My First Friends NurseryOfsted report card, 21 Sept 2026

My First Friends Nursery

Unique reference number (URN): EY294057 Address: Ashbrook Drive, Rubery, Rednal, Birmingham, West Midlands, B45 9FP Type: Childcare on non-domestic premises Registered with Ofsted: 05/08/2004 Registers: EYR, CCR, VCR Registered person: My First Friends 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 Expected standard

Children with special educational needs and/or disabilities (SEND), those known to social care and children with other barriers to their learning receive appropriate and timely support. Leaders with responsibility for inclusion embed effective procedures that help children with SEND make steady progress. For example, communication screening systems provide information that helps leaders plan appropriate intervention to develop children's speech and language skills. Staff with responsibility for coordinating systems to support children with SEND develop positive working relationships with external providers and other agencies to ensure children get the support they need.

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Inclusion Expected standard

Staff carry out observations and use this information to inform discussions with parents and carers in regular review meetings. Parents report feeling included and involved in their children's learning and development. Leaders ensure that any strategies implemented in the setting are shared with parents. This helps develop connections between home and the setting to support children's development. Leaders recognise that children face many different barriers to their learning. They take appropriate action to support children wherever possible and are flexible in their approach. Arrangements for transition for children with SEND are positive. Leaders share information effectively with settings that children move on to, ensuring a smooth transition and helping children feel well prepared.

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Leadership and governance Expected standard

Leaders have clear oversight of the setting. Through professional reflection, they identify strengths and areas to focus on to drive improvement and address inconsistencies. These include the implementation of respectful care routines, a deeper understanding of how to support children's behaviour, and more consistently effective teaching and purposeful interactions with children. Leaders have developed a clear action plan to address these weaknesses, and they have a positive attitude to developing the practice of the staff team through learning opportunities, coaching and mentoring. However, these plans are not yet embedded effectively enough to ensure high-quality teaching across the nursery.

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Leadership and governance Expected standard

Staff report high levels of wellbeing, and they are committed to developing their knowledge and skills further. Leaders provide a range of development opportunities, for example through professional discussions in staff meetings and access to individual training workshops. Staff also engage in reflective discussions as part of their supervision sessions. Leaders provide ongoing support and role modelling to help staff extend their understanding of how best to support children's learning. While this is having some impact, it needs to be continued to raise the standards of teaching and interactions across the nursery.

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Leadership and governance Expected standard

Positive partnerships with parents and carers and external agencies promote involvement in children's learning from the start. Staff maintain open communication with parents, who appreciate the warm and caring environment. Parents receive valuable suggestions on activities to reinforce children's learning at home. This collaborative effort creates an enriching environment that reflects the diverse needs of all children.

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Achievement Needs attention

Children's achievement is variable because teaching and interactions are inconsistent. As a result, some children are not effectively supported to practise, refine and embed new skills and knowledge. In addition, when adult interactions are limited, children are not fully supported to extend their thoughts and ideas through appropriate discussion and challenge. All children, including those with special educational needs and/or disabilities and those with barriers to their learning, make some progress from their starting points. However, due to the inconsistencies in teaching, they do not consistently achieve the skills and knowledge needed for future success.

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Achievement Needs attention

Children typically enjoy play. Pre-school-age children are curious and engage well in adult- supported play. They show interest in hiding and finding creatures in dough. Younger children show interest in drawing and share their pictures with members of staff. Children are keen to engage in physical and active play in the large outdoor play space. They move equipment about to create an obstacle course to use with their peers.

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Behaviour, attitudes and establishing routines Needs attention

There are inconsistencies in how staff support children's behaviour. Staff do not yet address unwanted behaviours confidently or support children to understand the impact of their actions on others. For example, they do not intervene promptly and offer appropriate support when children throw sand at each other. On occasion, a lack of firmly embedded routines further affects children's understanding of what is expected of them now and next. Leaders have identified some areas for development when supporting younger children to develop an awareness of expectations.

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Behaviour, attitudes and establishing routines Needs attention

Overall, all children develop positive attitudes to learning. They are keen to get involved in the activities and experiences on offer. For example, older children gather round a tray to try and find some letters that they recognise. They also respond positively to staff when they transition from outdoors to indoors and when they go to the bathroom in small groups. Leaders take into account children's preferences, including those with special educational needs and/or disabilities, as they organise an effective key-person system which provides consistency. All children build positive relationships with their key person and other staff, which helps to develop a sense of belonging and connection across the setting. Leaders support parents and carers to understand the importance of developing good attendance habits in the early years in readiness for the next stage of children's education. They are also flexible in their approach, to ensure that children experiencing disadvantage receive

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Children's welfare and wellbeing Needs attention

Care and hygiene practice across the provision is inconsistent. At times, staff do not prioritise children's wellbeing and dignity. For example, staff do not consistently position themselves effectively to protect children's privacy during nappy changing. Leaders are aware of the need to drive improvement to ensure all children experience care that promotes their welfare.

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Children's welfare and wellbeing Needs attention

Children learn about the importance of a healthy lifestyle. Staff support them to understand healthy eating and engage in discussions about the foods they eat at the setting. Children enjoy healthy snacks, which raises their awareness of nutrition. They learn from staff how to use polite words, such as 'please' and 'thank you'. Children also learn to sit at tables for meals and practise good manners. Older children confidently serve food and pour drinks at snack and mealtimes. Younger children understand the need to wash their hands before eating. Staff help them to do this independently, adjusting the level of support they offer based on children's individual needs. When playing with others, children learn to share and take turns. They negotiate with their peers as they play cooperatively on wheeled toys, transporting their friends around the large garden. Children show they have developed positive connections with their key person and feel safe. For example, when children arrive,

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Children's welfare and wellbeing Needs attention

staff welcome them with open arms, and children happily embrace them in cuddles.

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Curriculum and teaching Needs attention

Leaders have designed a curriculum to support children's development across all areas of learning. They intend the curriculum to be well sequenced to build on what children already know and can do. However, this is not yet fully embedded across the setting, and the quality of teaching is inconsistent. Staff provide experiences that they know children will enjoy, such as painting with water, playing with dough and using climbing equipment. However, the quality of interactions with children during this play varies. For example, staff do not routinely name the toy animals as babies explore them in a sensory tray. This means that children's learning and development is not fully supported to help them make the best possible progress.

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Curriculum and teaching Needs attention

Children develop a love of early literacy as staff frequently share books in small groups. Babies and young children pay attention to the pictures staff point out. Staff then make further connections by engaging children in familiar nursery rhymes linked to the books. Children also respond positively as they choose visual aids from a song bag during group time.

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Curriculum and teaching Needs attention

Older children develop confidence in their physical skills and abilities. They build the strength and stamina in their large muscles needed for climbing, jumping and balancing. For example, children competently use the handholds to scale the wall on the climbing frame. Staff notice and praise their actions, which develops children's self-esteem and confidence.

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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

Children access a range of experiences across the setting and engage in activities that they enjoy. However, their learning experiences are not typically supported to help them make the best possible progress. All staff do not use high-quality interactions to further develop children's thinking and learning. As a result, children are not consistently supported to extend their knowledge, skills and understanding. Leaders recognise there is also further work to be done to implement effective strategies for supporting children to make positive behaviour choices through daily routines and play experiences. In addition to this, the organisation of personal care routines does not consistently prioritise children's privacy and dignity.

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

Children arrive happy and settled and form warm relationships with the staff who care for them. Babies benefit from nurturing one-to-one interactions with their key person, helping them to feel secure and develop a sense of belonging. Older children confidently seek out familiar adults for reassurance as play partners. Children enjoy opportunities to play alongside their friends and develop positive relationships with their peers. They show consideration for others, taking turns and sharing resources, such as when they work together at the dough table to ensure everyone can join in.

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

There is a real focus on supporting children with special educational needs and/or disabilities and those who may face barriers to learning. Leaders ensure that they receive appropriate support. Staff work with parents and carers and use their observations of children to identify appropriate next steps. This informs support plans which help children make steady progress from their starting points.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure consistent delivery of the curriculum, adapting teaching and interactions to sequence learning effectively and reflect the individual needs of children 30/10/2026

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Action Completion Date

ensure that all staff have a secure understanding of how to support children's behaviour appropriately to help them remain engaged in play and learning 30/10/2026

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Action Completion Date

ensure staff implement respectful care routines and develop their understanding of the importance of protecting children's privacy and dignity during personal care 30/10/2026

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About this inspection

The inspectors spoke with leaders, staff, special educational needs coordinators and parents and carers during the inspection.

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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

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Address:

Ashbrook Drive Rubery, Rednal Birmingham West Midlands B45 9FP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: My First Friends Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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