Heath Hayes Early Learners

Comfort and curriculum tell different stories at Heath Hayes Early Learners in Cannock. At its February 2026 inspection, Ofsted judged behaviour and routines, welfare and inclusion to meet the expected standard, while achievement, curriculum and teaching, and leadership needed attention; safeguarding standards were met. This is a setting to weigh carefully: affectionate care matters, but so does how successfully staff extend children's learning.

There are 49 places in total. In February 2026, children attending were aged 0 to 4, with babies and older children receiving support suited to their daily care needs.

The early years foundation stage sets expectations for children's learning, development and care, including learning through play. In February 2026, counting games, dice and toy animals introduced mathematical ideas and turn-taking. Children also worked play dough with their fingers, practising movements useful for later writing.

The difference between an activity and a planned learning experience was central to the concerns. In February 2026, a water-and-paintbrush activity offered too little extension for more capable children, who lost interest. Staff assessments were not consistently informing the next activity, and conversations did not give children enough opportunities to practise sustained exchanges.

Outdoor time depended on outings. In February 2026, the nursery had no outdoor area of its own; children used a community garden and local parks. Visits also included a nursing home and a supermarket, where children selected an afternoon snack. These experiences connected their day with the surrounding community.

In February 2026, familiar keyworkers comforted babies and followed their feeding and sleep routines. Babies were soothed to sleep and placed on their backs in cots. Older children practised managing their own care, including putting on coats and washing their hands before food.

At the February 2026 inspection, Ofsted found that staff understood how to identify additional needs and had relevant support experience, but curriculum weaknesses could hinder sustained adaptations; no children with SEND were attending at that time. That distinction matters for families needing individual support: staff experience and the consistent delivery of an adapted learning plan are separate considerations.

Daily information was shared with parents in February 2026, including through an online application. Fruit snacks included bananas, apples and oranges, and children practised pouring drinks for themselves. Babies also needed more consistent opportunities to develop movement skills using resources for pulling themselves up.

The address is Unit 4 Hawks Green District Centre, Cannock, WS12 3XP. In February 2026, opening hours were 7.30am to 6pm, Monday to Friday. These are dated opening hours rather than a description of bookable sessions.

The February 2026 requirements set 29 May 2026 as the deadline for embedding a sequenced curriculum and improving the use of assessment to plan teaching. Those requirements are the latest published position covered here; the deadline has passed, and it does not establish whether the actions were completed.

• Teaching improvements. The February 2026 requirements concerned curriculum delivery and assessment. Ask how staff now choose and adapt activities for an individual child's next steps.
• Outdoor arrangements. In February 2026, outdoor play relied on the community garden and local parks. Discuss how outings fit into your child's usual day.
• Attendance and settling. In February 2026, support for regular attendance needed strengthening, with some children relying heavily on staff reassurance. Discuss a settling and attendance routine suited to your child.

Heath Hayes Early Learners merits consideration for families who value close relationships with familiar carers and community outings. The February 2026 picture also gives clear reasons for caution about teaching consistency. For babies, opportunities to move and explore deserve attention alongside comfort; for older children, the key issue is whether activities now build steadily on what they can already do.