← Ofsted Nursery Tracker

Rosedene Redcar

URN 2855474 · Inspected 2026-09-11 · Published 2026-10-05 · Inspector: Julie Campbell

Safeguarding met Childcare on Non-Domestic Premises, Full day care source PDF ↗ provider page on ofsted.gov.uk ↗

Grades by area

Achievement

Strong standard
Children including those who face barriers to learning are making superb progress across all areas of learning. They develop the knowledge, confidence and independence they need for their next stage in learning. For example, older children remember important knowledge. They confidently explain that eating too much ice cream is unhealthy. Babies develop their fine motor control as they explore sand and makes mark with large crayons. Children develop increasing responsibility for simple tasks, such feeding themselves and locating their own cup. Older children serve their own food and pour their own drinks. Children confidently apply mathematical language as they carry tins of real life objects in the role-play area. Children demonstrate excellent personal and social development. They form secure relationships with their peers and cooperate, share, take turns, with little support. Older children negotiate obstacle courses, balance on beams and enthusiastically engage in energetic play in the garden. They eagerly persevere as they use their critical thinking skills to transport water from one area to another. Children display excellent focus and attention.

Children's welfare and wellbeing

Strong standard
Leaders have created a warm and welcoming environment, where children are eager to attend. Children feel safe and valued because staff know them well and respond sensitively to their individual needs. Staff promote children's wellbeing and sense of belonging within safe and stimulating play spaces. As a result, children develop confidence and show positive attitudes towards new experiences. Staff are respectful and provide plenty of encouragement, helping to raise children's self-esteem. For example, they ask younger children's permission to change their nappies. Leaders and staff have established routines that support children's health, safety and independence. Staff consistently promote healthy lifestyles through activities and discussion. Staff and children sit together for snack and lunchtimes. A wide variety of foods are offered along with milk and water. Children eat healthy, freshly cooked meals. They sing songs about foods that are good to eat and are eager to point out the spinach they have at lunchtime. Staff support children's welfare and wellbeing superbly. They encourage children to take regular drinks to keep hydrated and to wear sun cream in warm weather to protect their skin from the sun. Children enjoy outdoor play. They confidently explore the garden spaces and engage in activities to develop their physical skills. Babies practise rolling small cars down tubes and climbing over ramps. Older children skilfully persevere until they successfully balance on the obstacle course.

Curriculum and teaching

Strong standard
Leaders and staff have an excellent understanding of the curriculum, and what they would like children to learn. They know children very well and use assessment effectively to shape teaching from each child's individual starting points. Planning for children's individual next steps is accurate, and children are making rapid progress from their initial starting points. Those children with special educational needs and/or disabilities and those who face barriers to learning receive individualised support that helps them to succeed. All staff identify the importance of supporting children's communication and language development. This is intrinsically woven throughout all activities. Staff implement the curriculum through high-quality teaching that encourages children to explore, investigate and think critically. Children have opportunities to extend their mathematical skills throughout the nursery. For example, younger toddlers sing counting songs, and count as they add items to a pole. Children use positional language, such as under and over, when they are moving around the outdoor equipment. Older children join in with number songs as they count down from 5 at the end of a song, they cheer at the end of this familiar routine. Furthermore, staff write numbers and children attempt to identify and copy them. Staff consistently give explicit praise to children through words of encouragement, celebrating their achievements. This helps children to develop their confidence and self-esteem.

Inclusion

Strong standard
Children with special educational needs and/or disabilities and those children with barriers to learning receive timely and highly effective support to achieve their next steps in learning. For instance, staff use weekly observations and the progress check at age 2 to identify if a child is falling behind in their learning. Staff promptly work with parents to seek further guidance or make the appropriate referrals. Individual plans are created for children who need additional support. Professionals such as speech and language therapists and physiotherapists are welcomed into the setting to ensure a collaborative approach to support. Staff skilfully implement strategies recommended by speech and language therapists to support children's communication and language development. For instance, staff ensure that they use repetition of words and face children to enable them to see their mouth movements as they speak. These actions consistently reduce potential barriers to learning. Some staff have received training on supporting children with speech and language difficulties and they make excellent use of this when working with children, who face barriers to learning. For instance, children who speak English as an additional language are supported with words from their home language. This helps children to feel a real sense of belonging. Parents speak positively about the support they receive and the progress their children make.

Leadership and governance

Strong standard
Leaders have worked hard to develop the nursery. Leaders robustly monitor and support staff. They observe staff practice by spending time in group rooms and use regular individual meetings with staff to provide feedback. They discuss their practice and identify training needs. Staff have completed a broad range of courses that have led to improved understanding and a positive impact on children. This includes courses on working with babies, managing children's behaviour and supporting communication. This helps to provide support to staff and improve practice. Leaders understand the setting's strengths and areas for improvement. They regularly reflect on their own practice and use external advice to adapt the provision. Leaders carry out robust inductions for new staff. Newer staff and students receive guidance from experienced colleagues, which helps them grow in confidence and ability. Staff wellbeing is of paramount importance. Leaders keep in regular contact with the staff team and support them through individual supervision sessions, where workload and wellbeing is discussed. Staff have 'wellbeing Wednesdays', where they are celebrated. Staff comment that they feel well supported and valued. Leaders have effective systems for identifying children with special educational needs and/or disabilities and those who face barriers to learning to ensure they receive the necessary support. Staff have very effective partnerships with parents. They use a range of successful ways to give parents detailed updates on children's progress and activities, and to share how parents can further support learning at home.

Behaviour, attitudes and establishing routines

Expected standard
Staff interactions are consistently warm, calm and respectful, providing positive role models for children. This has a positive impact on children's behaviour. Daily routines are typically effective and provide children with a sense of security. However, the organisation of some transitions is less effective. For example, children spend too long waiting to go outside, which does not fully support their learning and wellbeing. As a result, some children become restless. That said, routines such as sleep and mealtimes routines are well established within the setting. Staff confidently follow government safety guidelines. They undertake checks to ensure children's continued safety and comfort while sleeping. Staff intervene promptly when children struggle to understand the needs of their friends. Children are gently reminded how to take turns and share resources. Children use their manners and follow the rules of the nursery. For instance, even young children help to tidy equipment and wash their hands before meals. Staff frequently praise children for both their effort and achievement. This helps children to be resilient and motivated to learn. Leaders and staff work closely with parents to promote regular, punctual attendance. They monitor children's attendance carefully and follow up absences promptly with families.

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

Children are very happy and enjoy attending this exciting and vibrant setting. They enter the building and settle with ease. Children develop secure attachments with their key person, who responds warmly to their individual needs. This helps children feel emotionally secure and ready to learn. Children quickly choose from a wide range of engaging activities that reflect their interests, showing high levels of curiosity and confidence. For example, babies explore musical instruments. They excitedly bang spoons and drums and move to their own tune. Children with special educational needs and/or disabilities, or those with barriers to learning are included effectively. Staff use visual cues and structured support to help children join in alongside their peers. Staff support children's emotional regulation consistently. They use puppets and books to help children understand. Older children use words to describe feeling happy and sad linked to the colours of the puppets. This helps children begin to understand and manage their feelings and emotions. All children, whatever their starting points, make excellent progress in their learning and development. Staff know children well and provide engaging experiences. Leaders and staff ensure teaching is focused accurately on children's age-appropriate development needs. Babies enjoy singing familiar songs and join in with actions. Toddlers excitedly turn pages of books during storytelling sessions. Children's developmental stages are carefully considered. Starting points are collected using information from parents and early observations. Children enjoy a broad and balanced curriculum across the setting. They take part in exciting experiences that help them learn new knowledge and skills. For example, children learn about nature and how acorns turn into oak trees. They plant flowers and help care for them in the garden area. This helps them to learn about the wider world. Staff provide purposeful learning opportunities that develop communication and language. Children are exposed to language through meaningful interactions. They have favourite songs and rush to follow instructions as they listen and dance. Older children listen to 'We're Going on a Bear Hunt' and squeal with delight as they stomp through water and swish through the grass.

Next steps

Leaders should help staff to organise transitions and routines, to reduce children's wait times.

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and children 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.

About this setting

URN
2855474
Address
1 Embleton Court Redcar East Cleveland TS10 2RF
Type
Childcare on Non-Domestic Premises, Full day care
Registration date
22/07/2025
Registered person
Rosedene Nurseries Limited
Register(s)
EYR, CCR
Operating hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority
Redcar and Cleveland

Facts and figures

Age range at inspection
0 to 6
Total places
51

Data from 11 September 2026

Raw extracted PDF text 
Rosedene Redcar
Unique reference number (URN): 2855474
Address: 1 Embleton Court, Redcar, East Cleveland, TS10 2RF
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/07/2025
Registers: EYR, CCR
Registered person: Rosedene Nurseries Limited
Inspection report: 11 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
Achievement Strong standard
Children including those who face barriers to learning are making superb progress across all
areas of learning. They develop the knowledge, confidence and independence they need for
their next stage in learning. For example, older children remember important knowledge.
They confidently explain that eating too much ice cream is unhealthy. Babies develop their
fine motor control as they explore sand and makes mark with large crayons. Children
develop increasing responsibility for simple tasks, such feeding themselves and locating
their own cup. Older children serve their own food and pour their own drinks.
Children confidently apply mathematical language as they carry tins of real life objects in the
role-play area. Children demonstrate excellent personal and social development. They form
secure relationships with their peers and cooperate, share, take turns, with little support.
Older children negotiate obstacle courses, balance on beams and enthusiastically engage in
energetic play in the garden. They eagerly persevere as they use their critical thinking skills
to transport water from one area to another. Children display excellent focus and attention.
Children's welfare and wellbeing Strong standard
Leaders have created a warm and welcoming environment, where children are eager to
attend. Children feel safe and valued because staff know them well and respond sensitively
to their individual needs. Staff promote children's wellbeing and sense of belonging within
safe and stimulating play spaces. As a result, children develop confidence and show positive
attitudes towards new experiences. Staff are respectful and provide plenty of
encouragement, helping to raise children's self-esteem. For example, they ask younger
children's permission to change their nappies.
Leaders and staff have established routines that support children's health, safety and
independence. Staff consistently promote healthy lifestyles through activities and
discussion. Staff and children sit together for snack and lunchtimes. A wide variety of foods
are offered along with milk and water. Children eat healthy, freshly cooked meals. They sing
songs about foods that are good to eat and are eager to point out the spinach they have at
lunchtime.
Staff support children's welfare and wellbeing superbly. They encourage children to take
regular drinks to keep hydrated and to wear sun cream in warm weather to protect their skin
from the sun. Children enjoy outdoor play. They confidently explore the garden spaces and
engage in activities to develop their physical skills. Babies practise rolling small cars down
tubes and climbing over ramps. Older children skilfully persevere until they successfully
balance on the obstacle course.
Curriculum and teaching Strong standard
Leaders and staff have an excellent understanding of the curriculum, and what they would
like children to learn. They know children very well and use assessment effectively to shape

teaching from each child's individual starting points. Planning for children's individual next
steps is accurate, and children are making rapid progress from their initial starting points.
Those children with special educational needs and/or disabilities and those who face
barriers to learning receive individualised support that helps them to succeed. All staff
identify the importance of supporting children's communication and language development.
This is intrinsically woven throughout all activities.
Staff implement the curriculum through high-quality teaching that encourages children to
explore, investigate and think critically. Children have opportunities to extend their
mathematical skills throughout the nursery. For example, younger toddlers sing counting
songs, and count as they add items to a pole. Children use positional language, such as
under and over, when they are moving around the outdoor equipment. Older children join in
with number songs as they count down from 5 at the end of a song, they cheer at the end of
this familiar routine. Furthermore, staff write numbers and children attempt to identify and
copy them. Staff consistently give explicit praise to children through words of
encouragement, celebrating their achievements. This helps children to develop their
confidence and self-esteem.
Inclusion Strong standard
Children with special educational needs and/or disabilities and those children with barriers to
learning receive timely and highly effective support to achieve their next steps in learning.
For instance, staff use weekly observations and the progress check at age 2 to identify if a
child is falling behind in their learning. Staff promptly work with parents to seek further
guidance or make the appropriate referrals. Individual plans are created for children who
need additional support. Professionals such as speech and language therapists and
physiotherapists are welcomed into the setting to ensure a collaborative approach to
support. Staff skilfully implement strategies recommended by speech and language
therapists to support children's communication and language development. For instance,
staff ensure that they use repetition of words and face children to enable them to see their
mouth movements as they speak. These actions consistently reduce potential barriers to
learning.
Some staff have received training on supporting children with speech and language
difficulties and they make excellent use of this when working with children, who face barriers
to learning. For instance, children who speak English as an additional language are
supported with words from their home language. This helps children to feel a real sense of
belonging. Parents speak positively about the support they receive and the progress their
children make.
Leadership and governance Strong standard
Leaders have worked hard to develop the nursery. Leaders robustly monitor and support
staff. They observe staff practice by spending time in group rooms and use regular individual
meetings with staff to provide feedback. They discuss their practice and identify training
needs. Staff have completed a broad range of courses that have led to improved
understanding and a positive impact on children. This includes courses on working with

Expected standard
babies, managing children's behaviour and supporting communication. This helps to provide
support to staff and improve practice.
Leaders understand the setting's strengths and areas for improvement. They regularly
reflect on their own practice and use external advice to adapt the provision. Leaders carry
out robust inductions for new staff. Newer staff and students receive guidance from
experienced colleagues, which helps them grow in confidence and ability. Staff wellbeing is
of paramount importance. Leaders keep in regular contact with the staff team and support
them through individual supervision sessions, where workload and wellbeing is discussed.
Staff have 'wellbeing Wednesdays', where they are celebrated. Staff comment that they feel
well supported and valued.
Leaders have effective systems for identifying children with special educational needs
and/or disabilities and those who face barriers to learning to ensure they receive the
necessary support. Staff have very effective partnerships with parents. They use a range of
successful ways to give parents detailed updates on children's progress and activities, and
to share how parents can further support learning at home.
Behaviour, attitudes and establishing routines Expected standard
Staff interactions are consistently warm, calm and respectful, providing positive role models
for children. This has a positive impact on children's behaviour. Daily routines are typically
effective and provide children with a sense of security. However, the organisation of some
transitions is less effective. For example, children spend too long waiting to go outside,
which does not fully support their learning and wellbeing. As a result, some children become
restless. That said, routines such as sleep and mealtimes routines are well established
within the setting. Staff confidently follow government safety guidelines. They undertake
checks to ensure children's continued safety and comfort while sleeping.
Staff intervene promptly when children struggle to understand the needs of their friends.
Children are gently reminded how to take turns and share resources. Children use their
manners and follow the rules of the nursery. For instance, even young children help to tidy
equipment and wash their hands before meals. Staff frequently praise children for both their
effort and achievement. This helps children to be resilient and motivated to learn.
Leaders and staff work closely with parents to promote regular, punctual attendance. They
monitor children's attendance carefully and follow up absences promptly with families.

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
What it's like to be a child at this setting
Children are very happy and enjoy attending this exciting and vibrant setting. They enter the
building and settle with ease. Children develop secure attachments with their key person,
who responds warmly to their individual needs. This helps children feel emotionally secure
and ready to learn. Children quickly choose from a wide range of engaging activities that
reflect their interests, showing high levels of curiosity and confidence. For example, babies
explore musical instruments. They excitedly bang spoons and drums and move to their own
tune.
Children with special educational needs and/or disabilities, or those with barriers to learning
are included effectively. Staff use visual cues and structured support to help children join in
alongside their peers. Staff support children's emotional regulation consistently. They use
puppets and books to help children understand. Older children use words to describe feeling
happy and sad linked to the colours of the puppets. This helps children begin to understand
and manage their feelings and emotions.
All children, whatever their starting points, make excellent progress in their learning and
development. Staff know children well and provide engaging experiences. Leaders and staff
ensure teaching is focused accurately on children's age-appropriate development needs.
Babies enjoy singing familiar songs and join in with actions. Toddlers excitedly turn pages of
books during storytelling sessions. Children's developmental stages are carefully
considered. Starting points are collected using information from parents and early
observations. Children enjoy a broad and balanced curriculum across the setting. They take
part in exciting experiences that help them learn new knowledge and skills. For example,

Inspector:
Julie Campbell
About this setting
Unique reference number (URN): 2855474
Address:
1 Embleton Court
Redcar
East Cleveland
TS10 2RF
Type: Childcare on non-domestic premises
Registration date: 22/07/2025
children learn about nature and how acorns turn into oak trees. They plant flowers and help
care for them in the garden area. This helps them to learn about the wider world.
Staff provide purposeful learning opportunities that develop communication and language.
Children are exposed to language through meaningful interactions. They have favourite
songs and rush to follow instructions as they listen and dance. Older children listen to 'We're
Going on a Bear Hunt' and squeal with delight as they stomp through water and swish
through the grass.
Next steps
Leaders should help staff to organise transitions and routines, to reduce children's wait
times.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents
and children 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.

Registered person: Rosedene Nurseries Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Redcar and Cleveland
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 September 2026
Children numbers
Age range of children at the time of inspection
0 to 6
Total number of places
51
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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