Think carefully how to organise your spaces and create the ‘Birth to Three Matters’ environment.  You need to feel confident that when Ofsted inspectors call they will be aware of your commitment to the framework in the way you take into consideration what it feels like to be a child in your care.  How inspectors assess this will vary and you can never predict exactly what each inspector will remark upon or conclude.  Nevertheless here are some suggestions that will help you reflect on your current practice and evaluate whether the environment is sufficiently child- centred to develop independence and choice.

Take a good look at the contents of the framework.  Discuss your understanding of each of the aspects of development. Share the information on the cards during team meetings, focusing on one or two components at a time.  Begin to plan the organisation of the environment and resources so that all the aspects are supported. 

A strong child:

• To encourage a sense of belonging hang photos of the children playing and enjoying the range of experiences you offer.  Make sure they are at low level so the youngest ones can crawl over to them and share the excitement of seeing themselves. 
• Make family books for each of the children by asking parents to bring in photos that you mount on card and tie with ribbon.  Put the books in the book corner where children will look at them with their friends.
• Ensure that every child has a name card which is used frequently during the day: to register the child in the morning, to place on the table at lunch, and to take turns on equipment indoors and outside.
• Provide clearly labelled drawers or baskets for each child to put personal belongings.
• Ensure there are mirrors for children to gaze at their reflections.

A skilful communicator:

• Create a book corner in every room so that all ages of children learn to value books, enjoy stories and learn songs and rhymes.  Make it comfortable and welcoming, offer books that are suitable for the age range of children that will use it.  Display with pictures and words on the walls above the book corner some elements of the components in the framework, for example: in the book corner we want you to read us stories, we love to learn songs, we enjoy looking at books and talking about the pictures.  These visual prompts will help parents, students and inspectors understand what should happen in the book corner.  Similarly use these visual tags to explain what goes on in the other areas.
•  Provide dressing up resources to suit the needs of young children.  The youngest ones will enjoy playing with baskets of hats, bags and purses and necklaces and bangles, as well as objects such as telephones, plastic work tools, prams and dolls.  Older children will enjoy more elaborate role play equipment and dressing up clothes.

A competent learner:

• Provide a wide variety of experiences that will stimulate interest and concentration. Ensure that adults interact with children and babies to engage their attention and extend language and knowledge.
• Provide treasure baskets to examine interesting objects and find out what they are and what they feel like.
• Offer sand and water in builders trays or in washing up bowls so that even the youngest children explore textures.
• Make the outdoors accessible throughout the day so that children investigate the natural world and all its treasures.

A healthy child:

• Offer tasty and balanced food cooked from seasonal, fresh ingredients.
• Provide slices of fruit and vegetables, slithers of cheese and fresh bread for snacks.
• Offer only water or milk to drink.
• Spend lots of time outdoors in the garden, playing, digging, observing nature and going for walks.  Encourage children to dress sensibly and to let you know whether they feel hot or cold.
• Help children learn about safety by explaining what you do and showing them how to care for themselves.
  

A busy, comfortable and safe environment is one in which children feel involved and happy.  Always ensure that adults focus on playing with children so that they can be endlessly responsive to their interest and thirst for learning.

Reprinted by permission.
You can find out more about Birth to Three Matters here: http://www.standards.dfes.gov.uk/primary/publications/foundation_stage/940463/