Mathematics is a Specific Area of Learning.

The statutory framework for the EYFS (2025) states that educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

‘Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.’

Mathematicians in the Early Years

Opportunities to explore, practice and build on mathematical learning should be provided outside and inside, in all areas of provision, in child and adult initiated activity, at song time, story time and snack time, in practical real life situations.

The most valuable resources for mathematical learning are the adults who share children’s excitement as they learn. A knowledgeable practitioner creates exciting opportunities for children to practise their skills, offering suggestions and ideas to extend their thinking and broaden and deepen their understanding.

Top Ten Tips for Mathematics

• Maths opportunities are everywhere. Practitioners and parents should help children take advantage of purposeful maths experiences in everyday situations.
• Properties of shape. Understanding what a shape or a quantity can or cannot do is far more important than knowing its name.
• Problem Solving. If children know the answer or are given the solution, they are not problem solving. Give children problems to solve, not answers to remember.
• Risk taking. Children need to be willing to take risks physically before they develop the confidence to problem solve mentally.
• Process over Product. Higher level learning happens during the process of a child’s chosen activity and not from the product of an adult led task or worksheet.
• Exploring. It is far more important for children to take a risk and have a go, than to have the right answer.
• Questioning. Must be appropriate, why are you asking them? Questions should sustain thinking and should not interrupt or arrest learning. Allow at least 10 seconds for an answer. Listen more, talk less.
• Model. Practitioners should regularly model the language of problem solving, ‘I wonder if/why/where/what/how…’.
• Extending Learning. Regularly introduce resources and experiences in new, different and stimulating ways.
• Breadth and Depth. Be sure to provide a wide range of experiences that allow children to apply and extend their skills in all areas of Maths and at all developmental stages.
• Know Your Children Well. Experiences that are child led and built around children’s interests and Characteristics of Effective Learning will have the greatest impact on their learning and achievement.

 Education Endowment Foundation

EEF | Early Mathematics (educationendowmentfoundation.org.uk) - Approaches and practices to supporting early mathematics

Guidance Report – Improving Mathematics in the Early Years and Key Stage 1 This guidance document is part of a series of reports that the EEF produced on the theme of mathematics. It focuses on the teaching of mathematics to children between the ages of three and seven.

Maths Training and CPD

Making Maths Matter - » Buckinghamshire Council Early Years Training

An excellent half day course that will help practitioners and teachers recognise the importance of a solid grounding in number.  There will be lots of practical examples of how to use concrete materials to support counting and how we can develop children’s spatial reasoning skills. Along with suggestions to support problem solving through everyday opportunities.  It will include links to the EY Inspection Framework, revised EYFS Statutory Framework and non-statutory guidance

Bespoke Maths training is also available from the Bucks EY Service, tailored and delivered to your setting. The benefits of this type of support, include a whole team response to training and the opportunity for this to be tailored to your individual setting’s requirements, delivered by known and trusted members of the Early Years Service. Bespoke Training & Support | Early Years

Specialist Knowledge for Teaching Mathematics - Early Years Teachers - BBO Maths Hub –These programmes are run by the BBO Maths hub and delivered by our Early Years Advisor. They are designed for individuals who work in the EYFS in schools, who would like to develop their specialist knowledge for teaching maths to three- to five-year-olds.

This programme is designed to improve the subject and pedagogical knowledge for all practitioners, who work in the EYFS in schools, teaching and supporting the learning of early maths. It will help to develop their specialist knowledge for teaching maths to three- to five-year-olds.

There are two types of SKTM Early Years Work Groups: Pathway One: Number Patterns and Structures and Pathway Two: Spatial Reasoning, Pattern, Shape, Space and Measures. Each pathway is the equivalent of a four-day programme and has three core elements, three associated pedagogy sessions, and a task to support the transition from theory to practice. There is also a final core unit that aims to review quality provision.

Early Years | NCETM - The first few years of a child’s life are especially important for mathematics development. Research shows that early mathematical knowledge predicts later reading ability and general education and social progress(ii). Conversely, children who start behind in mathematics tend to stay behind throughout their whole educational journey.

The objective for those working in Early Years, then, is to ensure that all children develop firm mathematical foundations in a way that is engaging, and appropriate for their age. The materials in this section of the website are primarily designed to support Reception teachers (those working with 4-5 year olds), and are based on international research.

The materials are organised into key concepts (not individual objectives), which underpin many early mathematics curricula. The typical progression highlights the range of experiences (some of which may be appropriate for younger children) but the activities and opportunities could be developed across the Reception provision.

There are six key areas of early mathematics learning, which collectively provide a platform for everything children will encounter as they progress through their maths learning at primary school, and beyond.