A child who works out that four children at the snack table need one more cup is doing real mathematics. This early years maths course helps you notice moments like that, and create more of them. It covers what the EYFS asks for, how children actually learn to count, why shape, space and pattern matter just as much as number, and how play, routines and your own talk turn an ordinary day into a maths curriculum.
You don’t need to be “a maths person”. Effective early maths needs adults who notice the maths in block play and tidy-up, use precise language and give children time to think.
Why early maths matters
Early mathematical understanding is one of the strongest predictors of later school achievement, and not only in maths. Yet it is often the area where practitioners feel least confident, and children sense that. Maths anxiety is learned early, often from trusted adults. A practitioner who laughs “I’m hopeless at maths” passes that on without meaning to.
Mathematics is one of the four specific areas of the EYFS, and it builds on the three prime areas. The educational programme asks settings to help children count confidently, develop a deep understanding of the numbers to 10, reason spatially across shape, space and measures, and develop positive attitudes so they are not afraid to make mistakes. Children are assessed against two early learning goals, Number and Numerical Patterns, at the end of the reception year.
What’s in the course
- What the EYFS requires for mathematicsThe educational programme, the two early learning goals, and statutory versus non-statutory guidance.
- Number senseThe five counting principles, subitising, cardinality and the composition of numbers to 10.
- Shape, space, measure and patternSpatial reasoning, shape properties, comparing before measuring, and patterns beyond AB.
- Maths through play, routines and the environmentThe maths in the register, snack and tidy-up, continuous provision and the outdoors.
- Mathematical talk and adult interactionsPrecise vocabulary, open questions, wait time, sustained shared thinking and responding to mistakes.
- Assessing and extending mathematical thinkingObservation not testing, going deeper not higher, and working with parents.
- Assessment10 questions. Pass mark 80%. Resit as many times as you need.
What you’ll learn
- What the Number and Numerical Patterns early learning goals say, including subitising up to 5 and number bonds up to 5 and some to 10
- Why a deep understanding of numbers to 10 matters more than counting to 100
- The five counting principles: one-to-one correspondence, stable order, cardinality, abstraction and order irrelevance
- How to spot whether a child has grasped cardinality by asking “so how many are there?” after they count
- How to build spatial reasoning through construction, dens, jigsaws and positional language such as behind, between and inside
- How to “mathematise” daily routines such as snack, the register and tidy-up
- How open questions, longer wait time and wondering statements draw out children’s reasoning
- How to assess maths through observation across contexts, and extend by going deeper, not higher
Who this course is for
- Practitioners in every room who want to feel more confident with early maths
- Preschool and pre-reception staff working towards the early learning goals
- Room leaders and managers planning the mathematics curriculum
- Anyone who has ever said “I’m not a maths person”
How it works
- OnlineStudy on any device and pick up where you left off.
- 6 short lessonsAbout 45 minutes in total.
- 10-question assessmentPass mark 80%. Resit as many times as you need.
- CertificateIssued when you pass. NFAQ accredited.
Training your team
The environment only works when adults activate it. When the whole team agrees which routines carry deliberate maths and which words to model each fortnight, children hear the same language all day. Choose the number of learners at checkout, with group rates from 3 learners, or get it as part of the Training Portal for £5 per learner per month. It pairs well with Loose Parts Play and Characteristics of Effective Learning (CoEL).
Frequently asked questions
What does the EYFS require for mathematics?
Mathematics is one of the four specific areas. The educational programme asks settings to develop confident counting, a deep understanding of numbers to 10, spatial reasoning across shape, space and measures, and positive attitudes to maths.
What is subitising?
Recognising how many are in a small group instantly, without counting, the way you know a dice face shows four. It builds a feel for quantity and leads into understanding how numbers are made of other numbers.
Should we use Development Matters as a checklist?
No. Development Matters and Birth to 5 Matters are non-statutory guidance. Use them as a map for adults to picture typical progress, never as a tick-list for assessing children.
Do shape, space and measure still matter?
Yes. They no longer have their own early learning goal, but they remain a required part of the EYFS educational programme for mathematics, and spatial reasoning supports number itself.
Should children do worksheets or written sums?
No. The early learning goals include no written sums or formal recording. Early formal work that children don’t understand builds anxiety rather than ability, and observing real play gives you better evidence.
What happens if I don’t pass the assessment?
You can resit it as many times as you need until you pass. Your certificate is issued as soon as you reach the 80% pass mark.
