Springboard Early Years Autism Hub

What is it like to attend this early years setting?

Children with special educational needs and/or disabilities (SEND) make good progress at this setting. They are greeted by warm and caring staff who help them settle quickly. Staff know all children extremely well. They use their knowledge of children's interests to set up the playrooms and motivate and encourage children to take part in a range of carefully planned activities. For example, children smile as they intently watch and listen as staff slowly pour gloop into a tray. Staff praise children for concentrating. This encourages children to have a positive attitude towards their learning and develops their listening and attention skills.

Children receive high levels of support and interaction from staff who continually use positive language and offer cuddles when children need reassurance. Children show they feel safe and secure as they freely explore inside and outside. Staff intuitively know when to offer support and guidance and when to allow children to take risks. For instance, children independently climb into hammocks in the playground to enjoy the soothing rocking motions. This develops children's physical skills. Staff have embedded a clear routine. They take time to prepare children for changes. Staff successfully use visual resources to help children understand what is expected of them. Children respond positively to staff and behave well.

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

• Staff tailor their curriculum to meet each child's needs. From the outset, staff gather information from parents to identify what children need to learn and what motivates and interests them. Staff use regular assessments to effectively plan for each child's next steps. They use a range of teaching strategies to provide individualised support to help children reach their goals. For example, staff use weighted backpacks and spinning chairs for children who are learning to manage their sensory needs.
• Managers and leaders allocate funding effectively to address any gaps in children's learning and development. They offer a range of experiences that equip children with essential skills and knowledge for the future. For example, children go on local walks, learn how to use equipment at the park, and visit the nearby café. These opportunities help children learn about and feel part of their community.
• Partnerships with parents are strong and effective. Parents appreciate being kept informed about their child's progress and learning. Events like drop-ins and coffee mornings offer parents resources and ideas to support children's learning at home. For instance, staff share advice on toilet training, healthy eating, and safe sleeping. Parents speak very highly about the individualised care and support they and their children receive. They comment on how the setting 'makes a big difference to their lives'.
• Staff use effective techniques to develop children's communication skills, including sign language, picture symbols, and objects to help children's understanding of language. However, staff sometimes miss opportunities to fully enhance children's verbal skills for those who are in the early stages of communicating verbally.
• There is a shared ethos around listening to the 'child's voice'. Staff constantly encourage children to make choices and decisions around all aspects of their day. Children hand photos to staff to select toys, decide when to go outside, and to request food. This boosts children's independence and self-esteem.
• Relationships with other professionals and providers are positive. Staff integrate professional's advice and suggestions into children's individual plans. Nonetheless, the process of sharing information with other providers is not fully embedded to ensure consistent learning for children who attend other settings.
• Children's social and emotional development is a key focus. For instance, staff use children's favourite toys such as car ramps to teach children turn-taking skills. Staff sensitively dim the lights and create calm spaces when children need time to regulate their emotions. They use symbol cards and signing to help children label emotions like happy and sad. However, these strategies are not always used consistently to support children to learn how to understand and manage their emotions according to their stage of development.
• Leaders and managers prioritise staff development and well-being through regular supervisions and training. Some staff recently attended training on using touch and music to support children's sensory and communication needs. This training has enhanced staff's ability to engage children who find listening and attending to adults difficult.

What the setting must and should do next

The provider should:

• make the most of opportunities to fully extend speech and language skills for those children who are beginning to use verbal communication
• embed the processes for communication with other settings children attend, to ensure staff consistently share key information and fully support children's continuity of learning
• support staff to consistently help children to understand and manage their emotions in ways that match each child's stage of development.