Our Curriculum
Every Child at the Centre of The Five Planets of Learning
Our curriculum is what we want our children to learn.
It brings together the knowledge, skills, experiences and values we want every child to develop during their time at Shooting Stars.
Our pedagogy is how we help them learn it.
A Curriculum Built Around Every Child
At Shooting Stars, we believe every child is a star in their own right, full of energy, light and potential. Our role is to create the right environment for them to shine.
Children learn best when they are curious, engaged and supported to explore the world around them. Our Five Planets of Learning bring together the statutory EYFS and our nursery’s commitment to sparking curiosity in every child.
As children move through the Five Planets, they develop the skills, knowledge and confidence they need—not only for school, but for life.
Children are natural-born scientists, constantly forming ideas, testing hypotheses and learning from what they discover.
INSPIRED BY THE WORK OF ALISON GOPNIKThe Five Planets of Learning
Every child is at the centre of our curriculum. Open each planet to discover how it supports children’s learning, development and confidence.
Planet of Curiosity
Sparking wonder
Children are naturally driven to explore. They want to find out what happens when they mix, build, pour, move, take things apart and try again. On the Planet of Curiosity, we protect this desire to discover rather than rushing children towards one “right” answer.
Our practitioners notice what has captured a child’s interest and build on it with thoughtful questions, new vocabulary and carefully chosen resources. Children are given time to test their ideas, make connections and change their minds. This is how early problem-solving, creativity and scientific thinking begin.
What this might look like
- Investigating why ice melts or how shadows change
- Testing which materials roll, float, balance or join
- Returning to an investigation over several days
Research behind this planet
Young children test ideas against evidence, while guided play combines their exploration with sensitive adult support.
Gopnik: Scientific thinking in young children Weisberg, Hirsh-Pasek & Golinkoff: Guided play
Planet of Communication
Finding their voice
Communication is about much more than spoken words. Babies and young children communicate through sounds, facial expressions, gestures, movement, play and behaviour. We take time to understand each child’s individual way of sharing their needs, feelings and ideas.
Through warm conversations, songs, stories and imaginative play, practitioners introduce new language and give children time to respond. Visuals, signs and other forms of communication are used when helpful so every child can participate, connect and be heard.
What this might look like
- Talking together during play rather than testing children
- Using stories, songs, Makaton, visuals and role play
- Helping children name feelings and communicate their needs
Research behind this planet
Language and communication are central to relationships and children’s access to learning experiences.
Dockrell & Marshall: Language skills in young children Hart & Risley: Early language experiences
Planet of Belonging
Feeling safe and valued
Children learn best when they feel safe, known and accepted. A strong sense of belonging begins with secure relationships, so we make time for children to build trust with familiar adults and form friendships at their own pace.
We celebrate each child’s family, culture, language and identity while helping them understand and respect others. When children know that they belong, they are more willing to explore, try something new and recover from difficulties.
What this might look like
- A consistent key person who knows the child and family
- Home languages, photographs and traditions reflected in nursery
- Support with friendships, feelings and disagreements
Research behind this planet
Evidence identifies belonging as a fundamental human need, while positive early relationships support development and learning.
Baumeister & Leary: The need to belong Sylva and colleagues: The EPPE Project
Planet of Independence
“I can do it myself”
Independence does not mean expecting children to manage everything alone. It means giving them the right amount of support and gradually stepping back as their confidence and ability grow. Small everyday successes teach children that their choices and actions matter.
Children are encouraged to choose resources, care for their belongings, help with routines and attempt manageable challenges. When something does not work straight away, practitioners help them pause, think and try another approach.
What this might look like
- Putting on a coat, serving food or washing their hands
- Choosing resources and returning them afterwards
- Trying to solve a problem before an adult steps in
Research behind this planet
Independent learning and self-regulation develop through everyday experiences and are connected with later school readiness.
Whitebread and colleagues: Independent learning Denham and colleagues: Self-regulation
Planet of Horizons
Always looking ahead
Every stage of early childhood brings something new. Planet Horizons helps children approach change with confidence, whether they are settling into nursery, moving into a new room or preparing to begin school.
We prepare children gradually through familiar routines, honest conversations and close partnership with families. School readiness is not about pushing formal learning too early. It is about developing the communication, independence, curiosity, relationships and emotional security children need to thrive.
What this might look like
- Visits before moving into a new nursery room
- Stories and conversations about upcoming changes
- Working with families and schools to make transitions calm
Research behind this planet
Well-planned, child-centred transitions supported by families and educators help children feel secure in their next environment.
Fabian & Dunlop: Good practice in transitions OECD: Starting Strong VResearch links open in a new tab. Some publications may require institutional access.
How Learning Takes Flight
Meaningful learning does not happen by accident. Our practitioners observe, plan, support and reflect so that every experience responds to the child in front of them.
The Flight Plan
We begin with the child. Practitioners consider what they already know, what interests them and what they may be ready to explore next. Family knowledge also helps us understand the whole child.
The Journey
The flight plan comes to life through play, conversation and the environment. Practitioners introduce ideas, model language and offer just enough support to help children think more deeply.
The Landing
We notice the difference the experience has made. This may be a new word, a stronger skill, a fresh idea or the confidence to try without help. Impact is seen in the child, not through formal testing.
Mission Debrief
Afterwards, practitioners reflect on what worked, what the child showed us and what could happen next. We celebrate success, adapt our approach and use what we have learned to shape future experiences.
Learning at the water tray
One everyday experience can support several areas of learning when it is guided by a clear purpose and responsive adults.
Support children to explore capacity, hear useful words and practise sharing resources.
Add jugs and funnels, model words such as “full” and “empty” and invite children to predict what might happen.
A child compares containers, uses new language or works with another child to solve a problem.
Notice what interested the children and decide whether to revisit the idea with different containers or another material.
Learning Is Not a Checklist
Children do not develop in straight lines, and childhood is not a series of boxes to tick. Although our curriculum is aligned with the EYFS, it adapts around each child—their interests, relationships, culture, strengths, needs and individual pace.
Rather than moving children through a fixed programme of activities, we surround them with opportunities to develop across our Five Planets. These areas are closely connected and will look different for every child.
A child may be growing in confidence and belonging while beginning to communicate in new ways. Another may be deeply curious, testing ideas and becoming increasingly independent. There is no single route and no expectation that every child will progress in the same way or at the same time.
Our practitioners observe, listen and respond. They know when to introduce a new idea, when to offer support and when to step back. Progress is understood through the child we see each day—not by comparing them with others or reducing their development to a checklist.
Every child follows a unique orbit.
Our curriculum moves with them.
Families Are Our Co-Pilots
You know your child better than anyone. By sharing what matters at home, including their interests, routines, experiences, language and changing needs. This helps us understand the whole child and shape a curriculum that is meaningful to them.
Partnership is not limited to handovers at the nursery door. We keep communication open, share the moments that matter and use what families tell us to inform each child’s learning journey.
Share What You Know
Tell us about new interests, family experiences, achievements at home or anything that may affect how your child is feeling. These details help practitioners respond with care and purpose.
Stay Connected
Through regular conversations and the Famly app, families can receive updates, see important moments and stay connected with their child’s nursery experience.
Shape What Comes Next
Your knowledge helps us decide how to extend an interest, support a challenge or prepare for a change. Nursery and home work together, giving children consistency and security.
