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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 how we deliver Key Stage 5 through specialised, high-quality post‑16 provision that empowers students to achieve their ambitions and progress with confidence. Key Stage 5 Key Stage 5 is not currently offered at First Steps Together. As our schools continue to grow, we are actively exploring the possibility of introducing a Key Stage 5 provision in the future. Any developments will be shared with families and partners as soon as plans progress.

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

Discover how we deliver the Early Years Foundation Stage (EYFS) statutory framework with a clear, interactive approach. Early years In many of our primary schools, we base learning on the Early Years Foundation Stage (EYFS). This is the framework that supports new learners in developing communication, early social skills, physical development and the first building blocks of thinking and learning. Many of our pupils join us having missed some key early developmental steps, so returning to EYFS principles helps us strengthen the foundations they need before they move on to more formal learning. Learning is introduced in small, practical steps that are carefully supported. Students take part in repeated experiences and sensory activities that help them understand new concepts and build confidence at their own pace. Our approach ensures every pupil can begin their learning journey in a way that matches their stage of development rather than their chronological age. Below you will find documents that show the units taught throughout the year. These outline what our pupils learn in each term and how their skills grow over time. Structure CURRICULUM AND PROGRESSION OVERVIEW What we cover to become ready for Key Stage 1 ENGLISH CURRICULUM How we teach English in early years with key topics and objectives Units covered ALL ABOUT ME Our first unit in the autumn term PEOPLE WHO HELP US Our first unit in the spring term GROWING AND CHANGING Our first unit in the summer term CELEBRATIONS AND TRADITIONS Our second unit in the autumn term ANIMALS AND HABITATS Our second unit in the spring term OUR WORLD AND BEYOND Our second unit in the summer term

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

Listen to Footsteps, our First Steps Together podcast. A bitesize recap of the last month, we explore life in our schools across the North West. Podcast Footsteps is our brand‑new podcast. You can listen below or access our transcripts for all episodes here . In each 30‑minute episode, we take you inside the world of specialist education , sharing the people, experiences and stories that shape First Steps Together. With updates from across our schools, thoughtful conversations and plenty of laughs along the way, Footsteps is the perfect companion for anyone wanting to better understand young people with differences in communication, cognition, and emotional and sensory regulation. Fronted by former BBC journalist and now our Communications Officer, Nick Ransom will draw on his own neurodivergent experience to bring insight and expertise to the podcast. If you would like to ask a question or suggest ideas for future episodes, please fill in our contact form . Tune into Footsteps on your favourite podcast platform, or pick an episode from the list below when the collection appears. Dates are currently in the American format but we are looking to address this.

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.

Discover how First Steps Together is strengthening inclusive, sustainable attendance with Inclusive Attendance. The Inclusive Attendance Programme has now launched across all six of our schools. This marks an important step in our commitment to building attendance cultures that are sustainable, inclusive and centred on the needs of children and young people who think, behave and learn differently. In March 2026, our teams carried out detailed deep‑dive visits across multiple sites. These reviews gave us valuable insight into existing attendance practice, helping us identify both strengths and key areas for development. The knowledge gained is now shaping targeted action plans for each setting. These plans will provide clear, focused steps designed to enhance consistency, strengthen culture and drive further improvements in attendance. Embedding the Inclusive Attendance Programme means establishing a genuinely system‑led model across the federation. It supports collective responsibility, promotes alignment in practice and ensures that attendance becomes a meaningful driver for long‑term success across all schools. Through our partnership with Inclusive Attendance, staff have begun accredited professional learning, practice reviews are underway and a five‑year strategy is in development. This strategy places inclusivity, belonging and success for every learner at the centre of our work. Our approach has been designed to align fully with the Ofsted Framework and the Department for Education’s statutory expectations for school attendance . More importantly, it strengthens our culture of care, consistency and ambition. The Inclusive Attendance Programme will support us to reduce persistent absence, improve overall attendance and build a robust quality assurance model. This model will help each school grow year on year through self‑evaluation, shared insight and collaborative learning. Senior Head of School Caron Cooper 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 has described the launch as the beginning of “a shared vision”, recognising our commitment to leading the way in sustainable attendance improvement. The launch of the first is a significant milestone for all of us at First Steps Together. It strengthens our ability to support children and young people every day, ensures our practice meets the highest standards and moves us closer to achieving Bronze Mark Accreditation across all schools. Most importantly, it reaffirms our belief that every child deserves a school environment where they feel supported to attend, welcomed when they arrive and empowered to succeed.

< All news Schools welcome back students after Christmas 6 Jan 2026 Across the North West, students have returned to our six schools after Christmas with our expert staff on hand to support amid a new routine. After the excitement and unpredictability a break can bring, our focus has been on helping every young person feel safe, calm and confident as they ease back into school life. For many children and young people with additional needs, returning can bring a mix of emotions. Fresh from an INSET Day, our staff are fully trained in understanding transitions, managing change and supporting emotional regulation. Throughout the day, they have been working closely with students to make the process as smooth as possible. This includes taking extra time to re‑establish familiar routines, offering reassurance where it’s needed, and creating quiet, predictable spaces to help everyone settle. Staff have been using strategies such as visual timetables, gentle reminders, sensory breaks, and structured conversations to support students in re‑engaging with their learning and social environments. Across all our schools, the first days back have showcased the resilience of our students and the dedication of our teams. Classrooms are once again filled with life! As the term continues, we remain committed to supporting every student through change, celebrating their progress and ensuring they feel understood, valued, and ready to thrive. Previous Next

Learn more about how we support children and young people through specialist education in the North West. About us Welcome to First Steps Together, a dedicated group of independent schools committed to supporting the education and development of children with unique and diverse needs. We believe every child deserves the opportunity to thrive in a nurturing, inclusive, and inspiring environment, one that celebrates their individuality and empowers them to succeed. Who we are At First Steps Together, we are a team of passionate educators, therapists, and support professionals united by a shared mission: to help students with special educational needs reach their fullest potential. Our schools are built on a foundation of understanding, respect, and collaboration, ensuring that every child, and their family feels seen, heard, and supported throughout their educational journey. Our approach We know that no two children are the same. That’s why we embrace a personalised approach to education. By combining evidence-based teaching methods, therapeutic support and a caring atmosphere, we create learning experiences that go beyond academics: fostering social, emotional and personal growth. Our schools As a group of specialist schools, we provide a wide range of resources, facilities, and programs tailored to meet the needs of children with diverse learning differences and challenges. Each school is staffed by dedicated professionals who put students at the heart of everything we do. Why choose us? We celebrate diversity and nurture the unique talents of every student. We build strong partnerships with families, believing in the power of collaboration. We prioritise well-being, ensuring every child feels safe, valued, and understood. We are committed to innovation, staying at the forefront of best practices in special education. A step towards a brighter future Choosing the right educational environment for your child is one of the most important decisions you’ll make. At First Steps Together, we are here to guide you every step of the way, providing the resources, expertise, and support your child needs to flourish. Together, we take the first steps toward a brighter future.

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

< 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