Teddy Wilf's @ Shopwyke

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
Inspection report: 23 September 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
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.
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.
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.
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.
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.
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.

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.
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.
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.
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.
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.
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.
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.

Expected standard
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.
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.
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.
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.
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.
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.
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.

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.
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.
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.
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.
Next steps
Leaders should support staff to further develop how teaching and activities are precisely
matched to children's current stage of learning.
About this inspection
The inspector spoke to parents, children, staff and leaders 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.

Inspector:
Nicola Houston
About this setting
Unique reference number (URN): 2863065
Address:
Shopwhyke Lakes Sports Pavilion
Longacres Way
Chichester
PO20 2JG
Type: Childcare on non-domestic premises
Registration date: 29/09/2025
Registered person: Clark, Megan Louise
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30
Local authority: West Sussex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 September 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
48

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.
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