Bright Horizons Bramingham Day Nursery and Preschool

Needs attention

Last inspected Jan 2026

Ofsted rating for Bright Horizons Bramingham Day Nursery and Preschool

Last inspected 7 January 2026

Actions the provider must take

What it's like to attend

• Older children eagerly use a range of tools and materials to create space rockets and learn new vocabulary related to space.
• Children have regular opportunities to play outside, enjoying activities like jumping in puddles and steering bicycles, which helps develop their large-muscle coordination.
• Young children are encouraged to develop their enjoyment of books, with staff reading with expression and children commenting on familiar pictures.
• Staff understand each child's individual needs and abilities, making ongoing observations and assessments to build on what children already know and can do.
• Staff know the children and their families well, building relationships through flexible settling-in sessions and providing daily feedback and access to online learning journals for parents.

• 1Children do not all make sufficient progress within the setting.
• 2Some children struggle to manage changes that routinely happen during the day due to a lack of support and explanation of expectations.
• 3The 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.
• 4Leaders have not ensured that the deployment of staff meets children's needs.
• 5Leaders have not been proactive to ensure that staff support children's behaviour using consistent processes.
• 6The learning environment in certain areas of the setting is chaotic and impacts on children's ability to focus on their choice of play, which in turn, has a detrimental impact on children's learning.
• 7Leaders and staff do not promote children's welfare to a consistently high standard across the setting.
• 8They do not encourage all children to consider their personal safety and potential hazards in their behaviour.
• 9Staff 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.
• 10Leaders do not have a full oversight of how the curriculum is implemented across the whole setting.
• 11The quality of teaching differs across rooms.
• 12Leaders have not ensured that all children, including those with special educational needs and/or disabilities (SEND), receive appropriate support.
• 13The curriculum design is not effective for those children.
• 14Staff do not successfully implement targeted behaviour support plans for children with SEND.
• 15This inconsistent approach to behaviour management means children are not always aware of what is expected of them.
• 16Leaders do not provide sufficient training and coaching techniques to build on staff's skills and knowledge.
• 17Practice is not of a high standard across the setting.
• 18Leaders do not have sufficient oversight of the impact of the curriculum for all children.
• 19Barriers to learning for those children with special educational needs and/or disabilities (SEND) are not consistently reduced.
• 20Leaders have not ensured that staff understand how to support children with SEND consistently.
• 21Staff do not execute plans appropriately to support children, which causes confusion.
• 22Children with SEND do not always have the correct adaptations in place to ensure they are able to join in all learning opportunities.
• 23Leaders do not always ensure that staff deployment is arranged to meet the needs of all children.
• 24Leaders have not reflected accurately on the quality of the whole provision.
• 25The teaching quality varies significantly across the setting.
• 26Leaders do not use staff's skills appropriately to ensure that all children have access to high-quality teaching.
• 27They have adapted the curriculum to meet the needs of the children in some areas of the setting, but not all.
• 28This hinders the progress that some children can make.
• 29Leaders have not ensured that the deployment of the staff team across the setting meets the needs of the children.
• 30Children's individual needs are not consistently met.
• 31Leaders have not reflected on the movement of children across the setting to new rooms, to ensure all children benefit from this.
• 32Large numbers of children remain in one room, impacting negatively on behaviour and routines, and the quality of teaching.
• 33Due to the lack of oversight, staff do not always know and understand how to positively develop their practice.