URN 2819637 · Inspected 2026-06-12 · Published 2026-08-03 · Inspector: Victoria Laird
Blue Giraffe (Droitwich) Unique reference number (URN): 2819637 Address: 47 Old Coach Road, Droitwich, WR9 8BE Type: Childcare on non-domestic premises Registered with Ofsted: 27/01/2025 Registers: EYR, CCR, VCR Registered person: Parker Street Daycare Limited Inspection report: 12 June 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. Strong standard Achievement Strong standard Children make considerable progress from their starting points and achieve well across all areas of learning and development. Regardless of their background, starting point or individual needs, children acquire the knowledge, skills and confidence needed to succeed. Children with special educational needs and/or disabilities achieve alongside their peers and make progress towards ambitious goals that reflect their individual development. Children develop secure foundations from an early age and build on these successfully as they move through the nursery. They become confident communicators, develop increasing independence and acquire a secure understanding of early mathematical concepts. Children develop and confidently use a rich range of knowledge and skills across all areas of learning and development and are well prepared for the next stage of learning. Children benefit from leaders' sharp focus on achievement. Leaders use information about children's outcomes, including local Reception data, to continually strengthen children's achievement and ensure they are well prepared for school. As a result, children leave the setting as confident and capable learners who are ready for future success. Behaviour, attitudes and establishing routines Strong standard Leaders have established a culture of high expectation that shapes how children behave, learn and interact with others across the nursery. They know children exceptionally well and maintain a visible presence throughout the setting, enabling them to provide timely guidance and support when needed. Leaders work alongside staff, offering coaching and feedback that continually strengthens practice and develops staff expertise in supporting children's behaviour and emotional development. As a result, children behave with kindness and consideration towards one another, learn harmoniously alongside their peers and demonstrate positive attitudes towards learning. Leaders and staff have established well-embedded routines that help the day run smoothly and maximise the time children spend learning and interacting with others. Staff deploy themselves thoughtfully and prioritise high-quality interactions throughout the day. They position themselves alongside children, engage them in meaningful conversations and respond swiftly to any disagreements or emerging difficulties. Consequently, children move confidently through daily routines, understand expectations and become deeply engaged in learning. Staff establish warm, nurturing relationships with children and get to know them extremely well. They recognise when children need reassurance, comfort or additional support and respond sensitively to their needs. For example, staff keep new children and the youngest babies close to them, offering warm interactions, eye contact and comfort until they feel secure enough to explore independently. Staff build trusting relationships with all children and create a culture in which every child feels valued, included and supported. As a result, children eagerly arrive at nursery each day, ready to engage confidently with others and participate fully in nursery life. Leaders promote the importance of attendance successfully and work closely with families to ensure children benefit from the opportunities the nursery provides. Children's welfare and wellbeing Strong standard Leaders place the welfare and wellbeing of children and their families at the heart of their work. They take time to understand the challenges families face and respond with practical support that improves children's lives. Leaders have established initiatives such as food banks, swap shops and home-learning resources to help reduce pressures on families. They have strengthened food provision and work with families to ensure children, including those with dietary needs, can access nutritious food. As a result, children benefit from care that supports both their immediate needs and longer-term wellbeing. Leaders at all levels share a clear vision for promoting children's health, safety and wellbeing. They invest in resources and systems that enhance children's experiences and listen carefully to staff perspectives when strengthening practice. Leaders keep staff knowledge current through regular professional discussions, enabling them to implement current guidance confidently during all care practices. As a result, children benefit from consistently high-quality responsive care. Staff work closely with parents from the outset to understand children's individual health, wellbeing and care needs. They use this information to ensure continuity of care during transitions into the nursery and between rooms. This includes children with special educational needs and/or disabilities, whose individual care and wellbeing needs are fully understood and met. As a result, children feel safe, secure and valued. Leaders have created a welcoming, home-from-home environment where children flourish and parents speak highly of the positive difference staff make to their children's lives. Curriculum and teaching Strong standard Leaders have designed an ambitious and carefully sequenced curriculum that identifies the knowledge, skills and vocabulary they want children to learn and remember. They have established well-embedded systems that ensure staff build learning progressively from children's starting points while maintaining high aspirations for every child. Leaders continually evaluate and refine the curriculum so that it remains responsive to children's development, interests and next steps. As a result, children develop a rich body of knowledge, strengthen their physical development and acquire the skills and vocabulary they need to achieve ambitious learning goals. Leaders enrich the curriculum through a wide range of meaningful experiences and visits that broaden children's understanding of the world. These first-hand opportunities bring learning to life and help children acquire ambitious vocabulary in meaningful contexts. Staff demonstrate considerable expertise in promoting communication and language. They consistently apply well-established strategies and use interactions skilfully to extend children's vocabulary and deepen their thinking. Consequently, children become articulate communicators who confidently share their ideas, experiences and opinions. Leaders and staff work collaboratively to continually refine the indoor and outdoor environments. They have developed effective systems that enable children's interests, learning behaviours and developmental priorities to shape high-quality learning spaces. Staff adapt teaching skilfully and balance adult-guided experiences with opportunities for children to lead their own learning. As a result, children become deeply immersed in learning, sustain high levels of engagement and participate fully in the curriculum. Children with special educational needs and/or disabilities access the same ambitious curriculum as their peers and learn successfully alongside them. Inclusion Strong standard Leaders have established a highly ambitious culture in which all children are valued, included and supported to achieve well. They have exceptionally high expectations for children with special educational needs and/or disabilities (SEND) and work relentlessly to reduce barriers to learning. Leaders have created highly effective systems to track children's development and identify emerging needs. They use this information to coordinate timely interventions and evaluate their impact. When additional help is required, leaders review its effectiveness closely and adapt provision where necessary. Consequently, barriers to learning are reduced swiftly and all children, including those with SEND, make strong progress from their starting points. Leaders work tirelessly alongside parents and a wide range of professionals to champion children and their families. They coordinate referrals, challenge delays and remove obstacles that may prevent families from accessing specialist services. Through highly effective partnerships with health professionals, local authority services and specialist organisations, leaders ensure that children benefit from a consistent and joined-up approach. This enables children to receive the right help at the right time and allows families to access wider services when needed. Leaders have developed a wealth of expertise in supporting children with SEND and have established effective systems to disseminate this knowledge across the staff team. Through coaching, mentoring and professional discussion, they help staff continually strengthen their practice. Staff draw on their detailed understanding of children's individual needs to adapt teaching effectively. For example, during cookery activities, they ensure all children can participate successfully and learn alongside their peers. As a result, children remain highly engaged and sustain their concentration throughout the activity. Parents speak highly of the difference that leaders and staff have made to their children's lives through the guidance, advocacy and practical help they provide. Leadership and governance Strong standard Leaders are ambitious, intentional and unwavering in their commitment to achieving the very best outcomes for children and families. They have created a shared vision that is understood and embraced by staff at every level. Leaders communicate this vision clearly and positively, creating a culture where staff feel valued, involved and committed to achieving the same goals. They have established effective systems that develop leadership throughout the nursery and encourage staff to take ownership of their roles. As a result, the nursery benefits from a positive culture where children and families feel valued and supported. Leaders ensure this shared commitment extends to all children, including those with special educational needs and/or disabilities. Leaders continually reflect on the quality of the provision and are never complacent. They actively seek feedback from staff, parents and other professionals and use this information to strengthen practice further. Leaders recognise when approaches are not having the intended impact and make timely adjustments to improve outcomes for children and families. Their open, honest and collaborative approach creates a culture where everyone feels empowered to share ideas, contribute to improvement and learn from one another. Leaders are beginning to develop leadership capacity further and have taken early opportunities to share aspects of their effective practice beyond the nursery. As a result, reflection and improvement are embedded throughout the nursery. Leaders invest heavily in their staff and place equal importance on staff wellbeing and professional development. Through coaching, mentoring and targeted professional development, they help staff build confidence, knowledge and leadership skills. Leaders remove barriers where possible and respond sensitively to staff needs, creating a workplace where people feel respected, supported and able to thrive. Staff speak highly of the support they receive and describe leaders as approachable, caring and responsive. They value the way leaders listen, respond to their needs and help them overcome barriers, contributing to strong staff retention. This provides children and families with consistency, stability and trusted relationships. Leaders engage parents meaningfully, seeking and acting upon their views and ensuring they remain active partners in nursery life. Together, leaders, staff and families have created a community committed to achieving the best possible outcomes for children. 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 thrive from the moment they arrive at this warm, nurturing and highly inclusive nursery. They settle quickly into purposeful learning experiences and demonstrate high levels of curiosity, engagement and motivation. Children feel safe, valued and respected because staff build strong relationships with them and their families. As a result, children develop a strong sense of belonging and confidence. Children achieve well, regardless of their starting points, backgrounds or individual circumstances. Staff have a detailed understanding of each child's needs, interests and stage of development. They use this knowledge effectively to provide learning experiences that build on what children already know and can do. Children make strong progress across all areas of learning and development and are well prepared for their next steps, including the move on to school. Children benefit from leaders' ambitious vision that every child can succeed. Barriers to learning are identified and addressed swiftly through highly effective support and carefully planned provision. Consequently, children, including those who may need additional help, participate fully in all aspects of nursery life and learn alongside their peers. Children flourish in a calm, intentional and welcoming environment. They show positive attitudes to learning, cooperate well with others and develop increasing independence. Their behaviour is thoughtful and considerate. Children enjoy rich opportunities to explore, investigate and solve problems, helping them to develop the knowledge, skills and confidence they need for future success. Inspector: Victoria Laird About this setting Unique reference number (URN): 2819637 Address: 47 Old Coach Road Droitwich WR9 8BE Type: Childcare on non-domestic premises Registration date: 27/01/2025 Registered person: Parker Street Daycare Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00 Local authority: Worcestershire Facts and figures used on inspection Next steps Leaders should continue to develop leadership capacity so that their highly effective practice is sustained over time and has a profound and lasting impact on children's experiences and outcomes. About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator, assistants, children 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. This data was available to the inspector at the time of the inspection. This data is from 12 June 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 63 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. 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