Autism Partnership Leeds

Individual teaching and preparation for learning with other children define Autism Partnership Leeds, a specialist autism setting in Yeadon. Its capacity is 15 children in total. The practical distinction is the emphasis on individual educational programmes, rather than a single day designed around an age group.

At its 4 February 2025 inspection, Ofsted judged the provision Good and found safeguarding effective, with children's learning programmes shaped by detailed developmental assessment and regular review. Children attending at that time were aged 2 to 18; that is an inspection-time age range, rather than the age band of its early-years programme.

The Little Learners Programme serves autistic children aged 2-5 and combines individual learning with group activities to prepare them for school. It gives this Leeds setting a clear early-years identity within a service that also supports older children.

Learning and Activities

The early years foundation stage sets the requirements for children's learning, development and care. In parent language, education here must encompass children's communication, play and everyday development alongside their individual therapy goals. Applied Behaviour Analysis (ABA) is the specialist approach used at Leeds; in February 2025, this took the form of individual teaching with a key person alongside activities in small groups.

The Little Learners Programme adds a structured day with educational plans tailored to each child's learning needs. Its emphasis is on helping children acquire the skills to continue learning when they move to primary school. Group learning and individual teaching sit together, giving families a programme that addresses participation with others as well as personal targets.

In February 2025, pictures and objects helped children express needs and understand what came next, while timers supported changes between activities. Familiar books provided another route into communication: adults used repeated, clear language and encouraged children to think about the illustrations. These are concrete ways to make a teaching activity understandable to a child with limited spoken language.

Social Clubs are group-wide sessions offered at both Leeds and London, with weekly teaching of interaction and group-learning skills. Activities address learning by watching others, interpreting social cues and playing cooperatively. Participation can extend to children outside the intensive ABA programmes when their needs and skills fit the group.

The balance between guided learning and independent play deserves attention. At the February 2025 inspection, Ofsted identified weaker adult interaction during children's own play choices, leaving opportunities to develop cooperation and vocabulary unused. That limits how consistently the benefits of individual teaching carry into less directed activities.

Outdoor and Community Life

In February 2025, the local park's large play equipment provided opportunities for physical activity. Older children also practised road safety at a pedestrian crossing and used money skills while shopping for ingredients with their key person. Everyday places became opportunities to apply learning beyond a teaching session.

Relationships and Communication

In February 2025, parents and key people met monthly to discuss progress and share educational programmes. Parent training helped families use the same techniques at home, making the relationship more involved than an exchange of updates at the end of the day. Reviews also brought in other professionals, so plans could respond to developments across a child's support network.

Coordination extended to other settings children attended, including schools. This matters for children whose week includes several providers: shared strategies can connect learning across those settings. It is support for continuity, rather than an admissions advantage.

Inclusion and Wellbeing

In February 2025, staff recognised situations that could unsettle individual children and taught ways to manage emotions. Daily routines included dressing, eating and toileting, with snack preparation providing practice in hygiene and safe use of everyday utensils. Spreading butter on toast was one example. Independence was part of the teaching day, alongside communication and social participation.

Autism Partnership Leeds operates from Unit 10 Moorfield Business Park, Moorfield Close, Yeadon, Leeds, LS19 7YA. The Leeds contact number is 0113 250 9275. Office hours are 8.30am to 5pm on weekdays, excluding public holidays; these are enquiry hours, separate from children's attendance patterns.

Sessions and Attendance

The Little Learners Programme runs from 9am to 3pm, five days per week, for 50 weeks of the year. Its day includes both group work and individual learning, so it represents a sustained weekly commitment.

Individual therapy has different patterns. Typical Leeds sessions run from 9am to noon, 1pm to 4pm, and 4pm to 6pm, with breaks and play included. The arrangement depends on the child's age and needs, together with practitioners' schedules. These are typical session times, rather than a promise that every child follows the same timetable.

• Play beyond individual teaching. The February 2025 improvement point concerned interaction during child-chosen play. During a visit, ask how adults now help children use communication and cooperation skills in those less directed periods.
• A substantial weekly commitment. Little Learners involves five days each week across 50 weeks. Consider whether that programme or the individual morning, afternoon or later sessions best fits your child's needs and family routine.
• Assessment and practical costs. The screening service considers learning needs and does not provide an autism diagnosis. At consultation, ask for a written quotation covering the proposed attendance, any funded entitlement, meals and consumables.

Autism Partnership Leeds suits families seeking specialist autism teaching through either the sustained Little Learners day or individual morning, afternoon and later therapy sessions. Its combination of individual planning, group learning and family involvement gives parents specific mechanisms to assess. The February 2025 concern about child-chosen play is the counterweight: the quality of interaction outside directed teaching deserves close attention when choosing this setting.