Autism Partnership Leeds

What is it like to attend this early years setting?

Children attending this specialist setting benefit from tailored learning programmes that are carefully designed using detailed assessments of their development. These are reviewed frequently, in partnership with parents and other professionals, to ensure staff have the most up to date information about children's progress. The curriculum is delivered for each child through short, one-to-one sessions with their key person and small group activities.

Staff have a good understanding of children's triggers and teach children strategies to help them regulate their emotions and manage their behaviour. Children develop language and communication skills, improve their attention and focus and begin to develop social skills through positive interactions with staff.

Children begin to understand the importance of good health and hygiene, such as washing their hands before making snacks. They learn to use everyday equipment safely. For example, children use knives to spread butter on their toast. Children develop independence in self-care routines, including dressing, toileting, and eating. They build on their physical skills when they use large play equipment in the local park. Older children learn how to keep themselves safe, for instance, using a pedestrian crossing to cross a road safely.

What does the early years setting do well and what does it need to do better?

• Leaders promote partnerships with parents and other settings children attend highly successfully, including schools. Staff meet with parents and key people once a month to review children's progress and share educational programmes. Leaders provide training for parents so that they can support children's development using the same strategies at home. This ensures continuity in children's learning.
• The majority of children enter the setting with very limited verbal language skills. Staff use visual aids and objects to support children to communicate their wants and needs. These also help children to understand the routine of the day and to follow instructions. Staff use timers to help children understand when it it is time to move from one activity to another.
• Staff read familiar stories to children, using clear, repetitive language. Staff encourage children to think about the story and what is happening in the pictures. Younger children start to use single words and put two words together. Older children demonstrate they can answer simple questions with relevant responses and are starting to build sentences.
• Staff introduce children to early mathematical concepts. They use positional language, such as under and over. Children begin to recognise how many objects are in a small group without counting them. Older children add and subtract using money and then apply their skills in real life. For instance, they go shopping with their key person for ingredients.
• Children's targeted learning is interspersed with short periods of free play. During adult-led activities, children experience highly positive interactions that continually embed their knowledge and build on what they already know and can do. However, during children's chosen play, staff do not provide the same high-quality interactions. This means that staff miss opportunities to strengthen children's cooperative play skills and extend their vocabulary.
• Parents are extremely appreciative of the care and support they and their children receive. Leaders frequently seek their feedback and use their suggestions to drive change and improvement. For example, parents requested opportunities for their children to socialise outside of the setting. Leaders have found a soft-play centre that is suitable for the children who attend the setting and there are plans in place for children and parents to attend social events there.
• Leaders complete weekly supervision meetings and monthly reviews of staff's practice. This ensures that any areas for improvement are quickly identified and addressed. Staff say that leaders are always available to provide guidance and support. Staff feel their wellbeing is promoted by leaders and staff are very supportive of each other.

What the setting must and should do next

The provider should:

• support staff to strengthen interactions with children during children's chosen play activities, to fully promote cooperative play and expose children to a wider range of vocabulary.