Autism Partnership London

Autism Partnership London

Unique reference number (URN): 2758173 Address: 71a Great Percy Street, London, WC1X 9QX Type: Childcare on non-domestic premises Registered with Ofsted: 08/11/2023 Registers: EYR, CCR, VCR Registered person: Autism Partnership London Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Exceptional

Leaders implement a highly coordinated and ambitious approach to inclusion, rooted in a precise understanding of each child's needs. Staff gather detailed information from the outset and use this to design carefully sequenced programmes that reduce barriers to children's learning and participation. This includes children with special educational needs and/or disabilities (SEND), disadvantaged children and those known (or previously known) to children's social care. Staff use a wide range of communication strategies, such as visual supports, objects of reference and modelled language, which are introduced incrementally in line with each child's level of understanding. This enables children who initially struggle to communicate or engage to participate meaningfully and with increasing independence.

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Inclusion Exceptional

Leaders take a highly responsive and systematic approach to supporting children's development. They identify needs in detail and break learning down into very small, achievable steps, which are reviewed and refined continuously. For example, leaders describe how complex physical and functional skills are taught through carefully structured stages, enabling children and young people to develop coordination, confidence and independence over time, including participating in activities such as skiing. Staff implement targets consistently across all routines and activities, and leaders ensure that these remain sharply focused and consistently relevant to children's changing needs. Leaders review children's progress regularly with parents, therapists and other professionals to ensure that support remains sharply focused and that they are consistently relevant and responsive to children's changing needs. As a result, all children make sustained and measurable

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Inclusion Exceptional

progress over time, overcoming significant barriers to their learning and wellbeing and gaining the skills they need for the next stage in their education. Some children are able to move on to mainstream school, receiving highly individualised support for the transition. This support continues as staff collaborate with school staff to share strategies and techniques that provide children with consistency to access future learning. Staff attend the school and, for some children, continue to provide sessions at the setting alongside the school placement.

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Inclusion Exceptional

Leaders invest in developing staff expertise. They provide ongoing training, coaching and modelling of practice, ensuring that staff apply approaches consistently and with precision. Leaders also draw on ongoing international research and collaboration with specialist teams to continually refine their approaches, ensuring that practice remains current, evidence informed and responsive to emerging knowledge about development relating to neurodiversity. This culture of continual improvement strengthens the quality of provision and enhances outcomes for children. Partnership working is highly effective. Leaders work closely with families, schools and a wide range of external professionals, including speech and language therapists and educational psychologists, to ensure a consistent and shared approach. They provide outreach support and training to other settings, extending the impact of their work beyond the provision.

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Inclusion Exceptional

Leaders ensure that children who face the greatest barriers, including those unable to access mainstream provision, receive highly personalised support. This includes providing education other than at school arrangements where appropriate. They also support families to implement strategies at home, enabling children and young people to structure their

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Strong standard

learning independently and work towards their own goals. This coordinated approach enables children to develop the communication, social and functional skills they need to access wider opportunities, lead increasingly independent lives and even secure gainful employment later on.

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Achievement Strong standard

Children make clear and sustained progress from their starting points, particularly in communication and language. Children who initially have limited or no verbal communication begin to use sounds, single words and simple phrases to express their needs. Staff support this through consistent modelling and repetition, enabling children to build a secure understanding of language over time.

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Achievement Strong standard

Children with special educational needs and/or disabilities develop the foundational skills they need for later learning. For example, children improve their ability to follow instructions, sustain attention and engage in activities for longer periods. Those who face barriers to their learning, including those accessing additional support or alternative provision, make measurable progress as targets are broken down and revisited consistently.

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Achievement Strong standard

Children develop increasing independence and confidence in managing routines and interacting with others. They apply skills across different contexts, including in the setting, at home and in other educational environments. As a result, children are better prepared for their next stage of learning. They gain the communication, social and self-care skills needed to access school and participate more fully in learning experiences.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish a calm, purposeful environment where expectations for behaviour are clear, consistent and embedded in daily practice. Staff apply these expectations reliably, using approaches that reflect children's individual needs and stages of development. As a result, children understand what is expected of them and respond positively.

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Behaviour, attitudes and establishing routines Strong standard

Staff build warm, trusting relationships with children. They use precise and consistent strategies to support behaviour, including clear instructions, visual cues and immediate reinforcement. For example, during structured activities, staff support children to remain engaged by breaking tasks into manageable steps and recognising effort. This helps children to persist and complete activities. Over time, children maintain focus for longer, follow instructions more consistently and regulate their behaviour with increasing independence.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to interact positively with others. Staff support them to take turns, share resources and participate in small-group activities. For example, children are guided to wait and observe before joining in, helping them to develop cooperation and consideration for others. Leaders promote regular attendance and consistent routines. Staff work closely with families to reinforce expectations, follow up absences and support children to attend regularly. This consistency helps children to settle quickly and engage fully in learning. Children show positive attitudes to learning. They engage readily, respond to guidance and demonstrate growing confidence, resilience and independence in managing routines.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of practice. Staff implement highly responsive care that is carefully tailored to meet children's individual needs, including those with special educational needs and/or disabilities and those who face barriers to their wellbeing. Staff follow detailed care plans and adapt routines in real time, ensuring that children remain comfortable, supported and able to engage.

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Children's welfare and wellbeing Strong standard

Staff develop secure attachments with children through consistent, sensitive interactions. They recognise children's cues and respond promptly, offering reassurance and adjusting support where needed. This helps children to feel safe and develop emotional security. For example, when children show signs of discomfort or distress, staff provide calm, individual support, enabling them to regulate their emotions and return to activities.

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Children's welfare and wellbeing Strong standard

Staff support children to develop awareness of their physical health and safety. They guide children through personal care routines, encouraging independence while maintaining close supervision. For instance, during mealtimes, staff support children to develop self-care skills in a calm and structured way.

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Children's welfare and wellbeing Strong standard

Routines are personalised and consistently implemented. Staff ensure that care practices, including eating and rest, reflect children's individual needs and stages of development. As a result, children feel secure, develop increasing independence and show growing confidence in managing their wellbeing.

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Curriculum and teaching Strong standard

Leaders design a carefully considered curriculum that reflects a secure understanding of child development and the early years foundation stage. They sequence learning into small, manageable steps that build systematically over time, ensuring that children revisit and secure key knowledge and skills. Leaders regularly review the quality of teaching and use ongoing evaluation, including professional dialogue and research-informed practice, to refine and strengthen approaches.

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Curriculum and teaching Strong standard

Staff implement the curriculum with clarity and purpose. They place a keen emphasis on developing communication and language, embedding this across all areas of learning. For example, during adult-led activities, staff model key vocabulary, pause to allow children time to respond and extend their responses to build understanding. Staff also support early mathematical development through practical experiences, such as counting objects and learning to attribute numbers in sequence to each object during small-group tasks.

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Curriculum and teaching Strong standard

The curriculum prioritises children's physical, personal, social and emotional development. Staff provide regular opportunities for children to develop coordination and control, for example, through activities that involve using tools and manipulating materials. They support children to manage emotions and interact positively through clear routines and consistent expectations.

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Curriculum and teaching Strong standard

Staff use ongoing assessment effectively. They observe children closely, identify next steps and adapt teaching precisely, breaking learning down further or adjusting support to meet individual needs, including for those who face barriers to their learning and wellbeing.

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Leadership and governance Strong standard

Leaders maintain clear oversight of the provision and meet statutory requirements consistently. They have a secure understanding of the setting's strengths and use ongoing self-evaluation to refine practice. For example, leaders review routines, staff interactions and children's progress information to identify where adaptations are needed and implement changes that enhance children's experiences. Leaders place strong emphasis on partnerships with parents. Parents describe the provision as having a profound impact on their children and families. One parent said that, in their view, the service is 'the best in the world', reflecting the high level of trust and confidence in leaders' work.

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Leadership and governance Strong standard

Leaders make decisions that place children's needs at the centre of the provision, particularly those with special educational needs and/or disabilities and those who face other barriers to their learning and wellbeing. They coordinate support across the setting, home and other educational environments so that children experience consistency.

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Leadership and governance Strong standard

Leaders actively support staff wellbeing and workload. They provide regular supervision, opportunities for professional dialogue and access to specialist support. Staff report that leaders make thoughtful adjustments that enable them to carry out their roles effectively. Leaders prioritise professional development through ongoing training, coaching and modelling of practice, which strengthens staff expertise.

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Leadership and governance Strong standard

Leaders have a far-reaching impact beyond the setting. They coach families to implement strategies at home and work with other settings to develop staff expertise, helping to improve outcomes for children across different environments.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Staff provide a carefully structured and supportive day, and children respond positively as they engage in routines tailored to their individual needs. Staff build solid, trusting relationships with children, helping them to feel secure and ready to engage. Staff greet children warmly, and children settle quickly into familiar routines. Clear, consistent approaches help children understand what will happen next, reducing anxiety and enabling them to participate with increasing confidence.

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What it's like to be a child at this setting

Staff plan activities that reflect children's interests and match their stage of development. Children engage with enjoyment and purpose. Staff join children in play, modelling language and supporting interaction. For example, during imaginative play, staff model simple language and encourage children to respond and take turns in shared play. Children show enjoyment through smiles, laughter and sustained engagement, such as when pretending to travel on a train, exploring sensory materials or engaging in cause-and-effect activities.

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What it's like to be a child at this setting

Staff support children to develop positive relationships with others. They encourage children to take turns, share space and play alongside their peers. Older children model helpful behaviours, such as encouraging others and demonstrating how to use equipment, which supports younger children to join in and build confidence in social situations.

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What it's like to be a child at this setting

Staff consistently promote children's independence through daily routines. Children follow simple instructions, make choices and complete tasks such as washing hands, tidying away and preparing for outings. For example, children recognise familiar routines and actively take part by putting on coats, collecting items and moving between activities with reduced

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Address:

71a Great Percy Street support. Over time, children sustain attention for longer and increasingly follow through tasks.

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Address:

Staff provide regular opportunities for children to access the local community. Children practise skills such as walking safely and following simple safety routines. For example, children stop, look and listen when crossing the road, developing awareness of their environment.

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Address:

Over time, children become more confident, engaged and increasingly independent. They develop communication, social interaction and self-care skills that support their readiness for their next steps.

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Next steps

Leaders and those responsible for governance should continue their work to ensure sustained improvement and high standards. They should sustain a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities, including those supported through education, health and care plans, particularly in relation to their wider development and wellbeing.

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About this inspection

The inspector spoke with children, leaders, staff, parents and professionals from other settings attended by children, and considered written feedback from parents, carers and external professionals.

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About this inspection

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. London WC1X 9QX Type: Childcare on non-domestic premises

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About this inspection

Registered person: Autism Partnership London Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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