URN 2525031 · Inspected 2026-09-17 · Published 2026-10-14 · Inspector: Laura Farrell
The Three Bears Day Nursery Unique reference number (URN): 2525031 Address: 1 East Lancashire Road, Liverpool, L11 7AX Type: Childcare on non-domestic premises Registered with Ofsted: 17/04/2019 Registers: EYR Registered person: Three Bears Day Nursery Limited Inspection report: 17 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 Expected standard Inclusion Strong standard Staff are quick to identify the barriers to learning children face. They implement effective monitoring to understand strategies that best support each child. They understand how unique each child is and seek alternative strategies to help them. As a result, children with special educational needs and/or disabilities (SEND) are well supported. Communication with parents and carers is open and thorough. They share observations with parents and include external agencies in these discussions. Parents report they are appreciative of the work leaders have done to complete referrals and put support plans in place. They work with other agencies to make adaptations in the setting. For example, leaders have worked with speech and language therapists to implement activities to support communication. Leaders continually reflect on the effectiveness of adaptations. They will seek advice from alternative agencies to ensure learning is tailored to each child. For example, children with SEND have individual sensory activities planned. Leaders use regular assessments to understand gaps in children's learning and development. They use additional funding appropriately to close any gaps. Information gathered is shared as children transition throughout the setting and beyond. This means that they have consistent support for their learning and development. Achievement Expected standard Children make steady progress from their starting points. Staff take time to observe children new to rooms and identify their next steps. Therefore, activities can be planned, helping children make progress. As children transition through the setting, next steps are not shared effectively, meaning staff do not always target learning swiftly, and children do not make progress as quickly. Children with special educational needs and/or disabilities make progress from their respective starting points. Staff take time to understand their needs and target learning to the plans they have. Children are generally prepared for the next stage in their development as staff know what they want children to know and be able to do. Children make progress with their language as support is put in place. For example, older children learn key words from stories and begin to use these in their everyday play. Babies develop their physical skills as they pull themselves up. Children are curious and enthusiastic to explore. They develop into confident communicators. Behaviour, attitudes and establishing routines Expected standard Children build positive relationships with staff. Babies include familiar adults in their play. For example, they bring them stories to read together. Staff are positive role models for children. They understand their children and their stage in development. They identify where support is needed. For example, pre-school children have dedicated time to fine-motor activities. As a result, their physical skills have developed. There are high standards for behaviour within the setting. Staff spend time talking to children about behaviour, so they begin to understand the impact of their choices on others. As a result, children understand how to play together cooperatively. They receive lots of positive praise when they make the right choices. Typically, children follow routines throughout the day. For example, older children can tidy up with little adult support. There are occasions when these routines are not yet embedded. For example, children do not always wash their hands when needed. This means they do not fully understand the importance of hygiene practice. Children with special educational needs and/or disabilities are supported as they have sensory breaks during transitions. Leaders understand the importance of regular attendance and punctuality on children's learning and development. They work closely with parents and carers, explaining the impact on their later learning. Children's welfare and wellbeing Expected standard Children develop positive relationships with staff. Babies who are new to the setting seek comfort and are offered cuddles. Older children approach their key person with confidence. This supports children's emotional wellbeing. Children are encouraged to talk about their emotions and begin to learn about how each other feel. Children learn to be kind to each other as this is modelled by staff. Children take pride in their achievements as they talk about being able to zip up their coats with excitement. Staff are quick to celebrate this, offering praise. Children begin to learn about making healthy choices. For example, they talk about eating healthily at lunch time. They begin to manage their own hygiene as they wash their hands after eating. However, there are inconsistencies in ensuring children follow handwashing routines and staff needing to provide reminders. Children understand the benefits of physical development as they play in the outdoor area. Children benefit from effective sleeping and feeding routines. Children become independent during these times, as they learn to feed themselves. Toddlers take themselves to their sleep mat and know to look for their picture to help them. Babies and their parents and carers are supported as they start weaning. Advice and support are offered during this transition period. Curriculum and teaching Expected standard Leaders have created a curriculum which targets children's next steps. Children enjoy their learning as activities are based on their interests. Leaders have a vision for the curriculum and have plans in place to strengthen it. For example, they are working to improve teaching by helping staff learn how to break learning down into smaller next steps for children. They also understand that next steps should be shared swiftly between key persons as children transition through the setting, however, this is being improved. The curriculum has been adapted to meet the needs of children with special educational needs and/or disabilities. For example, staff use pictures to help children communicate. All children access a language-rich curriculum. Babies learn to babble and speak in single words as they sing rhymes. Older children have longer conversations as they talk about where natural resources come from. As a result, children's communication and language skills develop. Mathematics is beginning to be taught. For example, children count how many children there are. Children have opportunities to develop their physical skills. Babies begin to pull themselves up, and older children work on their cutting skills. Regular assessments mean that staff know what children can do. Where gaps in knowledge arise, they adapt resources and activities. For example, resources are added to the water tray to develop fine motor skills. Leadership and governance Expected standard There have been recent changes to the leadership structure within the setting. Although some leaders are new to their roles, there is a collaborative approach to ensure standards are maintained. Leaders have a clear oversight of the setting and understand their strengths and areas for development. For example, there is a curriculum in place, but leaders have reflected on areas where this could be improved. Leaders consider the improvements needed and have provided training opportunities for staff. For example, all staff have attended behaviour training. Strategies from training are used across the setting but are not yet embedded. Leaders monitor the impact of training through observations and discussions. Staff have regular supervisions where their workload and wellbeing are considered. Professional development is considered as they ask for further training opportunities. Leaders work well with parents and carers. They provide guidance where needed and make referrals to agencies promptly. Parents report that communication is a strength and they are kept up to date with their child's development. Parents of children with special educational needs and/or disabilities (SEND) add that the setting goes above and beyond to support them. Leaders build positive working relationships with external agencies. They take advice and strategies to help children with SEND but consider how these can benefit all children. What it's like to be a child at this setting Children are happy and excited when they arrive at the setting. They greet staff and their friends with smiles and waves. Children settle quickly and will seek familiar staff for comfort. Their emotional wellbeing is supported through these positive interactions. They learn about their emotions and how others are feeling. Additionally, they learn about the impact of their choices on others. As a result, children build positive relationships with their friends. Children develop a sense of belonging as they learn about their local area. For example, they read books about local landmarks and history. Children access a curriculum which uses their interests to build on what they know and can do. They join in with activities which support their learning and development. Children are keen to share their learning with staff as they talk enthusiastically about what they have created. Children with barriers to their learning are identified quickly. Strategies to overcome barriers are gathered from external agencies and support is put in place. Children develop their independence as they put on their own coats to play outside. They find their own shoes and put them on after sleep. This means that they are prepared for the next stage in their development. Communication skills are developed throughout the setting. Babies have a love of rhymes as they join in with actions. Older children create a love for reading as they listen intently during story times. Children listen to staff instructions during transition times and know how to keep themselves safe. For example, older children line up quietly before they go outside. Toddlers tell their friends to take their shoes off before they go to sleep. The importance of regular attendance is shared with parents and carers. Children share what they have been doing at home, which is included in learning at the setting. As a result, children receive consistent care and learning opportunities. Next steps Leaders should strengthen the procedure for sharing children's next steps across the setting to ensure they received a targeted curriculum and can continue to make progress. Leaders should strengthen consistent routines to provide structure and promote positive wellbeing for children. About this inspection The inspector spoke with leaders, staff and parents during the 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 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. Inspector: Laura Farrell About this setting Unique reference number (URN): 2525031 Address: 1 East Lancashire Road Liverpool L11 7AX Type: Childcare on non-domestic premises Registration date: 17/04/2019 Registered person: Three Bears Day Nursery Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30 Local authority: Liverpool Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 17 September 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 90 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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