Springboard Early Years Autism Hub

Sensory support shapes the picture of Springboard Early Years Autism Hub: weighted backpacks, spinning chairs and playground hammocks featured in children's day in January 2025. This is a specialist setting for children with special educational needs and/or disabilities (SEND), with capacity for 48 children.

At its January 2025 inspection, Ofsted rated the hub Good, found that children with SEND progressed well and judged safeguarding effective. Children attending then were aged 3 to 4; that age range describes the inspection visit.

The early years foundation stage sets the framework for children's learning, development and care, here translated into play and individual learning goals. In January 2025, parents' information about their children's interests and needs shaped planning, while assessments helped staff decide what to teach next.

Sensory experiences had practical purposes. Children watched gloop being poured, practising attention and listening; backpacks with added weight and chairs that spin supported individual sensory needs. Outside, climbing into hammocks offered physical challenge alongside rocking movement.

Choices also formed part of learning. In January 2025, children used photographs to request toys or food and indicate that they wanted to go outdoors. Local walks, park equipment and café visits extended learning into everyday community experiences. Favourite car ramps provided opportunities to practise taking turns.

In January 2025, staff prepared children for changes in routine and used visual prompts to explain what would happen next. Comfort and encouragement accompanied opportunities to explore independently. These arrangements made preparation for transitions part of the day.

Individual plans incorporated advice from other professionals. Signing, symbols and objects supported communication, while dimmed lighting and quiet spaces helped children settle their emotions. However, support for recognising and managing feelings was inconsistent, and opportunities to develop emerging spoken language were sometimes missed.

Parent contact included coffee mornings and drop-ins, with guidance on toileting, eating well and safer sleep. Training in touch and music had also helped staff engage children who found it difficult to attend to adults. Information exchange with other settings needed greater consistency, an important consideration for children dividing their week between providers.

The address is Mead Vale Primary School, Kestrel Drive, WESTON-SUPER-MARE, BS22 8RQ.

In January 2025, opening hours were 9.30am to 3.30pm on Monday, Tuesday, Thursday and Friday during school terms. Government-funded places were offered at that time. These are dated operating details.

• Emerging speech. In January 2025, staff sometimes overlooked opportunities to develop children's early spoken communication. Families whose children are beginning to speak should weigh this alongside the use of signing and visual aids.
• Emotional support. Strategies for recognising and managing feelings were not used consistently in January 2025. Consistency matters where children need support matched closely to their developmental stage.
• Shared attendance. Information exchange with other providers needed improvement in January 2025. For a child attending more than one setting, a visit question is how staff now coordinate learning goals and support across both.

Springboard merits consideration for families seeking specialist early-years support centred on individual sensory and communication needs. Its January 2025 picture combines practical adaptations and parent involvement with specific weaknesses in emerging speech, emotional support and coordination with other settings. Those priorities deserve as much weight as the Good judgement.