First Friends Holybourne

Inclusion: Expected standard

Leaders promote an inclusive culture from first contact with families. They gather information before children start and offer extra settling sessions where needed. Leaders monitor children whose needs are emerging and involve parents in decisions, with close attention given to babies, non-verbal children and children with special educational needs and/or disabilities. The special educational needs coordinator (SENCO) oversees individual education plans, reviews targets with parents and practitioners and seeks advice from a variety of external agencies with confidence.

Staff make thoughtful adaptations so that children can participate alongside their peers. They model language at children's level, follow targeted communication strategies and provide alternatives when sensory experiences may overwhelm a child. For example, one child was seen to find messy play distressing so practitioners allowed him to wash his hands and change his clothing as much as he needed, allowing him to participate at his own pace. Targets set by external speech and language therapists are incorporated into individual plans and everyday interactions. The sensory room provides appropriate sensory input for babies, as well as for children who need support to regulate.

Regular SENCO meetings within the company help staff share knowledge and agree approaches. These adaptations help children participate and develop their communication. However, leaders should maintain their support of staff so that they continue to build confidence and expertise, allowing children's emerging needs to continue to be identified promptly and the help they receive to be precisely targeted and reviewed for impact.

Curriculum and teaching: Expected standard

Leaders have designed a broad curriculum that encourages movement and mindfulness, outdoor learning and a deep understanding of food and nutrition. Practitioners clearly explain what they want children to learn and be able to do. They prioritise communication and language, physical development and personal, social and emotional development. Staff teach mathematics through routines and play, including counting friends, comparing size and naming colours.

Practitioners make appropriate adaptations for children with special educational needs and/or disabilities and use assessment and children's next steps to tailor teaching to different starting points and stages of development. Staff also respond to children's emerging interests. For example, during an activity focused on identifying emotions, a practitioner retained the intended learning while adapting resources when children became interested in tipping and pouring.

However, the curriculum is not implemented consistently throughout the day. During the transition from breakfast to the morning activity in the toddler room, some children wander without becoming involved in an activity. This limits their opportunities to remain engaged in learning during this part of the day.

Achievement: Expected standard

Children develop age- and stage-appropriate knowledge and skills from their starting points. Discussions with key persons show progress in children's communication, early literacy, independence and social confidence. For example, a child who previously did not recognise letters now identifies the first letter of their name and matches letters to cards. Children apply mathematics in routines and play as they count friends, compare size and name colours. They strengthen balance and coordination as they confidently negotiate movement equipment and attempt challenging positions in their movement and mindfulness programme.

Children with special educational needs and/or disabilities progress towards individual goals. Targeted communication strategies reinforce developing speech, while physiotherapy advice supports physical development. Older children manage belongings, serve food and develop confidence for school. Parents describe children as well prepared for school with visits, one-page profiles and liaison with teachers supporting continuity.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment in which expectations for behaviour are generally understood. Practitioners use praise, gentle reminders, modelling and co-regulation to help children share, respect boundaries and manage their emotions. As a result, children increasingly reflect this in their interactions with each other. For example, during transition time, a child thanked their friend for holding the gate open for them.

Familiar routines, consistent room layouts and visual labels help children know what to expect and act independently. Staff adapt their approach to children's age, stage and individual circumstances, including through calm spaces and additional support. Leaders promote attendance by following up on unexplained absence and monitoring repeated patterns with families.

In the toddler room, transitions from breakfast to the morning's activities sometimes take too long. While practitioners prepare the next experience, some children wander, lose focus and become less settled. Leaders should support the room team to establish smoother, more consistent transitions so that children remain engaged, understand what is expected and sustain positive attitudes to learning.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing. They review practice in response to updated guidance and check that staff understand safe sleeping, weaning and safer eating. Children sleep on firm, flat surfaces, remain within sight and hearing and receive frequent recorded checks. Individual weaning plans reflect familiar foods, textures and developmental readiness and are communicated with parents/carers to ensure consistency between home and the setting.

Staff know children and families extremely well and respond sensitively when circumstances change. Key persons use information from parents to tailor settling, sleep, feeding, toileting and comfort routines. Babies and children form secure attachments with their key person and confidently seek reassurance when needed. Allergy plans, visual place mats, careful seating and clear handovers from the chef enable children with dietary needs to eat safely while remaining fully included.

Well-structured routines motivate children to make healthy choices and become increasingly independent. They serve food, cut snacks safely and learn about nutrition through the 'Thoughtful Food' programme. Movement, outdoor play and mindfulness strengthen children's physical health and help them recognise and express emotions. Children experience consistently attentive care, which supports their confidence and emotional security.

Leadership and governance: Strong standard

Since opening in January, leaders have developed a detailed understanding of the setting's strengths and priorities. Supervision, room-leader meetings, observations and support from the curriculum lead and sister settings are closely matched to improvement priorities. This has established a culture in which staff reflect on practice and contribute to improving provision.

Leaders and those responsible for oversight make decisions in children's best interests, including those with special educational needs and/or disabilities. They check staff knowledge, arrange relevant training and use coaching and constructive feedback to strengthen practice. Protected breaks, wellbeing days, regular check-ins and recognition schemes help staff feel valued and keep workload manageable.

Engagement with families is thoughtful and responsive. Leaders gather parents' views, respond promptly to feedback and explain what they have changed. For example, they have expanded outings following feedback from a recent parent questionnaire. Parents value communication, settling arrangements and the support their children receive. Partnerships with schools, transition visits and detailed one-page profiles help children move on confidently. Leaders' work has secured high-quality care and continuous improvement during the setting's first months of operation.