Maths Early Learning Goals: The 2 ELGs Explained

There are exactly two mathematics Early Learning Goals in the EYFS framework. These are Number and Numerical Patterns.

The modern early years curriculum focuses heavily on a mastery approach to early mathematics. The old Shape, Space and Measures goal was removed as a final assessment measure during the 2021 reforms.

The goal is no longer to rush children into counting to 100. Instead, the Department for Education (DfE) wants children to develop a deep, secure understanding of numbers up to 10 before they enter Key Stage 1.

Maths ELG 1: Number

The first maths ELG focuses on number sense, composition, and immediate recall. It ensures children do not rely entirely on counting on their fingers when they face arithmetic in Year 1.

The official text from the EYFS statutory framework states that children at the expected level of development will:

“Have a deep understanding of number to 10, including the composition of each number; Subitise (recognise quantities without counting) up to 5; Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.”

In plain language, a child must know the numbers from 0 to 10 inside out. They need to know that 6 is made up of 4 and 2, or 3 and 3.

They must also be able to look at a small group of items and instantly know the quantity without pointing and counting. This instant recognition is called subitising.

What meeting the Number ELG looks like

A child meeting this goal shows confidence with numbers during self-directed play. You will see them using numbers naturally, rather than just completing adult-led worksheets.

Concrete examples of meeting the Number ELG include:

• Subitising: A child rolls a standard die, lands on a 5, and moves their counter five spaces without needing to count the dots.
• Composition: A child has 5 blocks, gives 2 to a friend, and immediately knows they have 3 left without recounting them.
• Deep understanding: A child uses a ten-frame to show that 7 can be built with 5 red counters and 2 yellow counters.

Maths ELG 2: Numerical Patterns

The second ELG focuses on the relationships between numbers. It asks children to spot the repeating rules in mathematics and understand relative size.

The official text dictates that children at the expected level of development will:

“Verbally count beyond 20, recognising the pattern of the counting system; Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.”

This goal requires children to understand how numbers behave. They must count out loud past 20, noticing the linguistic pattern of the base-10 system.

They also need to understand concepts of fairness. This includes knowing how to share items equally and what makes a number odd or even.

What meeting the Numerical Patterns ELG looks like

A child meeting this goal uses mathematical language to describe the world around them. They can compare groups of objects and explain their thinking.

Concrete examples of meeting the Numerical Patterns ELG include:

• Counting beyond 20: A child counts out loud to 25 during a game of hide-and-seek, successfully bridging the tricky gap between 19 and 20.
• Comparing quantities: A child looks at two groups of toy cars and notices that one group has more cars than the other.
• Odds and evens: A child tries to share 9 pieces of fruit between two people and notes that it is not fair because there is one left over.

If you are looking for practical ways to build these skills into your continuous provision, our guide to EYFS activity ideas covers simple setups for early maths.

How the maths ELGs are assessed

Assessment in the EYFS relies on your professional knowledge of the child. The DfE explicitly states that practitioners are not required to collect massive amounts of physical evidence to prove a child’s progress.

Formative Assessment	Summative Assessment
Happens constantly throughout the Reception year.	Happens once at the end of the year via the EYFS Profile.
Used to adapt tomorrow's planning and provision.	Used to inform parents and the Year 1 teacher.
Based on observation and professional judgement.	Judges the child as 'Expected' or 'Emerging'.

If you see a child demonstrating conceptual subitising during unstructured play, that is sufficient evidence. You do not need to stop the play to take a photograph or fill out a tick-list.

At the end of the year, you will complete the Early Years Foundation Stage Profile (EYFSP) for each child. According to the EYFSP handbook, you must judge whether the child is ‘Expected’ or ‘Emerging’ for both maths ELGs.

Achieving ‘Expected’ in both is required for a child to reach a Good Level of Development (GLD).

Keeping records without the paperwork

Many settings still struggle with the pressure to record every mathematical milestone. This often leads to staff spending their evenings typing up notes.

1. 1

   Observe in the moment

   Watch how the child interacts with numbers during continuous provision.

2. 2

   Record only what matters

   Note down genuine breakthroughs or new skills that will change your planning.

3. 3

   Trust your judgement

   Use your knowledge of the child to make your final EYFSP judgements, rather than relying on a database of photos.

Instead of typing up observations at the end of the day, you can capture them verbally. Practitioners use a small push-to-talk lanyard mic to record a quick voice note in the moment.

When a child grasps number bonds to 5, you simply press the mic and speak. This keeps your eyes on the children rather than buried in a screen.

TeachScribe’s AI transcribes the audio, identifies the child, and automatically maps the observation to the relevant maths ELG or Development Matters statement. According to our Q1 2026 report, TeachScribe saves a teacher roughly 80 hours a year of admin.

Linking the maths ELGs to Development Matters

Children do not suddenly learn to subitise when they enter Reception. The journey to the ELGs begins in the baby room and builds steadily through nursery.

Development Matters, the DfE’s non-statutory curriculum guidance, sets out this progression. It shows how mathematical concepts evolve across different age bands.

• Birth to Three: Toddlers react to changes in amounts and develop counting-like behaviours. They begin to use words like “lots” or “more”.
• Three and Four-Year-Olds: In nursery, children learn to recite numbers past 5. They start to link numerals to amounts and develop fast recognition of up to 3 objects.
• Reception: Children build directly toward the ELGs. They learn to subitise to 5, explore the composition of numbers to 10, and automatically recall number bonds.

The defining philosophy of Development Matters is that depth matters more than speed. There is no value in rushing a child to count to 20 if they do not yet understand the “howmanyness” of the number 3.

What happened to Shape, Space and Measures?

A common point of confusion is how to handle spatial reasoning, shapes, and measures. Because it is no longer an official ELG, some practitioners worry it has been dropped from the curriculum entirely.

This is not the case. Settings are still legally required to teach spatial reasoning, shapes, and measures as a core part of the EYFS educational programme.

A deficit in spatial reasoning will not stop a child from achieving their GLD. This is because it is no longer a statutory ELG.

However, progress in this area should still be evaluated formatively. There is no statutory requirement governing how shape and space is reported to parents. Many settings choose to reflect it informally within their end-of-year reports, drawing on their own internal EYFS assessment policies.