Bright Horizons Bramingham Day Nursery and Preschool

Preschool

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

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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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.

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Achievement Expected standard

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.

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Achievement Expected standard

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.

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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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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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.

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Children's welfare and wellbeing Expected standard

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.

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Children's welfare and wellbeing Expected standard

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.

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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.

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Curriculum and teaching Expected standard

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,

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Curriculum and teaching Expected standard

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.

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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.

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Inclusion Expected standard

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.

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Inclusion Expected standard

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.

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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.

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Leadership and governance Expected standard

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.

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Leadership and governance Expected standard

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.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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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.

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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.

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Inspectors:

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.

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Inspectors:

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.

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Inspectors:

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.

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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.

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator and parents during the inspection.

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About this 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

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Address:

79 Lucas Gardens Bramingham Park Luton Bedfordshire LU3 4BG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Horizons Family Solutions Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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