URN EY291389 · Inspected 2026-01-07 · Published 2026-05-01 · Inspector: Lisa Smith Antonia Campbell
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: 7 January 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Needs attention 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 Needs attention Children do not all make sufficient progress within the setting. Some children struggle to manage changes that routinely happen during the day due to a lack of support and explanation of expectations. The absence of focused support for some children with special educational needs and/or disabilities means they do not make the progress they are capable of. Children make some progress in their communication and language development, in relation to their starting points. Children share stories with staff and talk about what they are reading and what might happen next. They ask questions and repeat new words introduced by staff. Other children build on their social skills as they learn to play alongside their peers. They share their toys and take turns at activities. Children develop the skills they need to develop friendships. Behaviour, attitudes and establishing routines Needs attention Leaders have not ensured that the deployment of staff meets children's needs. They have not been proactive to ensure that staff support children's behaviour using consistent processes. As a result, the learning environment in certain areas of the setting is chaotic and impacts on children's ability to focus on their choice of play. This, in turn, has a detrimental impact on children's learning. Staff promote collaborative play well with the oldest children who attend. These children enjoy working as a team to create houses out of large blocks in their construction area. Attentive staff are on hand to support children's understanding of their personal safety and the importance of taking turns with equipment. Across the setting, children develop positive relationships with staff. Staff prioritise secure attachments within the baby rooms, and relationships are secure. Babies actively seek out staff to interact with. For example, they crawl over to where staff are sitting and engage in musical instrument play, delighting as they take turns on the drums. Leaders and staff promote children's attendance and punctuality within the setting. They work in partnership with families to ensure that children benefit from their full entitlement of early education. Leaders and staff understand how this will support children to develop the routines they may experience at school. Children's welfare and wellbeing Needs attention Leaders and staff do not promote children's welfare to a consistently high standard across the setting. They do not encourage all children to consider their personal safety and potential hazards in their behaviour. For example, children do not learn the negative impact that running indoors may have on themselves and their peers. In addition, staff do not support all children with special educational needs and/or disabilities to begin to recognise their emotions and develop appropriate strategies to support their wellbeing. Leaders and staff establish safe and appropriate routines across most of the setting, the exception being in some rooms where transition times are not well managed. Babies and children enjoy sociable mealtimes alongside attentive staff who interact well with them. Staff monitor children's safety and support their understanding of healthy eating. Children generally form close attachments with their key persons. Babies seek out staff for support and reassurance and find comfort in their nurturing interactions. For example, babies laugh and giggle with staff at the songs they sing and the funny voices they use when reading stories. Older children enjoy the company of attentive staff who have a deep knowledge of their unique characters and current interests. Curriculum and teaching Needs attention Leaders do not have a full oversight of how the curriculum is implemented across the whole setting. As a result, the quality of teaching differs across rooms. Leaders have not ensured that all children, including those with special educational needs and/or disabilities (SEND), receive appropriate support. This means that the curriculum design is not effective for those children. Staff do not successfully implement targeted behaviour support plans for children with SEND. This inconsistent approach to behaviour management means children are not always aware of what is expected of them. Leaders do not provide sufficient training and coaching techniques to build on staff's skills and knowledge. This means that practice is not of a high standard across the setting. For the youngest children, staff implement a clear curriculum that builds on what children already know and can do. They establish positive relationships with children, which creates a solid foundation for their learning and development. Attentive staff count with children from a young age. They talk about the number of cars going down the track and the size of different balls as they explore them. This builds children's mathematical knowledge. Older children share stories with staff regularly, talking about what is happening and linking this to their own experiences. This supports children to develop a love of books. The eldest children who attend are confident communicators. Staff engage well with these children during activities, talking to them about what they are doing and asking appropriate questions. Inclusion Needs attention Leaders do not have sufficient oversight of the impact of the curriculum for all children. This means that barriers to learning for those children with special educational needs and/or disabilities (SEND) are not consistently reduced. Leaders have not ensured that staff understand how to support children with SEND consistently. Staff do not execute plans appropriately to support children, which causes confusion. This means that children with SEND do not always have the correct adaptations in place to ensure they are able to join in all learning opportunities. Leaders do not always ensure that staff deployment is arranged to meet the needs of all children. Leaders work well with parents of children with SEND. They welcome them into the process of creating targets and work closely with other professionals to support their strategies. Leaders provide training courses to extend staff's knowledge, and the special educational needs coordinators have secure knowledge and experience. Staff follow procedures for reporting concerns when children have gaps in their learning and development. Leaders work closely with key persons and parents and carers to identify how to make the best use of additional funding for children who receive it. For example, leaders ensure that appropriate resources are available to promote cooperative play for specific children. Leadership and governance Needs attention Leaders have not reflected accurately on the quality of the whole provision. The teaching quality varies significantly across the setting. Leaders do not use staff's skills appropriately to ensure that all children have access to high-quality teaching. They have adapted the curriculum to meet the needs of the children in some areas of the setting, but not all. This hinders the progress that some children can make. Leaders have not ensured that the deployment of the staff team across the setting meets the needs of the children. This means that children's individual needs are not consistently met. Leaders have not reflected on the movement of children across the setting to new rooms, to ensure all children benefit from this. As a result, large numbers of children remain in one room, impacting negatively on behaviour and routines, and the quality of teaching. Staff have access to a wide range of training opportunities. Staff meetings provide staff with a chance to share learning and develop plans for implementation. Regular one-to-one sessions support staff's ongoing development and wellbeing. However, due to the lack of oversight, staff do not always know and understand how to positively develop their practice. Staff comment on how they feel well supported by leaders. 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 with special educational needs and/or disabilities (SEND) do not consistently receive the support and adaptations they need to access the setting's curriculum. Leaders do not support staff to deliver appropriate teaching and adapted routines that consistently support the identified needs of children with SEND. This means children with SEND do not always make the same progress as their peers and are not well prepared for moving to other rooms across the setting. The organisation of the setting, including the deployment of staff, has a significant impact on the learning and development of all children. Leaders have not supported staff adequately to make changes to how rooms are organised, and this does not meet the needs of the changing cohort of children. This weakens the learning experiences further for children with SEND. Leaders do not always have sufficient oversight of the whole setting or make the appropriate changes to meet the needs of all children. Leaders do not have the skills to make swift decisions that ensure that children's learning and development remain a priority. All children typically demonstrate that they feel safe and enjoy attending the setting. Younger babies settle in quickly. They build strong attachments with their key person, actively seeking them out for comfort when they are unsure. Staff gather a wealth of knowledge about children before they start at the setting. This helps them to understand children's lived experiences as well as their personal routines and preferences. Staff are aware that children have differing starting points and ensure that children's interests form the basis of planned activities. Staff work closely with feeder schools to develop a school readiness programme. This ensures that, in the main, the eldest children are ready to move on to the next stage of their learning. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date ensure that effective staffing arrangements meet the needs of all children all of the time 05/05/2026 embed the curriculum across all ages of children, especially children with special educational needs and/or disabilities, within the setting to ensure that they make progress in their learning and development 05/05/2026 ensure consistency in staff approaches to behaviour management so children understand expectations of them 05/05/2026 About this inspection The inspectors spoke with leaders, practitioners, the special educational needs coordinators, assistants, children and parents and carers during the inspection. Inspectors: Lisa Smith Antonia Campbell 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 7 January 2026 Children numbers Age range of children at the time of 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. 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. 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