what can help over time. The trigger Escalation rarely comes “out of nowhere”. Young people often move through predictable emotional stages and recognising early triggers can prevent things reaching crisis point. Common triggers include: Sensory overload (noise, smells, lights, busy environments) Disagreements or disappointment Sudden changes in routine Feeling misunderstood, criticised or unheard Emotional overwhelm building over time These triggers can lead into a cycle: calm → trigger → agitation → acceleration → peak → de‑escalation → post‑crisis fatigue → recovery. Spotting the early stages (like agitation or restlessness) gives you the best chance to step in before emotions rise further. How to support When emotions rise, your presence and approach can make a huge difference. Here are practical ways to help your young person feel safer and more regulated. Model calm body language Take a pause and breathe. An adult looking calm helps a young person feel calmer too. Use simple, gentle communication Speak softly and use short, clear phrases. Over‑talking can increase overwhelm. Validate their feelings Show understanding without approving hurtful behaviour. For example: “I can see this is really hard for you. I’m here with you.” Offer simple choices Choices give back a sense of control, reducing frustration. For example: “Would you like to take space in your room or sit quietly here?” Set positive, safety‑focused boundaries Use wording like: “I want us both to stay safe right now.” Take time apart if needed A short pause can help both of you reset before reconnecting. Rebuild connection afterwards When things have settled, reconnect with warmth and reassurance. Many young people feel shame or regret after escalation, what they need most is calm, steady support, not punishment. Moving forward While not every crisis can be prevented, consistent strategies can reduce how often escalation happens. Create predictable routines Routines reduce uncertainty and help young people feel more secure. Encourage emotional outlets Movement, art, writing, sensory supports, or quiet hobbies can all help release built‑up emotions before they overflow. Model calm behaviour Young people learn from what they see. Showing steady, composed responses, even when you’re struggling, teaches them powerful skills. Build a supportive environment Lower stress where possible, keep expectations realistic, and notice patterns (e.g., certain times of day, environments, sensory triggers). Know you’re not alone Reaching out for support can bring relief, reassurance, and practical guidance tailored to your situation.

< All news Tortoise touches down at Kershaw Wood Manchester 26 Mar 2026 Kershaw Wood Manchester is now home to tortoise Dylan, after a special delivery from First Steps Together CEO Matt Higham on Thursday lunchtime. The arrival created a moment of quiet excitement as Matt entered the room and heralded the new era, with students slowly gathering around him. Tortoises have lived on Earth for more than 230 million years and are among some of the longest living land animals, with a life span of over 100 years. “Everybody be nice and quiet,” said Head of School Mike Smith, as the group edged in for a closer look. Matt encouraged everyone to explore the reptile at their own pace. “Do you want to touch it?” he asked, holding the delicate tortoise steady. One student examined the shell closely and asked, “What is that?” before receiving a personalised update about the newest student. “You can touch it when you’re ready!” Matt reassured warmly. The questions soon began to flow. “How fast can he go?” asked Oran , one of our News Ninjas . “Very very slow. He’ll never catch you!” Matt responded as the creature took its first tiny, deliberate steps across the table, almost in slow motion. “I love it,” said Mike, clearly pleased with the enthusiasm growing around the room and the potential opportunities. Attention soon shifted to naming the tortoise, and talk turned to what students could learn from caring for him. Ideas about feeding, observation, responsibility and looking after animals began to surface as part of the discussion. The tortoise was soon named Dylan by Oran, after a lively consultation with a friend. The rest of the class quickly agreed and Dylan was proudly added to the register. Head of School Mike Smith explained: “We got Dylan to support self‑regulation and help create a calmer, more nurturing environment here." "It also gives our learners another place to go when they are upset, hangry [hungry or angry] or finding it difficult to engage with a lesson.” On his first day at school, Dylan may have moved slowly, but his impact on the students was immediate. The first steps, together with the class watching on, have marked the beginning of new conversations, new learning potential and a new sense of curiosity. For now, students at Kershaw Wood Manchester have a new friend to get to know: Dylan. 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

Learn about the difference you could make by exploring a career within our schools, where every role helps transform young lives. Jobs We’re always on the lookout for passionate, talented people to join our team. Check out our current jobs below and see how you can make a difference. We have open positions Good news! We have plenty of varied roles that we are keen to fill. To apply for an educational role at First Steps Together, please click here . To view roles in our care homes, please click here . Note: For any jobs you've heard about in maintenance, building support, care homes or transport services, just drop us an email at recruitment@fstmanagement.uk and we'll send you an application form. This list was last updated on 9 April 2026 at 08:28 BST. Behaviour Lead | Tameside To start as soon as possible JOB DESCRIPTION Careers and University Counsellor | Tameside Must hold Level 6 in Career Guidance To start in September 2026 JOB DESCRIPTION Designated Safeguarding Lead | Manchester To start as soon as possible JOB DESCRIPTION Head of Inclusion | Tameside To start as soon as possible JOB DESCRIPTION Home Tutor (Skills) | Manchester To start as soon as possible JOB DESCRIPTION Learning Support Mentors | Manchester To start as soon as possible (x4) JOB DESCRIPTION Primary Teacher | Manchester To start as soon as possible JOB DESCRIPTION Quality Assurance Officer | Tameside To start as soon as possible JOB DESCRIPTION Skills Teacher | Tameside Fitness To start in May 2026 JOB DESCRIPTION Skills Teacher | Tameside PSHE and Careers To start in September 2026 JOB DESCRIPTION Teachers | Tameside Maths and English (x1), Joinery (x1), Bricklaying (x1), Plastering (x1) To start in as soon as possible (x3) and September 2026 (x1) JOB DESCRIPTION Behaviour Mentors | Tameside To start in May 2026 (x2) and September 2026 (x3) JOB DESCRIPTION Cleaner | Manchester To start as soon as possible JOB DESCRIPTION Designated Safeguarding Lead | Tameside To start as soon as possible JOB DESCRIPTION Head of School | Tameside To start as soon as possible JOB DESCRIPTION Learning Support Mentor | Tameside To start as soon as possible JOB DESCRIPTION Primary Curriculum Co-ordinator | Tameside To start in September 2026 JOB DESCRIPTION Primary Teacher | Tameside To start in September 2026 JOB DESCRIPTION SEND Intervention Assistant | Manchester To start in September 2026 JOB DESCRIPTION Skills Teacher | Tameside PSHE and Life Skills To start as soon as possible JOB DESCRIPTION Teachers | Manchester Maths (x1), English (x1), Science (x1) To start as soon as possible (x3) JOB DESCRIPTION

< 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