Pied Piper Westbourne House

Pied Piper Westbourne House

Unique reference number (URN): 2846977 Address: Westbourne House School, Coach Road, Shopwhyke, Chichester, PO20 2BH Type: Childcare on non-domestic premises Registered with Ofsted: 08/07/2025 Registers: EYR, CCR, VCR Registered person: Pied Piper Activities (South) Ltd

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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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Behaviour, attitudes and establishing routines Strong standard

Leaders promote high expectations for children's behaviour. Staff are excellent role models and deliver these expectations consistently and fairly throughout their interactions with children. For example, they offer praise and encouragement for children's positive behaviour. As a result, children have an excellent understanding of the rules and boundaries in place at the holiday club.

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Behaviour, attitudes and establishing routines Strong standard

Children follow instructions effortlessly. For example, they understand how to move safely around the building and line up before they transition to different activities. Children also share resources with ease, showing those who are younger or new to the club how to play different games. Therefore, play is harmonious and attitudes are highly positive.

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Behaviour, attitudes and establishing routines Strong standard

Staff promote children's engagement in all activities. They recognise that children have different needs and provide tailored support to enhance children's experiences. For example, they recognise how to adapt how rules and instructions are delivered to children with special educational needs and/or disabilities or those who are younger, to ensure that all children can access all activities.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have implemented secure procedures that support children's attendance. Any instances of absence are monitored and discussed with parents.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is of high priority to all staff and leaders. This is promoted continuously through the holiday club's ethos and vision. Staff receive precise training that enhances their understanding of protecting children's safety. Staff include children in organising rules and discussing boundaries that keep them safe. Children can explain these easily, such as always being able to see a staff member.

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Children's welfare and wellbeing Strong standard

Children enjoy sociable mealtimes. Staff are extremely attentive and talkative. They promote friendly conversations between groups of children, that help them make friends and learn about others interests. Staff use opportunities to talk to children about the different foods that they enjoy eating.

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Children's welfare and wellbeing Strong standard

Staff promote children's understanding of emotional wellbeing through thoughtful conversations about feelings and the impact of actions on others. Furthermore, staff promote inclusive behaviours, encouraging children to appreciate others differences and similarities.

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Children's welfare and wellbeing Strong standard

Children know to wash their hands before eating and recognise the importance of staying hydrated throughout the day. Staff promote healthy and active lifestyles throughout their interactions with children. Healthy habits are securely embedded. As a result, children make independent, healthy decisions for themselves.

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Inclusion Strong standard

All children at the holiday club benefit from leaders highly inclusive approach to children's care. Leaders use their registration process to find out as much information as possible about children's individual needs. This means that children with special educational needs and/or disabilities (SEND) are quickly identified. Staff interact with parents to find out how to best support children at the holiday club, such as different interventions that might be used at school or strategies parents might use at home. This means that children regularly benefit from a shared approach to their care.

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Inclusion Strong standard

Leaders have built effective channels of communication with the local authority to support children with SEND. For example, they recognise how to apply for specific funding to support children to access the provision.

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Inclusion Strong standard

Staff receive high quality training to support them with their knowledge of working with children with SEND. Leaders also prioritise ongoing training and mentoring for staff, to ensure they develop a secure understanding of different strategies they can use in supporting all children's differing needs. Through these practises, leaders make a demonstrable difference to all children's experiences.

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Leadership and governance Strong standard

Leaders have strategic oversight for the holiday club. They are passionate and enthusiastic about providing high quality care and experiences for children. Leaders review the effectiveness of the holiday club regularly and have a secure understanding of the holiday club's specific strengths. Leaders also liaise with parents and children to gather feedback about their experiences at the club and use this to drive improvement.

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Leadership and governance Strong standard

Staff speak positively of the very high quality training they receive to prepare them for their roles. They have an excellent understanding of the holiday club's ethos and share the same passion for children's experiences as leaders do. Staff also speak highly of the support they receive for their wellbeing and ongoing professional development. Staff feel valued in their roles and as a result, staff retention is consistently high.

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Leadership and governance Strong standard

Partnerships between parents and staff are very secure. Staff use regular opportunities to share information with parents about children's activities and how they have settled at the club. Parents feel well informed and involved with children's time at the club. Leaders use opportunities to engage with parents of children with special educational needs and/or disabilities, so they can fully understand strategies used to best support children during their time at the club.

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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 are busy and extremely joyful at this welcoming holiday club. They excitedly engage in a wide range of experiences. When children first arrive, they receive a friendly greeting from staff and get settled into their different groups. Children happily get involved with different activities, such as playing with toy cars and completing puzzles in a group. Children quickly make new friends and staff promote conversations between children to support them to build relationships and discuss shared interests.

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Address:

Westbourne House School Coach Road, Shopwhyke Chichester PO20 2BH Children enjoy activities such as swimming, crafts and playing on outdoor inflatables. Activities are planned thoughtfully by staff and follow a different theme each week. This builds on children's excitement and anticipation. For example, they engage in a 'mini Olympics' theme together as the celebrate International Sports Week. Children are imaginative and enthusiastic as they design and make their own medals on card with a wide range of resources. They also design their own flag using a range of coloured blocks. Children participate in activities with enthusiasm.

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Address:

Leaders ensure all children receive care and support that meets their individual needs. Staff use their knowledge and expertise to implement appropriate strategies to support children with special educational needs and/or disabilities (SEND). For example, they provide clear visual timetables to enhance children's understanding of routines and what comes next. This supports children to feel safe and settled at the holiday club.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on sharing this practice more widely for a transformational, sector-wide impact on the experiences of children.

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About this inspection

The inspector spoke to leaders, staff, children 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Pied Piper Activities (South) Ltd

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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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