Teddy Wilf's @ ShopwykeOfsted report card, 23 Sept 2026

Teddy Wilf's @ Shopwyke

Unique reference number (URN): 2863065 Address: Shopwhyke Lakes Sports Pavilion, Longacres Way, Chichester, PO20 2JG Type: Childcare on non-domestic premises Registered with Ofsted: 29/09/2025 Registers: EYR Registered person: Clark, Megan Louise

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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 have established a secure approach to developing children's positive behaviour. Staff implement expectations consistently and gently discuss them with children. Staff recognise children's different ages and stages of development and expertly adapt rules appropriately so that they are well understood by all children. Staff provide plenty of positive encouragement. For example, they provide children with recognition and praise when they tidy away their toys after an activity. Children behave extremely well and develop a secure understanding of what is expected of them throughout routines.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children to develop very positive attitudes to learning. Children engage and concentrate hard as they participate in the well-planned activities that staff have set up for them. For example, young children try hard as they use different tools to scoop water from one container to another. Staff are highly engaging and build secure relationships with children that support them to thrive.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work hard to ensure attendance is high. They know families well and work promptly to identify and remove any barriers to children's attendance. They share their approach to managing children's absences with parents, to support them to understand the importance of children's regular attendance. As a result, children attend regularly and punctually.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the very heart of the provision they offer. Staff are nurturing and build excellent relationships with all children. The key-person system in place is highly effective. Staff know children remarkably well and, as a result, children feel safe and settled throughout the day.

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Children's welfare and wellbeing Strong standard

Staff lead healthy, sociable mealtimes. Children engage in meaningful conversation with one another, and staff promote positive discussions around nutrition and balanced choices. Staff provide parents with clear information about nutritious lunch boxes. Furthermore, staff skilfully teach children about other elements of good health, such as oral hygiene and the importance of rest and exercise. Children are therefore supported to develop a very secure understanding of healthy lifestyles and, as a result, they make healthy decisions for themselves.

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Children's welfare and wellbeing Strong standard

Staff carry out care routines respectfully. For example, they engage positively with babies during nappy changes as they talk and sing with them. Furthermore, babies are settled to sleep calmly with routines that follow their individual needs. Older children develop excellent independence skills. Staff support them to learn how to manage their hygiene routines by themselves and arrange their equipment at mealtimes.

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Inclusion Strong standard

Leaders have a very robust approach to identifying children's needs. They act efficiently to gather information about children's stage of development. Leaders work effectively with parents and carers to discuss any gaps in children's learning. Staff are therefore highly knowledgeable about children's individual stage of learning when they first start and implement any necessary adjustments to the environment. Staff implement effective practices that ensure precisely tailored support is provided for children with special educational needs and/or disabilities. As a result, all children can access all areas of the curriculum.

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Inclusion Strong standard

Staff recognise how to monitor children's progress. The special educational needs coordinator and other specialist staff work together with external professionals. Leaders are passionate in their approach and ensure that education and care plans are created and implemented collaboratively so that children consistently benefit from a joined-up approach.

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Inclusion Strong standard

Leaders and staff identify all children who may face barriers to their learning and/or wellbeing. Where children may be at a disadvantage, such as those who are known or previously known to children's social care, leaders provide a personalised approach that supports the wellbeing of children and families. Leaders use additional funding appropriately to enhance the experiences of children. Through this practice, leaders and staff consistently make a demonstrable difference to children's outcomes.

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Leadership and governance Strong standard

Leaders have an extremely secure oversight of the setting. They are passionate and decisive, taking prompt action to prioritise any areas of improvement when identified. For example, they have been supporting staff to build on their understanding of how to implement the curriculum effectively.

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Leadership and governance Strong standard

Leaders have very high expectations of staff and strive to ensure that high standards are met continuously. They provide staff with access to a range of high-quality training opportunities. For example, staff complete training to increase their understanding of making adaptations to activities to support children with special educational needs and/or disabilities. Leaders also provide ongoing coaching and mentoring to support staff to continually develop their practice. Through this, the quality of teaching is consistently raised for children.

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Leadership and governance Strong standard

Leaders have consistently positive and thoughtful engagements with parents. Parents feel well informed about children's progress and development. They are also regularly updated with different activities and events that are happening at the setting. Leaders have prioritised this as an area of focus so that parents feel fully involved with children's education and care.

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Leadership and governance Strong standard

Leaders and staff engage with other professionals who are involved in children's care and education. For example, they have regular contact with medical professionals and educational psychologists to provide well-informed support for all children. Leaders also have contact with local schools to support children's transition to school. Children are well supported through this effective, collaborative approach.

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Achievement Expected standard

Children are well prepared for the next steps in their education. They have positive attitudes to their learning and gain suitable education across the different areas of learning.

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Achievement Expected standard

Children are developing a secure love of reading. For example, babies enjoy looking at picture books, while older children enjoy a range of imaginative stories. Children of all ages therefore develop broad vocabularies and communicate their interests with ease.

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Achievement Expected standard

Children gain secure social skills as they interact happily with their friends. They also gain secure independence skills. Children begin to do some tasks for themselves, such as preparing their plates and cups for snack times.

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Achievement Expected standard

Children generally gain mathematics skills that are appropriate for their age. For example, they begin to recognise numbers and start to count. Children also begin to establish an early understanding of shape and language related to size and measure.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that is inclusive and well designed. It is generally understood by staff, who use their knowledge of children to support children's progress. Overall, the curriculum is well sequenced. However, there are occasional times when teaching does not accurately follow children's current stage of learning. Despite this, interactions between staff and children are highly positive. Staff engage children in exciting and immersive educational experiences.

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Curriculum and teaching Expected standard

Staff provide children with plenty of opportunities to explore texts and books. Children often take their favourite stories to staff, who read to them enthusiastically. Staff link children's interests to different books to further develop their love of reading. For example, when children are fascinated by cars, staff encourage them to look at books and support them to learn the names and purpose of different vehicles as they explore together.

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Curriculum and teaching Expected standard

Staff ensure that teaching promotes a secure focus on communication and language. Staff are knowledgeable about how they adjust their language. For example, staff adjust the vocabulary they use when exploring water with babies and young children. They provide single words such as 'pour' and 'cup' to support children's understanding.

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What it's like to be a child at this setting

Children show enjoyment and thrive at the setting. Staff are extremely welcoming and greet children joyfully as they arrive. Children have positive attitudes to their play and learning. They explore with excitement and try hard as they practise new skills. Children balance, jump and skip as they gleefully play with their friends. They show that they are settled and happy at the setting.

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What it's like to be a child at this setting

Babies develop very secure bonds and attachments with familiar staff. This supports them to develop a sense of belonging, and they settle quickly into the routine. Babies giggle and squeal happily as they pop bubbles and crawl around the inviting play spaces, ready to explore.

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What it's like to be a child at this setting

Children are active learners and benefit from a range of activities that increase their learning and experiences. They become engrossed in their play and staff skilfully encourage children to reflect on what they know and can do to build their confidence as they learn. Furthermore, children enjoy outings to broaden their knowledge about the world around them. For example, they visit elderly residents' homes and engage in activities with them. This supports children to learn about similarities and differences between themselves and others. Children benefit from positive learning experiences that support their development. Leaders and staff work with parents to ensure children with special educational needs and/or disabilities have access to high-quality learning experiences. Staff know how to make skilful adaptations so all children are supported to achieve the very best outcomes.

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What it's like to be a child at this setting

Children attend regularly. Leaders support all families to understand the importance of attendance. They recognise where families might need extra support, such as those who may face barriers to their learning and/or wellbeing. Leaders and staff are committed to ensuring children attend regularly and punctually.

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Next steps

Leaders should support staff to further develop how teaching and activities are precisely matched to children's current stage of learning.

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About this inspection

The inspector spoke to parents, children, staff and leaders 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.

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Address:

Shopwhyke Lakes Sports Pavilion Longacres Way Chichester PO20 2JG

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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