ELG: Gross and Fine Motor Skills
Criteria for the Gross and Fine Motor Skills ELGs
As set out in the early years foundation stage statutory framework, children at the expected level of development for the Gross Motor Skills ELG will:
- negotiate space and obstacles safely, with consideration for themselves and others
- demonstrate strength, balance and coordination when playing
- move energetically, such as running, jumping, dancing, hopping, skipping and climbing
Children at the expected level of development for the Fine Motor Skills ELG will:
- hold a pencil effectively in preparation for fluent writing, using the tripod grip in almost all cases
- use a range of small tools, including scissors, paint brushes and cutlery
- begin to show accuracy and care when drawing
Key messages
When making judgements on the Gross and Fine Motor Skills ELGs, remember:
- gross motor skills (like balance, coordination and movement) often underpin fine motor skills (like writing and tool use)
- gross and fine motor skills are not inseparable; you should assess each ELG individually as children may meet one but not the other
- to look for control, coordination, endurance and independence, rather than isolated achievements
- evidence should be drawn from a range of contexts and environments, including indoor provision, outdoor learning, daily self‑care routines and from home
This video illustrates examples of assessment practice. While it features real children in real school settings, their actual developmental levels may differ from what is shown, and some scenes include acting for demonstration purposes.
Case studies: Gross Motor Skills
Miles is working at the expected level
Miles demonstrates strong control, coordination and body awareness across a wide range of physical activities, meeting the expectations of the Gross Motor Skills ELG. He moves confidently on a range of equipment, both indoors and outdoors, managing obstacles of different sizes, heights and surfaces with balance and stability. Whether walking across beams, climbing frames or navigating uneven ground, he coordinates his hands and feet effectively to maintain control. He moves fluently in different ways, like running, jumping, hopping and skipping. In structured games, he shows clear awareness of his own limits, adjusting movements to ensure his safety while still challenging himself physically.
When using more advanced equipment, such as balls, beanbags, hoops or bats, Miles demonstrates good spatial awareness and control. He can move around peers safely and is increasingly accurate when throwing, rolling or aiming. His movements in games show fluidity, and he can start, stop and restart actions smoothly when required. Across all observations, he consistently shows the strength, balance, coordination and energetic movement described in the ELG. On a best‑fit judgement, Miles securely meets the expected level for Gross Motor Skills ELG.
Kai is working at an emerging level
Kai is developing foundational gross motor skills but does not yet demonstrate the consistency or confidence required for the ELG. He can move in different ways, like running, jumping and hopping, but his balance is less secure, and he may wobble or become unsteady, particularly when changing direction quickly, and is not yet able to consistently self-correct this loss of balance. He often hesitates when approaching equipment at different heights or widths and may climb using his knees before standing to gain stability. While he enjoys active play and willingly gets involved, his reactions to obstacles or peers are slower, meaning he occasionally misjudges stopping distances or requires reminders to look ahead and move safely around others.
Skills such as hopping on one foot, dancing or coordinating multiple movements at once are still developing. He benefits from breaking skills into smaller steps and practising them in short, frequent opportunities. While he is enthusiastic and shows clear progress, he does not yet consistently demonstrate the balance, strength, coordination or confident spatial awareness outlined in the ELG. A best‑fit judgement places Kai at an emerging level, with next steps focusing on confidence and controlled movement.
Case studies: Fine Motor Skills
Noah is working at the expected level
Noah demonstrates secure fine motor control across a wide range of activities, showing the strength, dexterity and precision described in the Fine Motor Skills ELG. He uses a functional grip consistently and applies appropriate pressure when writing or drawing, producing clear and recognisable work. Writing tools are handled with stability and confidence. This accuracy extends to drawing patterns, shapes and simple figures with control. Noah is also able to switch between tools, such as pencils, scissors, tweezers, pipettes, or paintbrushes, adjusting grip, movement and pressure appropriately for each task. In self‑care routines, he independently fastens buttons and zips and manipulates small objects with competence.
When using scissors, he cuts along lines and around simple shapes with accuracy, coordinating both hands effectively and adjusting the paper position as needed. Tasks such as threading, opening and closing containers, manipulating dough and engaging in construction activities demonstrate strong hand‑eye coordination and purposeful motor planning. He works with focus and persistence during fine‑motor challenges, showing resilience and completing tasks with care. These skills are demonstrated consistently across indoor and outdoor provision and in both adult‑guided and independent contexts. The overall evidence aligns securely with the descriptors of the Fine Motor Skills ELG. On a best‑fit basis, Noah is assessed as working at the expected level.
Sam is working at an emerging level
Sam is developing fine motor control, but does not yet show the consistency, precision or independence required to meet the ELG. Their pencil grip varies between a whole‑hand grasp, a four‑finger grip and occasional attempts at a tripod hold. This variation affects the pressure applied when writing or drawing. While Sam attempts mark‑making and drawing with enthusiasm, accuracy is not sustained and they often require adult modelling and encouragement to initiate or continue tasks. In activities such as threading, pegboards and small construction, they demonstrate interest but need repetition and support to build coordination and control.
Use of tools is stronger, and with focus, Sam is starting to use scissors, rollers and tweezers effectively. However, they usually revert to a less efficient grip after initial modelling and find it difficult to manipulate tools with the stability needed for controlled movement. Sam’s cutting skills are developing. Although they position scissors correctly, they need help to rotate the paper while cutting around shapes. They are developing independence with self-care, such as fastening a coat, but may need reminders or partial support to complete them. Across the setting, their fine‑motor skills are improving but not yet secure enough to meet the ELG descriptors. A best‑fit judgement places Sam at an emerging level, with next steps focusing on stabilising grip, improving pressure control, and practising purposeful tool use in short, motivating opportunities.