Bright Horizons Bramingham Day Nursery and Preschool

Bright Horizons Bramingham Day Nursery andPreschool
Unique reference number (URN): EY291389
Address: 79 Lucas Gardens, Bramingham Park, Luton, Bedfordshire, LU3 4BG
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/07/2004
Registers: EYR, CCR, VCR
Registered person: Bright Horizons Family Solutions Limited
Inspection report: 10 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
Achievement Expected standard
Children generally demonstrate appropriate language skills for their age. Babies babble with
staff during exciting sensory activities and attempt to join in the many songs they hear
throughout the day. Toddlers typically chat enthusiastically with staff during play, and older
children articulate their needs and wishes well.
Children with special educational needs and/or disabilities and those with other barriers to
their learning, including children who are known to children's social care, typically develop
the skills that will support them in their new, busier environments. They follow routines with
considered adaptations and are able to communicate their needs to staff.
Pre-school children in particular are well prepared for the transition into their school
environments. They have a robust understanding of routines, collaborate well during play
and demonstrate confidence and a zest for learning. These attributes, alongside a thorough
understanding of their new learning environment, will support these children to settle well
and promote their progress.
Behaviour, attitudes and establishing routines Expected standard
All children, including children with special educational needs and/or disabilities and those
with other barriers to their learning, including children who are known to children's social
care, develop secure relationships with staff from the start. Young children who have just
started at the setting gravitate to their key person, smiling and laughing during play.
Children generally behave kindly towards each other, and the atmosphere in all rooms is
harmonious. Staff role model expected behaviours and good manners and are polite to
others. As a result, children follow their example by saying 'please' and 'thank you' at
mealtimes and waiting patiently to serve themselves food.

Children adhere to boundaries well with gentle reminders from staff, such as remembering
to use their 'walking feet' indoors. Staff embed positive behaviours with praise and
encouragement, for example when trying new foods at lunchtime or using new vocabulary.
Children are learning to collaborate during play, focus on tasks and develop appropriate
social skills. For example, toddlers work as a team to create and navigate an obstacle
course in the garden. With further encouragement from staff, all children will be confident to
join in these group experiences and further develop their social skills.
Children's welfare and wellbeing Expected standard
Children enjoy continuous access to outdoor play and physical activities. Babies explore
sensory play, moulding 'gloop' and splashing in water. Toddlers delight in exploring their
indoor climbing area. This recent adaptation of the environment provides them with the
opportunity to let off steam and begin to regulate the many new emotions they may be
experiencing.
Children of all ages demonstrate that they feel safe in the nursery environment. Babies form
close attachments to their key person and are soothed by their comforting presence. Older
children laugh and joke with room staff, enjoying vibrant interactions. Children with special
educational needs and/or disabilities and those who may face other barriers to learning,
including those who are known to children's social care, develop close and comforting
relationships with staff, who have a deep understanding of their specific needs. This focus
on developing positive and nurturing relationships means that children's emotional wellbeing
is prioritised from the start.
Routines and group activities are typically well organised across the setting. Mealtimes
promote children's knowledge of healthy eating and understanding of appropriate
behaviours, including good manners. Children are closely monitored during periods of rest
by vigilant staff who have a robust understanding of safe-sleeping procedures and
implement them well for all ages of children.
Curriculum and teaching Expected standard
Staff deliver a broad, well-sequenced curriculum that builds on what children know and can
do. Staff know the children well and adapt their teaching to meet the varied needs of
children during play. For example, pre-school children count and sort model sea creatures in
a mathematics activity. Once confident in completing this, children are supported to have a
go at simple sums and practise writing numbers.
Throughout the nursery there is a sharp focus on supporting children's communication skills.
Staff sing to babies as they play, role modelling new words and sounds through their songs.
Older children practise more complex vocabulary during group discussions, where they
develop confidence in sharing their ideas and knowledge. For example, children in the pre-
school room highlight the 'tentacles' on the various model sea creatures that they find. At
times, staff working with younger children and children with special educational needs
and/or disabilities do not routinely identify when to engage these children in existing group
play. This limits children's opportunities to practise their emerging language skills and
develop confidence and understanding in social interactions.

Children have many age-appropriate opportunities to develop their physical skills. Babies
have room to stretch and crawl, reaching for exciting objects in their learning environment,
while toddlers navigate steps and slides on the indoor apparatus. Older children use fine
brushes to paint fruit and develop their hand muscles ready for writing at school.
Inclusion Expected standard
Leaders and staff monitor children's development closely and document their findings at
regular intervals. This means that any gaps in children's learning are identified swiftly and
child-specific plans put in place to promote their progress. Well-qualified specialists at the
setting maintain oversight of the progress of children with special educational needs and/or
disabilities (SEND). Their precise knowledge of children and expertise means that they are
able to provide additional ideas, resources and support for key persons who work with
children in their rooms.
The setting develops respectful and collaborative relationships with families from the start.
Leaders and staff gather pertinent information about children's early experiences. They
understand that this knowledge will enable them to provide appropriate practical and
emotional support for children and families.
Staff typically support children with SEND to engage in all aspects of nursery life. They use
visual aids and prompts to encourage children to follow daily routines, such as the nursery's
sociable mealtimes. In addition, staff adapt the environment where appropriate and provide
alternative equipment that better supports children's needs and promotes learning.
Leadership and governance Expected standard
Leaders generally have an appropriate understanding of the setting's strengths and areas
for development. Since the previous inspection, they have gained further oversight of
practice, ensuring that leadership within rooms provides sufficient support for staff and
children. In addition, changes to the environment mean that young children develop
strategies to regulate their emotions, and this, in turn, supports their behaviour, creating a
calm and harmonious learning environment. However, at times, leaders' evaluations do not
extend to management processes, including current communication methods. As a result,
information is not always shared among leaders in a timely manner.
Feedback from parents is positive. They comment on the detailed information leaders share
and how this enables them to support children further at home. Parents value the thorough
induction processes leaders implement and appreciate how this supports children and
carers during this transition.
Leaders implement training programmes to ensure staff knowledge is aligned with the
provider's policies and procedures. Regular supervision, discussions and observations of
practice typically support staff to apply this knowledge to their practice. Staff report that
leaders consider their wellbeing and how they are encouraged to further their knowledge by
selecting training programmes that are based on their interests.

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
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive happily at this welcoming nursery. On arrival, they play in the sensory space
by the entrance before going into their rooms. This helps children to start their day feeling
calm and with a positive attitude. Children of all ages engage well in play with the support of
staff, who are knowledgeable about their interests and personalities. For example, young
children explore their favourite animals in sensory activities. Those who enjoy different
textures pretend the plastic animals are swimming in water and 'gloop', while other babies
use straw and soil to recreate a farm scene.

Inspectors:
Babies demonstrate they feel safe in the care of attentive staff, finding comfort in their arms
and responding to their voices with smiles and giggles. Older children share jokes with staff
and respond well to their advice and instruction. Children form equally close relationships
with their peers, enjoying their company during play. For example, toddlers work as a team
to construct their own balancing beam, carrying equipment together and proudly admiring
their accomplishments.
Children with special educational needs and/or disabilities and those with other barriers to
their learning, including children who are known to children's social care, typically join in
activities, with staff making careful adaptations when required. For example, children create
collages with natural resources they find in the garden. Staff are on hand to provide
alternative resources that meet children's needs and support their safety.
Children are prepared for their future learning, whether that be in the nursery or beyond.
They spend increasing periods of time in their new room to help familiarise them with their
new environment and changing routines. Staff engage with teachers at local schools prior to
children leaving the nursery. This allows them to provide older children with experiences that
mirror those they will encounter at school.
Children enjoy attending the nursery, and their positive experiences are shared with parents
regularly. In addition, leaders have a strategic approach to managing punctuality and
absences, which, together, promote children's attendance.
Next steps
Leaders should enhance current communication processes to ensure appropriate
information is shared within the team in a timely manner.
Leaders should enhance current methods of coaching to support staff in consistently
identifying and engaging children in group activities that promote their learning and social
interactions.
About this inspection
The inspectors spoke with leaders, practitioners, the special educational needs coordinator
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.

Antonia Campbell
Lisa Jeffery
About this setting
Unique reference number (URN): EY291389
Address:
79 Lucas Gardens
Bramingham Park
Luton
Bedfordshire
LU3 4BG
Type: Childcare on non-domestic premises
Registration date: 30/07/2004
Registered person: Bright Horizons Family Solutions Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Luton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
120

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. 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.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester

M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright