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.

Discover how we deliver Key Stage 3 through a broad, engaging curriculum that strengthens core knowledge and prepares students for the years ahead. Key Stage 3 Our Key Stage 3 curriculum is broad, balanced and shaped by the National Curriculum while being personalised to the individual needs of our pupils. Classes usually consist of no more than six learners, and any student who requires one to one support receives it. Pupils are placed into groups according to need, age and aptitude. We recognise that some learners are not yet ready for a full Key Stage 3 curriculum and may require scaffolded learning and further differentiated texts to ensure they can access and enjoy their lessons. Pupils study a wide range of subjects including Maths, English, Science, PE, Geography, History, PSHE, Art, Food Technology, Life Skills, Personal Development, RSE and Outdoor Education. They also have access to extracurricular activities through both internal opportunities and external partnerships, helping them broaden their experiences and interests. The aim of our Key Stage 3 provision is to ensure that pupils enjoy learning and understand its value while developing the knowledge and skills they need to move confidently toward Key Stage 4. Our combination of high quality educational input, therapeutic support and pastoral care helps pupils feel secure, motivated and ready for their next steps. Curriculum maps ART How we teach Art in Key Stage 3 COMPUTING How we teach Computing in Key Stage 3 FOOD TECH How we teach Food Tech in Key Stage 3 LIFE SKILLS How we teach Life Skills in Key Stage 3 OUTDOOR SKILLS How we teach Outdoor Skills in Key Stage 3 PSHE How we teach PSHE in Key Stage 3 BELIEFS AND VALUES How we teach Beliefs and Values in Key Stage 3 ENGLISH How we teach English in Key Stage 3 HUMANITIES How we teach Humanities in Key Stage 3 MATHS How we teach Maths in Key Stage 3 PHYSICAL EDUCATION How we teach Physical Education in Key Stage 3 SCIENCE How we teach Science in Key Stage 3 Curriculum overview / intents These documents showcase topics we're teaching in the 2026 summer term, how students are supported and how progress is recognised. ART: TEXTILES AND FABRICS Details of how we teach Textiles and Fabrics in Key Stage 3 Art COMPUTING: PROGRAMMING PYTHON Details of how we teach Python in Key Stage 3 Computing FOOD TECH: STORE CUPBOARD MEALS Details of how we teach Store Cupboard Meals in Key Stage 3 Food Tech LIFE SKILLS: HOME SKILLS Details of how we teach Home Skills in Key Stage 3 Life Skills OUTDOOR SKILLS: ADVENTURE Details of how we teach Adventure in Key Stage 3 Outdoor Skills PSHE: CHANGING ME Details of how we teach Changing Me in Key Stage 3 PSHE BELIEFS AND VALUES: RELIGIOUS TEXTS Details of how we teach Religious Texts in Key Stage 3 Beliefs and Values ENGLISH: ANIMAL FARM Details of how we teach Animal Farm in Key Stage 3 English HUMANITIES: BRITISH EMPIRE Details of how we teach the British Empire in Key Stage 3 Humanities MATHS: DATA AND MEASURE Details of how we teach Data and Measure in Key Stage 3 Maths PHYSICAL EDUCATION: OUTDOOR ADVENTURE Details of how we teach Outdoor Adventure in Key Stage 3 Physical Education SCIENCE: EARTH AND ATMOSPHERE Details of how we teach Earth and Atmosphere in Key Stage 3 Science

Learn how to make a complaint to First Steps Together, where our team are committed to listening and resolving issues promptly. Complaints First Steps Together aims to resolve all complaints at the earliest possible stage and is dedicated to ensuring all complaints are managed sympathetically and efficiently. Any complaint or concern will be taken seriously, whether formal or informal, and the appropriate procedures will be followed. The Complaints Policy, available on all our school pages on this website, has been created to deal with any complaint against a member of staff, or a school as a whole, relating to any aspect of the school's provision, facilities or services. All concerns should be reported directly to the school's Headteacher or Head of School. Concerns regarding the Headteacher or Head of School should be reported to the Chair of the Governing Body via chair@firststepstogether.uk . A complaint may be made in person, by telephone or in writing. A written record will be kept of all concerns and the date on which they were received. A concern submitted in writing will be acknowledged by telephone or in writing within two working days of receipt during term time, and as soon as practicable during school holidays. During the 2025/26 academic year, First Steps Together received four formal complaints under its formal complaints procedure. All complaints were investigated thoroughly and addressed in accordance with this policy.

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 new podcast, which we trialled in early 2026. Production is currently on hold as we focus our time and resources on delivering our core services. We hope to return with new episodes during the 2026/27 academic year. You can listen to archive episodes 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.

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

< 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 £50 ASDA voucher up for grabs with parent survey 21 Apr 2026 Our parental survey is now live, inviting families to share experiences and priorities to help shape support, with entrants included in a raffle for a £50 ASDA gift card. As part of our ongoing commitment to the best possible outcomes for our students, our speedy summer survey invites parents and carers to share feedback on the areas that matter most to their child’s school experience. The survey has taken parents on average 9 minutes to complete so far and covers communication, support, wellbeing and future readiness. It will allow us to reflect on what's working well and where further improvements can be made during the summer break. Executive Headteacher Catherine Donnelly shared her thanks and encouragement to families taking part, saying: "I’d like to thank the 20 families who have already taken the time to share their views, they are all now in with a chance of winning a £50 ASDA voucher." She continued: "While the prize draw is a nice incentive, the real value lies in the feedback itself. The responses help us to understand what we are doing well and where we can do better, ensuring we continue to improve for our young people and families. I would strongly encourage all parents and carers to take part and make their voice heard.” The survey also explores understanding and involvement in EHC plan processes, including how clearly support and strategies are explained and whether parents feel their views are listened to during reviews. By participating in the survey , you can comment on the following areas: School communication Partnership with families EHC plans and reviews Safety and wellbeing Individual needs support School environment Teaching and specialist support Online or remote learning Progress and next steps Areas for improvement The questionnaire will remain open until 4pm on Monday 4 May. All completed surveys that include contact details will be entered into a raffle for a £50 ASDA gift card, as a small thank you for supporting the continued improvement for students and families. You can access our survey by clicking here . Previous Next

< All news Half-days for three days this week due to hot weather 22 Jun 2026 Executive Headteacher Catherine Donnelly has confirmed schools will close at 12.30pm from 23-25 June to ensure student and staff wellbeing and safety. Temperatures are expected to rise above 30 °c across the UK this week, with some areas potentially hitting 40 °c. Executive Headteacher Catherine Donnelly said: "Following a risk assessment of our school environment, our schools will close early at 12.30pm on Tuesday, Wednesday and Thursday this week." She continued: "The wellbeing and safety of our students and staff remain our priority. Whilst we will continue to provide a safe learning environment during the morning, the forecast temperatures during the afternoon are expected to make conditions increasingly challenging." Students should attend school as normal each morning and are asked to: Bring a reusable water bottle Bring a hat/cap where possible Wear sunscreen, applied before arriving at school (and provided if reapplication is required) Wear loose, lightweight clothing where appropriate During the morning, staff will continue to support students through: Access to cooler areas of the school where possible Regular hydration breaks throughout the day Outdoor learning opportunities in shaded areas where appropriate Ongoing monitoring of students' wellbeing To ensure continuity of learning, activity packs will be sent home with students each day and access to online learning will be communicated. We will be contacting local authority transport services to request their support in facilitating the safe collection of students at 12.30pm on Tuesday 23 June, Wednesday 24 June and Thursday 25 June. We would also ask parents and carers to make any necessary arrangements to support collection at this earlier time where required. Should circumstances change, or if there are any updates regarding transport arrangements, we will communicate directly with parents and carers as soon as possible. Our school teams wish to thank parents for their understanding and continued support as we work together to keep our students safe during this period of extreme weather. 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 Peak Forest's Issac wins first attendance award of 2026 13 Feb 2026 Issac from Peak Forest has won this half-term’s attendance award, securing an iPad for maintaining 100% attendance since the start of 2026. Opting for a blue iPad, Issac collected his winning prize in a matching jumper on Friday morning, with Designated Safeguarding Lead Carrie Finn handing over the prize. Issac told the website he was "happy and excited" to clinch the award, with the tablet overseen by staff until the end of the school day. Our schools don’t just celebrate perfect attendance, we also recognise learners who make significant improvements. This year, rewards for improving attendance have included theme park vouchers, helping motivate and encourage students who are working hard to overcome barriers. So far this year for 100% attendance, we’ve offered prizes such as a game console and virtual reality headset, recognising the outstanding commitment throughout the term. In light of a new partnership with Inclusive Attendance, Matthew Higham, Chief Executive Officer, recently told our Footsteps parent podcast : "Attendance will always be one of our biggest priorities, but also there's a number of factors that contribute towards that and whilst the data informs us what the attendance is, it goes a lot deeper than that." As for low attendance, he added that it is the role of First Steps Together staff, as professionals, “to break that down” and identify what support can be put in place for each individual pupil. Group Strategic Lead Natalie Ogden expressed her understanding of the pressures families face. She said: "A hell of a lot of parents and carers, they do feel the pressure because we do have students that wake up in the morning and there’s good days and there's bad days. It's about us working alongside them." Natalie reflected: "At First Steps Together, one thing I'm most proud of is our pastoral support that we give to parents and carers." The organisation also continues to educate families on the importance of internet safety, with a dedicated page currently being developed for the website. Speaking to Footsteps, Head of Business Nick Ledger noted that “often parents are not as tech‑savvy as the children,” advising families to “cast an eye once in a while” to ensure the content being accessed is appropriate. Any parents with concerns or questions about attendance can get in touch via our contact us page. Previous Next