URN 2844563 · Inspected 2026-09-23 · Published 2026-10-22 · Inspector: Marianne Brown
1st Friends Nursery Unique reference number (URN): 2844563 Address: 100 High Street, Canvey Island, SS8 7SQ Type: Childcare on non-domestic premises Registered with Ofsted: 03/10/2025 Registers: EYR, CCR Registered person: 1st Friends Nursery Ltd Inspection report: 23 September 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Strong standard Achievement Strong standard Children make excellent progress from their starting points, including children eligible for the early years pupil premium, children with special educational needs and/or disabilities, children with care plans, and children who face barriers to learning and/or wellbeing. This is due to the planned activities linked to children's developmental goals. Leaders ensure that there is high-level support and rich learning takes place. Children stay engaged in activities for prolonged periods due to the stimulating nature and extensions of learning. They approach learning with positive attitudes and are keen to learn more by asking questions. Children therefore make great progress in their learning. Children develop their communication and language rapidly in the language-rich environments. This is due to staff consistently introducing new words, repeating them and giving children the space to practise. Staff also use specialised programmes to support children's developing skills. Children learn to express their wants, needs and opinions in safe and encouraging environments. They quickly become confident communicators as a result. Children acquire many skills to prepare them for future learning. These include early reading, writing and mathematical skills, as well as creative skills such as making marks, role playing and singing. They develop self-care skills in washing hands, taking a lead in their toileting, self-serving snacks and pouring drinks. Children take pride in their achievements and in completing tasks themselves. Behaviour, attitudes and establishing routines Strong standard Staff work hard to create positive environments for children. They embed consistent routines, so children understand what is happening now and next. Staff use visual representations of each aspect of the day. Children therefore feel secure and look forward to each activity. Staff act as role models for kindness and sharing. Children therefore want to be helpful and make friends. They help set up and tidy away activities. Children behave excellently. They seek out others to share play experiences. Staff teach children to recognise their emotions and how others may be feeling in situations. They regularly check in to make sure children feel secure and supported. Staff are quick to step in to use sand timers and reminders for turn taking. This keeps environments calm and children settled. This is true for all children, including children eligible for the early years pupil premium, children with special educational needs and/or disabilities, children with care plans, and children who face barriers to learning and/or wellbeing. Children approach activities with positive attitudes, as they want to explore and learn. They engage with activities for prolonged periods, as staff make the activities exciting. Children who require additional support to engage during more structured adult-led activities are given sensory toys so that they can be included too. Leaders closely monitor and encourage children's attendance. They check in with families each day to check home situations and actively share images and information on what children will be enjoying from the planned activities each week. Parents therefore want their children to attend and experience these wonderful learning opportunities. Children's welfare and wellbeing Strong standard Staff get to know children and families well. They consistently create high-quality learning experiences based on interests and developmental needs. Through regular check-ins, children quickly feel valued. They learn about feelings, which helps them gain deeper understanding of their emotions and those of others. Staff link emotions to how characters in songs are feeling. Children love deciding how the mummy duck feels when she loses her ducklings, then finds them again. All staff diligently follow guidance for supporting children's sleeping, weaning and feeding, supporting individual needs and journeys. This includes children eligible for the early years pupil premium, children with special educational needs and/or disabilities, children with care plans, and children who face barriers to learning and/or wellbeing, who are given individualised support for their needs. All staff implement secure practices for supporting safety, wellbeing and welfare. They put an emphasis on promoting healthy eating via sociable snack and mealtimes. Children are praised for trying foods, and staff teach them about the tastes, textures and colours of the foods. Children therefore develop deep awareness of what it means to eat healthy, balanced meals. Staff encourage children to maintain and take a lead in their hygiene via handwashing and keeping toys and surfaces clean. Children have frequent access to the outdoor space. They take on physical challenges when climbing and balancing. Leaders seek opportunities for children to access their local community. They create regular events for parents to join, such as graduation ceremonies, walks to the park and library trips, with plans for Christmas celebrations in future. This gives children a wider understanding of the community they live and play in, and a sense of belonging, as well as enjoyment in celebrating special occasions with friends and family. Curriculum and teaching Strong standard All staff have secure knowledge of how children learn. Leaders use their experience and understanding to create a highly ambitious curriculum. Staff use every opportunity to teach children. They extend children's learning to high levels by encouraging them to predict and find answers for themselves. Leaders have plans to extend teaching in languages and physical education. They are always looking for ways to further extend the learning experiences for children. Staff seamlessly adapt activities and teaching to reach children at all stages of development. This includes children eligible for the early years pupil premium, children with special educational needs and/or disabilities, children with care plans, and children who face barriers to learning and/or wellbeing. They are included and given the same opportunities to learn and thrive at the setting. Children eagerly access daily activities. They love joining in with songs and actions. Children learn routines, letters and sounds, and many stories. They are given opportunities to express themselves through singing, dancing, playing musical instruments, role playing and making marks. Adults embed mathematics through songs, stories and teaching. Children count and learn about the shapes and sizes of objects around them. Adults consistently support children to develop self-care and independence. Children keenly set up activities and tidy them away after use. They love to find their plates, cups and cutlery at snack time. Children help themselves to foods, pour drinks and put rubbish into bins. They take a lead in their toileting and handwashing, as well as dressing. These developing skills are highly beneficial for children's next stages of learning. All children therefore make excellent progress from their starting points. Inclusion Strong standard The setting has superb settling-in processes. From these initial conversations and visits, staff get to know children and families well. They use their understanding of how children learn, as well as children's interests and developmental needs, to create learning targets. Staff then create high-level learning opportunities that children enjoy and learn many new skills and knowledge from. Staff recognise quickly when children face barriers to learning, or changing situations, and quickly offer support. They provide sensory resources for some children during adult-led activities, to support them to engage and have the same opportunities as others. Staff celebrate children's cultures and backgrounds too. Children become self-aware and respectful of others as a result. Children with special educational needs and/or disabilities (SEND) are well supported. Staff use visual representations of activities, so children are prepared for what happens next. They offer large amounts of encouragement and praise for achievements. Staff also use sand timers to support sharing, as well as giving opportunities to reflect and have quiet time. This is in addition to the proactive leaders, who promptly start processes for assessments and referrals from outside professionals. Children with SEND therefore settle quickly and make pleasing progress from their starting points. Children with care plans are supported by staff who know the children well and understand how to put support in place. This means they can access the same learning opportunities and thrive alongside their peers. Leaders closely support the use of funding for those who are eligible. They use the funding to provide areas, resources and activities that will support the children in receipt of it. An example of this is the development of a sensory area where children can have quiet time, learn about emotions and develop skills in regulating their own emotions. Children who speak English as an additional language are closely supported by multilingual leaders, who teach staff various words and phrases, and obtain books in different home languages. Leadership and governance Strong standard Leaders are highly reflective on their practice, with clear plans for development. This includes further developing a sensory area where children can self-regulate and explore emotions, which will be created using the additional funding that children receive. Leaders also plan to extend learning opportunities in languages and physical education. They have created detailed plans for the activities provided each year, with a great deal of consideration for each child. Many of the plans from leaders are to further broaden and enrich the already ambitious curriculum in place. All staff are highly trained. They appreciate the regular opportunities to continue learning and developing across many areas. Staff state that leaders are highly receptive to their needs, and quick to support changing situations, such as needing fewer hours of work or a safe space to discuss their personal situations. Staff therefore report feeling settled and supported. Leaders also ensure that their personal wellbeing is supported. They act as incredible role models for creating inspirational learning opportunities for children. Staff therefore adopt the same high-quality provision through the same teaching strategies. Leaders and staff work hard to develop parent partnerships. Parents praise the progress their children make, especially in areas of confidence and speaking. They appreciate the dedication that goes into the planned activities that children love and learn from. Parents find the staff approachable, knowledgeable, trustworthy and flexible in response to their situations. They praise staff for the regular updates on what children learn and enjoy each day. Leaders are also involved in local projects whereby they closely support chosen families with additional guidance, resources and check-ins. This further ensures families facing barriers and changing situations are supported closely. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children enjoy attending this supportive setting. They explore stimulating environments with confidence. Staff offer comfort, extended learning and praise. They follow children's interests and choices. Children therefore settle quickly and build strong bonds with all the staff. Staff act as role models for kindness towards others. Children behave brilliantly, as they want to be caring too. They share, take turns and show care and concern towards others. Children seek others out for friendships and to share play experiences with. They understand what is Inspector: happening now and next as it is clearly explained. Children help to tidy up and set up activities. They look forward to each part of their day as a result. Children benefit from learning words in language-rich environments. Staff provide positive encouragement. They give children space and time to repeat new words. Staff run programmes to teach sounds and words with songs and actions, and programmes to closely support children's communication and language development. Children therefore make excellent progress with their talking and understanding of words. They become confident at communicating their needs, wants and opinions. Children keenly express themselves. They love role playing being insects, experimenting with moving and making sounds. Children proudly create marks and explore eggshells linked to the Humpty Dumpty table. They therefore become confident at expressing themselves in many different and imaginative ways. Children develop many skills that will prepare them for future learning. They take on challenges from staff to make their own predictions and find out answers. This takes their problem-solving skills to high levels. Children develop self-care skills such as washing their hands and pouring drinks. They make excellent progress from their starting points. This includes children eligible for the early years pupil premium, children with special educational needs and/or disabilities, children with care plans, and children who face barriers to learning and/or wellbeing. Next steps Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing whom they may care for in the future. About this inspection The inspector spoke with leaders, staff and parents during the inspection and considered written feedback from parents. 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. Marianne Brown About this setting Unique reference number (URN): 2844563 Address: 100 High Street Canvey Island SS8 7SQ Type: Childcare on non-domestic premises Registration date: 03/10/2025 Registered person: 1st Friends Nursery Ltd Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00 Local authority: Essex Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 23 September 2026 Children numbers Age range of children at the time of inspection 2 to 3 Total number of places 33 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. 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. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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