Mini Explorers Crabtree Ltd

Mini Explorers Crabtree Ltd
Unique reference number (URN): 2512712
Address: J Pybus & Son, Street House Farm, Little Holtby, Northallerton, Yorkshire, DL7 9LN
Type: Childcare on non-domestic premises
Registered with Ofsted: 09/05/2019
Registers: EYR, CCR
Registered person: Mini Explorers Crabtree Ltd
Inspection report: 17 March 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.

Expected standard
Achievement Expected standard
Children, including those with special educational needs and/or disabilities, those known or
previously known to social care and those who face barriers to their learning, make secure
progress from their individual starting points. They develop secure knowledge and skills
across the curriculum. Children show motivation to learn and engage confidently in their
play. They share their ideas and explore the environment with confidence. Children take
pride in their achievements, such as when they work out how to build a tall tower with play
bricks without it falling over. This supports their resilience and perseverance.
Children develop secure communication and language skills. They listen attentively, express
their thoughts clearly and use a growing range of vocabulary during play. Typically, children
engage well in activities and sustain their involvement. This supports their readiness for their
next stage of learning and eventual move to school.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff create a positive environment where kindness, respect and clear
expectations for behaviour are promoted well. Staff act as positive role models and support
children to behave well and show consideration for their friends. Children are settled and
confident and engage positively in their play and learning. Staff effectively adapt their
interactions according to children's ages, stages of development and individual needs. For
example, they use emotion cards, books and conversations to support children's
understanding of behaviour and the feelings of others.
Warm and trusting relationships between staff and children help create a secure
environment where children feel valued and supported. Children seek comfort and
reassurance from familiar staff and develop secure attachments. These positive
relationships support children's emotional wellbeing and confidence. Children build
friendships and enjoy playing alongside one another. They learn to share, take turns and
cooperate during play. These experiences help children develop positive attitudes to their
learning.
Leaders work closely with parents to promote good attendance and punctuality. Parents are
welcomed into the setting for stay-and-play sessions and encouraged to contribute to
children's experiences. This helps children benefit fully from the opportunities provided.
Children's welfare and wellbeing Expected standard
Children's welfare and wellbeing are placed at the heart of this setting. The environment is
calm, safe and welcoming, helping children feel secure. Staff gather detailed information
from parents and use this to provide responsive care for all children. An effective key-person
system enables staff to build secure relationships with children from the outset. This
supports children to settle quickly and develop a strong sense of belonging. Daily routines,
such as sleeping, weaning and feeding, are well organised and tailored to children's

individual needs, supporting their health and emotional security. However, hygiene routines
for younger children are not yet implemented consistently, in particular, handwashing after
outdoor play when children have muddy hands. This does not fully support children to
develop a secure understanding of good hygiene practices.
Staff support children to recognise and express their emotions. For example, visual prompts
are used to help children talk about how they feel. Children begin to manage their emotions
and develop resilience in social situations. Children understand expectations for keeping
safe. For instance, they follow routines for safe walking when moving around the farm.
Children stand still as 'scarecrows' when cars pass and know to apply sun cream in warm
weather.
Staff support children to lead healthy lifestyles. Children enjoy much of their day outdoors,
developing physical skills and a love of the natural world. The food provided is nutritious and
balanced, including produce grown at the setting. Children learn about growing and
preparing food, supporting their understanding of healthy choices.
Curriculum and teaching Expected standard
Staff use assessment well to identify children's next steps. They adapt teaching practices to
support children's individual needs, including children with special educational needs and/or
disabilities and those who face barriers to their learning. For example, the effective use of
sing and sign supports children's understanding and communication. Leaders have begun to
review the organisation of the toddler's room to ensure the environment fully supports
children's learning. At times, the busy layout means some children do not sustain their
learning as well as they could. In addition, staff deployment in the outdoor pre-school area is
not yet consistently effective. On occasion, not all children receive interactions to support
their learning due to the size of the area.
Overall, leaders have a secure understanding of the curriculum and the quality of teaching.
The curriculum is typically well designed and covers the 7 areas of learning. It reflects the
unique farm environment, providing opportunities for children to explore and learn from the
natural world. For example, children regularly visit and help care for the farm animals,
developing a sense of responsibility. Staff prioritise children's language development
through daily songs, stories and a 'book of the week' focus. Children's early mathematical
skills are supported through everyday experiences, such as counting how many legs
ladybugs have. Children spend much of their time outdoors running, climbing and exploring
the farm, developing their physical skills. Children's personal, social and emotional
development is supported well as they build relationships and learn to manage their
feelings.
Inclusion Expected standard
Children demonstrate a sense of belonging at this warm and inclusive setting. Leaders
gather detailed information from parents to understand children's backgrounds and starting
points. Staff use observations and assessments well to monitor children's progress and
identify any emerging gaps. Where gaps are identified, staff implement targeted support
through individual learning plans to help reduce barriers and meet children's individual
needs. They adapt teaching, routines and environments so that all children can fully

participate. These inclusive practices help children feel secure and learn alongside their
peers.
Designated staff receive guidance and training to strengthen their understanding of
supporting children with special educational needs and/or disabilities. Leaders support staff
to adapt their teaching to remove barriers to learning. They work with families to understand
children's needs and review support. In addition, they work in partnership with external
professionals to shape strategies and experiences. Leaders support children known or
previously known to social care. They liaise with relevant agencies to help ensure children's
safety, wellbeing and continued progress.
Leaders demonstrate a clear understanding of the needs of children from service families.
They provide additional emotional support for children whose parents are deployed. For
example, children are supported to write letters and draw pictures. This helps them prepare
for separation and maintain connections with their parents. Leaders use additional funding
thoughtfully to support disadvantaged children. Home story sacks help to extend learning
beyond the setting and promote learning at home. Leaders evaluate the impact of funding
spent to ensure it supports children's engagement, confidence and development over time.
Leadership and governance Expected standard
Leaders have a clear understanding of the setting's strengths and areas of development.
They identify priorities and implement action plans to improve practice. For instance, leaders
have supported staff to develop children's communication and language skills during
everyday interactions. Leaders regularly review progress and take timely action where
improvements are needed. Decisions made are in the best interests of all children.
Appropriate support is put in place to help children overcome barriers to their learning and
wellbeing.
Those responsible for governance have a clear oversight of the setting. They work closely
with leaders and provide ongoing support. Leaders promote positive partnership working
with parents. For example, they hold twice-yearly parent evenings and regular stay-and-play
sessions. Parents praise the daily photos and updates shared on an online app. They say
how much their children love to come each day and the progress they have made since
starting. This supports a consistent approach to children's development.
Leaders place a high priority on staff wellbeing and workload in their decision-making. They
provide opportunities for staff to share their views through regular team meetings and
supervisions. Staff attend a range of training to support improvements in practice. For
example, recent training in behaviour management has been implemented well. Staff feel
well supported in their roles and describe the setting as a 'great place to work'.

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 develop a sense of belonging in this welcoming, safe and nurturing farm
environment. Clear routines help children to feel secure and understand expectations for
behaviour and safety. Staff support children to share, take turns and be kind to each other.
They know children well and respond sensitively to their emotional and developmental
needs. Children form positive relationships with staff, who support them to feel valued,
confident and ready to take part in play and learning.
Leaders and staff typically provide children with a varied and engaging curriculum. Staff
monitor children's progress carefully and identify age-appropriate next steps. Children enjoy
their learning and eagerly join in with activities that reflect their interests. For example,
children explore the vegetable patch and show curiosity when they find worms. Staff
introduce the word 'humus' and explain how the worms help turn old plants into rich soil.
This supports children's understanding of the natural world and develops their language
skills. Consequently, all children make secure progress from their starting points. They
develop the skills and knowledge needed for their next stage of learning and eventual move
to school.
The setting is based on a working farm, providing children with opportunities to explore the
natural world. Children spend much of their time outside caring for animals, learning about
crops and growing vegetables. Staff supervise children carefully as they explore their farm
surroundings and help them to understand how to manage risks safely around animals and
transport.

Inspector:
Jenny Cowton
About this setting
Unique reference number (URN): 2512712
Address:
J Pybus & Son
Street House Farm, Little Holtby
Northallerton
Staff ensure all children are included in experiences and adapt activities where needed so
every child can fully participate. For example, ramps have been developed to allow children
with special educational needs and/or disabilities to access the outdoor area. Families are
warmly welcomed and encouraged to share information about their children's interests and
experiences, helping staff to support each child effectively. Leaders place an emphasis on
promoting regular attendance so children benefit fully from the experiences offered each
day.
Next steps
Leaders should strengthen daily routines for younger children to ensure consistent
handwashing after outdoor play to fully support their understanding of self-care and
hygiene.
Leaders should review staff deployment outdoors for pre-school-aged children so that
staff are consistently well positioned to support children's engagement, learning and
interactions.
Leaders should review the organisation of the toddlers' room to reduce distractions and
better support children's engagement and sustained play.
About this inspection
The inspector spoke with leaders, staff, parents and the special educational needs
coordinator 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.

Yorkshire
DL7 9LN
Type: Childcare on non-domestic premises
Registration date: 09/05/2019
Registered person: Mini Explorers Crabtree Ltd
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30
Local authority: North Yorkshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 17 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
93
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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