Autism Partnership Leeds

Inspection of Autism Partnership Leeds Unit 10 Moorfield Business Park, Moorfield Close, Yeadon, Leeds, West Yorkshire LS19 7YA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

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.

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The provision is good

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.

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The provision is good

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.

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need to do better?

n 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. n 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. n Staff read familiar stories to children, using clear, repetitive language. Staff encourage children to think about the story and what is happening in the

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need to do better?

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. n 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

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need to do better?

4 February 2025 subtract using money and then apply their skills in real life. For instance, they go shopping with their key person for ingredients. n 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. n 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

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need to do better?

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. n 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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n 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.

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Setting details

Unique reference number 2698498 Local authority Leeds Inspection number 10371637 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 15 Number of children on roll 18 Name of registered person Autism Partnership Leeds Limited

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reference number

Telephone number 01132509275 Date of previous inspection Not applicable

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Information about this early years setting

Autism Partnership Leeds registered in 2022 and is situated in Yeadon, Leeds. The provision operates all year round from 8.30am to 6.30pm, Monday to Friday, except for bank holidays and a week between Christmas and New Year. There are 15 members of staff employed. Of these, six staff have an appropriate early years qualification, including the manager who has a teaching qualification. The provision offers one to one Applied Behaviour Analysis therapy for children and young people with autism. All staff members have an appropriate qualification to support this.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation. n The provider and the inspector completed a learning walk together. They discussed how the provider organised different aspects of learning. n The inspector observed children involved in a range of activities. n The inspector considered parents' feedback and discussed working with different families with the provider. n The inspector observed the quality of education. She talked to the provider about how they evaluate the provision and talked to staff about their ongoing professional development. n The inspector carried joint evaluations of activities with the provider.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

4 February 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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