Explore how we deliver Key Stage 2 through a rich, dynamic curriculum that builds confidence and a love of learning. Key Stage 2 Learning at First Steps Together follows the National Curriculum, adapted to meet the diverse needs of our pupils. Many of our primary learners join us working significantly below age‑related expectations, so our curriculum is carefully shaped to provide the structure, security and specialist support they need to make progress. Our pupils are often highly vulnerable learners who benefit from calm, well organised and nurturing classrooms. Our approach is built around four key elements: Communication, Conflict, Culture and Conservation. These guide daily routines, help pupils develop essential life skills and ensure that learning takes place within a consistent and supportive environment. We use a topic based curriculum that immerses pupils in meaningful learning experiences. This approach helps them enjoy school, become curious and develop the foundations of learning to learn. Phonics, literacy and numeracy remain central to our provision, with a strong focus on reading for pleasure and building confidence with books and other written materials. Alongside classroom learning, pupils take part in regular swimming lessons and weekly outdoor education sessions, including educational visits. These wider experiences support physical and emotional wellbeing and give pupils meaningful opportunities to apply their learning in real world contexts. Curriculum maps ART AND DESIGN How we teach Art and Design in Key Stage 2 HUMANITIES How we teach Humanities in Key Stage 2 SCIENCE How we teach Science in Key Stage 2 ENGLISH How we teach English in Key Stage 2 MATHS How we teach Maths in Key Stage 2

We prioritise safeguarding to ensure every young person at First Steps Together is safe, supported, valued and protected every day. Safeguarding At First Steps Together, the safety and wellbeing of our young people are at the heart of everything we do. Safeguarding is our utmost priority, and we are deeply committed to creating a secure environment where every child feels protected, valued, and supported. We understand that many of our students have faced significant challenges, including trauma and periods of instability in both their social and educational experiences. These factors may place them at heightened risk, and we take our responsibility to safeguard them with the greatest seriousness. To mitigate risks and shield our young people and their families from harm, we adhere rigorously to our internal safeguarding policies and align with the Department for Education's 'Keeping Children Safe in Education' framework . Our collaborative approach involves working closely with multiple agencies and support services, ensuring that our efforts are comprehensive and proactive. Every member of our dedicated staff is unwavering in their commitment to keeping children safe, both within the school and in their wider communities. Any safeguarding concerns should be promptly shared with our Designated Safeguarding Leads, who are always ready to provide guidance and action. Our Safeguarding and Child Protection Policies are available on our Schools pages. Through collaboration and shared commitment, we strive to create a brighter, safer future for every child entrusted to our care.

Here you will find advice and guidance to help support young people with additional needs at home and beyond. Advice This space has been created to support parents, carers, and guardians of young people with additional needs. Here you will find practical guidance, helpful insights, and information designed to make it easier to understand how we work, what we prioritise, and how we can work together to support each young person’s journey. This section is just getting started. We will continue to expand and update it over time so it grows into a useful, evolving resource that reflects the needs of our community. For now, we’d love to hear from you directly, what would you like to know? Please fill in the form below. First name* Last name Email* Write a message SUBMIT

Learn more about UNICEF’s Rights Respecting Schools Award creating safe, nurturing environments where every child can succeed. UNICEF's Rights Respecting Award The United Nations Convention on the Rights of the Child (CRC) is based on an analysis of what children need in order to thrive. These needs can be grouped into four categories: To survive as a fit and healthy person To be protected from harm and abuse To develop physically, mentally and socially To participate as an active citizen UNICEF's Rights Respecting Schools Award supports schools to embed the Convention in their practice to improve wellbeing and help all children and young people to realise their potential. We have achieved SILVER at our Kershaw Wood Glossop school and are working hard to achieve an award at our other schools. The award puts children’s rights at the heart of schools in the UK, as UNICEF work with staff to create safe and inspiring places to learn, where children are respected, their talents are nurtured and they can thrive every single day. Embedding these values in daily school life gives children the best chance to lead happy, healthy lives and to be responsible, active citizens. Participation promotes a whole school approach to child rights and human rights education. Child rights education can be defined as learning about rights, through rights and for rights within a context of education as a right. The award aims to build the capacity of children and young people as rights-holders to claim their rights, and the capacity of adults as duty bearers to fulfil their obligations. Child rights education helps adults, children and young people to work together. In this way it provides the space and encouragement for the meaningful participation and sustained civic engagement of children and young people. What does the Convention include? Articles include: Article 3: The best interests of the child must be a top priority in all decisions and actions that affect children. Article 13: Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is in the law. Article 28: Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. Article 29: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. Article 31: Every child has the right to relax, play and take part in a wide range of cultural activities. What is a Rights Respecting School? The term ‘Rights Respecting School’ is given to schools that put the work of UNICEF at the heart of their educational policies and practices. Every child has rights and along with those rights come responsibilities. The adults and children in our school model these rights and respect them in all relationships. We aim to make children aware of their rights and to be respectful of the rights of adults and other children. What is UNICEF? UNICEF, the United Nations International Children’s Emergency Fund, is the world’s leading organisation working for children and their rights. In 1989, governments worldwide promised all children the same rights by adopting the UN Convention on the Rights of the Child (CRC).

Explore our extra-curricular offer and read our personal development and wellbeing overviews supporting every learner’s growth. Personal development At First Steps Together, we believe that learning extends far beyond the classroom. Through our ACTIVE values, we are committed to providing a rich and varied extracurricular offer that enables students to explore their interests, develop new skills, and build meaningful relationships. From sports teams and arts programmes to academic clubs and community service initiatives, we provide a diverse range of opportunities designed to nurture every learner’s strengths. These activities support the development of leadership and teamwork, promote personal growth, and help students become confident, well‑rounded individuals prepared for life in Modern Britain. Participation in extracurricular activities enhances academic progress, boosts self‑esteem, and equips our students with the skills they need for future success. We actively encourage all students to get involved and make the most of the enriching experiences our programmes provide. Personal development and wellbeing overviews Admissions Policy KS1 AND KS2 Admissions Policy KS3 AND KS4

Discover how we deliver Key Stage 1 with a clear, engaging approach that supports early learning and development. Key Stage 1 Our pupils follow the same KS1 subject areas as all pupils (English, Maths, Science, and the full range of foundation subjects), but with adaptations to ensure accessibility and meaningful progress. Learning is often broken into smaller, practical, and highly scaffolded steps, with plenty of repetition and sensory-rich experiences to match each child’s developmental needs. Very often, our teaching draws heavily on early years foundation stage (EYFS) approaches because many of our pupils have missed early learning milestones or have been left behind in previous settings. As a result, a key part of our work is helping children build the foundational communication, interaction, and early cognitive skills they need in order to catch up and access the KS1 curriculum in a way that is developmentally appropriate and successful for them. Curriculum maps ART AND DESIGN How we teach Art and Design in Key Stage 1 HUMANITIES How we teach Humanities in Key Stage 1 SCIENCE How we teach Science in Key Stage 1 ENGLISH How we teach English in Key Stage 1 MATHS How we teach Maths in Key Stage 4

Explore how we assess and track academic performance within our wide range of specialist schools. Performance Our first cohort of students reached the age for accredited assessments and statutory examinations in the summer of 2026. Analysis of outcomes at The Watkin between 2025/26 and 2026/27 shows that 69.23% of students maintained or made progress in English , while an even greater proportion, 73.07%, maintained or made progress in Maths . These outcomes reflect our commitment to delivering a high-quality, ambitious curriculum. Through robust internal assessment processes and close monitoring of individual performance, we ensure that every student is supported to make meaningful progress from their unique starting points.

Learn about EHC plans and how we work with local authorities, parents and education professionals to best support your child. EHC Plans Education, Health and Care (EHC) Plans are central to every learner’s experience in specialist education. As a legal document written and issued by the local authority, an EHC plan sets out a student’s individual needs and the additional support required to meet them. This page is designed to answer common questions and explain key processes. Although we work closely with families and the local authority to help shape each plan, it is not fully within our control. Click on one of the below frequently asked questions to find its answer. What is an EHC Plan? Who can ask for an EHC Plan assessment? How do I apply? What evidence should I send? How long does the application take? What happens during the assessment? What support could be provided? Who writes the EHC Plan? What is in an EHC Plan? What is a personal budget? What are my legal rights? Can a school refuse to request one? Can I appeal if it's refused by the local authority? How often is the EHC Plan reviewed? What should I do if support is not being delivered? If you would like to ask a question that is not covered on this list, please send a message via our Advice page by clicking here . WHAT IS AN EHC PLAN? An Education, Health and Care Plan is a legal support plan for children and young people, aged 0-25, who need more help than their school or college can usually provide because of, what are officially called, special educational needs or disabilities, known as 'SEND'. EHC Plans are often referred to as an Education, Health and Care Plan or EHCP. An EHC Plan clearly sets out: Your child’s needs The support they must receive The outcomes (goals) they’re working towards The support written in an EHC Plan is legally enforceable, it must be provided. WHO CAN ASK FOR AN EHC PLAN ASSESSMENT? Parents or carers are able to apply for an EHC Plan. Others who can ask include: A school or nursery A young person 16-25 A health professional (e.g. a doctor) You don't need the school's permission to apply. HOW DO I APPLY? You simply write (via email is fine) to your Local Authority SEND Team asking for an: Education, Health and Care Needs Assessment Include: Your child's name and date of birth Their school Why you feel they need extra support Any reports you already have You don't need a diagnosis to apply. WHAT EVIDENCE SHOULD I SEND? Send anything that shows your child needs more support, such as: Specialist support plans from school School reports or behaviour logs Letters from a paediatrician or GP Speech and language therapy reports Occupational therapy reports Educational psychologist reports Your own views (very important!) Sometimes email providers have limits on attachments. Make sure to check the link is accessible if sharing via a cloud-based service (e.g. Dropbox or One Drive). HOW LONG DOES THE APPLICATION TAKE? The whole process should take no longer than 20 weeks from your request to the final EHC Plan. Below are the main steps: The Local Authority decides whether to assess (within 6 weeks) Professionals give advice Draft EHC Plan is shared with you Final EHC Plan issued WHAT HAPPENS DURING THE ASSESSMENT? The Local Authority collects information from: You (parent/carer) Your child The school Educational psychologist Health professionals Social care (if needed) They look at: Learning Communication Social and emotional needs Physical or sensory needs WHAT SUPPORT COULD BE PROVIDED? Depending on your child’s needs, this might include: 1:1 teaching assistant support Specialist teaching Speech and language therapy Occupational therapy Physiotherapy Specialist equipment Help with social care A specialist school placement WHO WRITES THE EHC PLAN? A case worker at your Local Authority writes the EHC Plan using all the advice from professionals involved in your child’s assessment. They will also use information from parents. WHAT IS IN AN EHC PLAN? Below details how an EHC Plan is structured. A Your child’s views, interests and aspirations B Special educational needs C Health needs D Social care needs E Outcomes (goals) F Educational support (must be delivered by law) G Health support H Social care support I School or college placement J Personal budget (if agreed) K Professional reports used WHAT IS A PERSONAL BUDGET? A personal budget is money from the EHC Plan funding that allows you to arrange some support yourself (like therapy or specialist services). WHAT ARE MY LEGAL RIGHTS? Under the Children and Families Act 2014: The Local Authority must make sure the educational support in the EHCP is delivered Health services must provide the health support listed If the support in Section F (Education) isn’t provided, this is unlawful. CAN A SCHOOL REFUSE TO REQUEST ONE? Yes, but this doesn't stop you applying yourself directly to the Local Authority. CAN I APPEAL IF IT'S REFUSED BY THE LOCAL AUTHORITY? Yes. You can appeal to the First-tier Tribunal (Special Educational Needs and Disability) You can appeal if the Local Authority: Refuses to assess Refuses to issue an EHCP Names the wrong school Doesn’t provide enough support HOW OFTEN IS THE EHC PLAN REVIEWED? This depends on the child's age. Normally, at least once a year For children under five, every six months The reviews check progress and update support if needed. WHAT SHOULD I DO IF SUPPORT IS NOT BEING DELIVERED? 1. Speak to the school’s SEND Coordinator 2. Contact your Local Authority SEND team If it’s still not happening, you can make a formal complaint. EHC Plan support is a legal duty. Click here to return to the top of the page.

HEADTEACHER James Marsh

Our friendly team is ready to help, so get in touch today for guidance, enquiries or support. Contact us Call our switchboard: 0330 118 0974 We are ready to answer your calls between 8am and 4pm every Monday to Friday, excluding bank holidays. For admissions, email: admissions@firststepstogether.uk For school related enquiries, email: admin@firststepstogether.uk For recruitment enquiries, email: recruitment@fstmanagement.uk Our headquarters: Crossgate House, Irwin Street, Denton, Manchester, M34 2AF Follow us on social media

Learn how to apply to First Steps Together schools with guidance for families seeking supportive specialist education. Admissions Accepting new applications Applications remain open for immediate places, as well as for students joining in September 2027. If you are looking for a supportive, specialist environment tailored to children and young people with additional needs, our schools provide high-quality education, designed to help every learner thrive. For more information please call 0330 118 0974 or email admissions@firststepstogether.uk .

Learn how we deliver Key Stage 4 with focused, supportive teaching that helps students excel and build future-ready skills. Key Stage 4 Our Key Stage 4 curriculum is designed to help students become fully prepared for their next steps through both academic achievement and the development of social and vocational skills. We place great emphasis on promoting independence, confidence and self esteem, and we celebrate each individual learner, encouraging their personalities and interests to flourish. All students study English, Maths and Science, with the aim of achieving a qualification that reflects their level of ability and progress at that time. To support pupils in developing the skills they need for adult life, we provide lessons in PSHE, Beliefs and Values and PE, along with a range of enrichment opportunities which may include working towards the Duke of Edinburgh Award. Where a student has a particular interest and it is appropriate for them to pursue it as a qualification, we will make every effort to support this. Our Key Stage 4 pathways follow a mainstream model but with small class sizes and a high level of personalised support. Pupils select two option subjects in addition to studying their core subjects. The list below shows an example of the qualifications and pathways available. These may vary each year depending on the needs and interests of the cohort. Core Subjects with Qualifications Offered • English Language: GCSE, Functional Skills Level 1 and Level 2, Entry Level • Maths: GCSE, Functional Skills Level 1 and Level 2, Entry Level • Science: GCSE, Entry Level • Key Pathway subjects as appropriate ASPIRE Pathway • Hair and Beauty • Travel and Tourism • Health and Social Care • Sports • Interactive Media ACHIEVE Pathway • Humanities • Expressive Arts • Sports and Fitness (not available if Sports is selected as the Key Pathway) • Computing All pupils have weekly timetabled sessions in PE, PSHE, Employability, Careers and Beliefs and Values. These lessons, combined with academic study and enrichment experiences, ensure that pupils develop the knowledge, skills and confidence needed to move on successfully to further education, training or employment. Curriculum maps ASDAN PERSONAL DEVELOPMENT How we teach ASDAN Personal Development in Key Stage 4 HEALTH AND SOCIAL CARE How we teach Health and Social Care in Key Stage 4 IMEDIA How we teach iMedia in Key Stage 4 PHYSICAL EDUCATION How we teach Physical Education in Key Stage 4 SCIENCE How we teach Science in Key Stage 4 ENGLISH How we teach English in Key Stage 4 HUMANITIES How we teach Humanities in Key Stage 4 MATHS How we teach Maths in Key Stage 4 PSHE How we teach PSHE in Key Stage 4 Curriculum overview / intents These documents showcase topics we're teaching in the 2026 summer term, how students are supported and how progress is recognised. ASDAN PERSONAL DEVELOPMENT: HEALTH AND WELLBEING Details of how we teach Health and Wellbeing in Key Stage 4 ASDAN Personal Development HEALTH AND SOCIAL CARE: INDIVIDUAL CARE NEEDS Details of how we teach Individual Care Needs in Key Stage 4 Health and Social Care IMEDIA: PRESENTATION OF IMEDIA Details of how we teach Presentation of iMedia in Key Stage 4 iMedia MUSIC: ROLES AND RESPONSIBILITIES Details of how we teach Roles and Responsibilities in Key Stage 4 Music PHYSICAL EDUCATION: OUTDOOR ADVENTURE Details of how we teach Outdoor Adventure in Key Stage 4 Physical Education SCIENCE: ENERGY Details of how we teach Energy in Key Stage 4 Science ENGLISH: NARRATIVE WRITING Details of how we teach Narrative Writing in Key Stage 4 English HUMANITIES: THREATENED ECOSYSTEMS Details of how we teach Threatened Ecosystems in Key Stage 4 Humanities MATHS: METRIC, IMPERIAL AND MEASURE Details of how we teach Metric, Imperial and Measure in Key Stage 4 Maths OCCUPATIONAL STUDIES: BRICKLAYING Details of how we teach Bricklaying in Key Stage 4 Occupational Studies PSHE: CHANGING ME Details of how we teach Changing Me in Key Stage 4 PSHE