Tracks Autism

What is it like to attend this early years setting?

Children benefit hugely from the exceptional support they receive at this specialist provision. They separate from their parents and carers with ease at the start of the day. The strong dialogue between staff and parents at drop off helps staff to adapt the session to suit the individual needs of each child. For instance, if staff know that children have woken early in the morning, they adapt their expectations and allow children time to relax.

All children make the best possible progress at the setting, particularly in their communication skills, which are at the heart of the curriculum. Staff use a wide range of communication methods with children who are unable to communicate verbally. For example, they use visual images and objects to help children to understand the routine of the session. This supports children to recognise what is happening next and prepare for this transition.

Children's confidence quickly grows and they become more independent in using their rapidly increasing communication skills. This confidence supports them to communicate effectively with a wider range of people. For instance, children use picture cards to engage with visitors to the setting, showing them which activity they would like to complete next, taking the visitors by the hand to join in with their play.

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

• The exceptionally strong staff team respond instinctively to each child's needs. Not only do staff know their own key children, they understand the needs of all children who attend. They adapt their interactions with children to meet each child's abilities and needs. For instance, they differentiate snack time to encourage children to choose their own snack independently, either by pointing at a picture, choosing an item or asking using their verbal skills. This enables all children to feel thoroughly included in the experience.
• Staff are fully aware of each child's cues, such as when they are becoming frustrated. They respond immediately to these behaviours and provide appropriate support, helping children to learn to manage their own emotions in a caring and sensitive manner. This helps to keep children safe and enables them to feel secure in their surroundings and form strong bonds with the staff team.
• The staff are passionate and dedicated to their roles. They support one another extremely well. The principal leads by example, acting as an exceptional role model to the staff team. Professional development happens spontaneously through discussions, as well as through more formal opportunities. As a result, staff knowledge grows and interactions with children are consistently strong and purposeful.
• Parents praise the staff and speak positively about the setting. They feel fully supported. The centre manager provides on-site family support to help parents to access additional funding and answer their queries. Parents benefit from sharing their experiences with one another. This valuable support network benefits the whole family, as well as the children who attend.
• Activities are purposefully planned and delivered highly effectively. Staff use the thoughtfully planned and sharply focused curriculum to provide children with motivating and enjoyable opportunities to build on their existing skills. This is seamlessly adjusted to meet each child's needs and provide them with appropriate levels of challenge. Staff recognise when children are deeply engaged and use these opportunities spontaneously to maximise the learning which takes place.
• Children thoroughly enjoy the wealth of physical activities on offer and benefit hugely from a range of sensory experiences. They feel the vibrations of the drum as they each take a turn during a whole group story session, which they are all thoroughly engrossed in. Children demonstrate their enjoyment as they bounce on trampolines. Staff use these opportunities exceptionally well to promote children's social interactions and build their turn-taking skills. For example, they use visual cues to remind children that it is their friend's turn first, then it is their turn. Staff praise children for 'good waiting' and have clear and consistent boundaries, which all children respond well to.