ELG: Number
Criteria for the Number ELG
As set out in the early years foundation stage statutory framework, children at the expected level of development for the Number ELG will:
- have a deep understanding of numbers 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
Key messages
When you make judgements on the Number ELG, remember:
- children should show deep understanding of numbers to 10, not just demonstrate rote counting
- assessment should reflect children’s ability to partition and recombine numbers, reason and solve problems
- automatic recall should be independent and flexible, demonstrated across different contexts
- children should show understanding using a range of representations, such as objects, fingers, frames and numerals
- rhymes and songs alone are not sufficient evidence of number understanding
- you should gather evidence from varied activities where children apply number meaningfully, including play, routines and games
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
Maya is working at the expected level
Maya demonstrates a secure, flexible and deeply rooted understanding of numbers to 10, consistently meeting all aspects of the Number ELG. She confidently subitises quantities to 5, recognising amounts instantly in a range of representations, including flashed dot patterns and practical resources. She uses precise mathematical vocabulary and explains composition clearly, offering reasoning, such as “five is made of three and two” or “seven is made of five and two”. She applies this understanding across hands‑on activities, using frogs on lily pads, ten‑frames, counters and part–part–whole models, to identify hidden quantities, explore doubles and justify her thinking using stem sentences. She transfers this knowledge fluently between different contexts, demonstrating strong conceptual understanding that extends well beyond rote recall.
Her depth of understanding is further reflected in her automatic recall of number bonds to 5 and many bonds to 10, and in her ability to generalise concepts across a widening range of tasks. She recognises numerals beyond 20, uses vocabulary, such as addition and subtraction accurately, and applies these terms confidently in both structured activities and independent learning. By representing number relationships through practical apparatus and verbal explanations, she demonstrates flexible reasoning and can articulate how she knows using fingers, diagrams or various available resources. Her fluency, accuracy and ability to apply knowledge in unfamiliar situations show that she has a strong grasp of composition and number structure. Across all evidence, Maya is judged to be securely working at the expected level for the Number ELG.
Esme is working at an emerging level
Esme shows enthusiasm for numbers, especially through outdoor maths, puzzles and movement‑based tasks. She subitises to 5 and enjoys number‑related games, sustaining focus for longer during motivating activities. Esme demonstrates an emerging understanding of number bonds, supported by songs, visual prompts and structured routines. With targeted visual scaffolds, such as flashcards, dot patterns and number lines, she shows progress in recognising simple combinations and doubles.
However, her speech and attention needs mean she finds it difficult to verbalise reasoning or maintain concentration during teacher‑led sessions. She does not yet consistently partition numbers to 5 or recall number bonds independently. While she has shown strong progress and growing independence, she does not yet demonstrate the flexible understanding or automatic recall required for the ELG. A best‑fit judgement indicates Esme is working at an emerging level.
Nicholas is working at an emerging level
Nicholas experiences significant anxiety and shyness, particularly during direct interactions, which affects assessment opportunities. Initially, he would cry at separation and avoided both peer interaction and adult‑led tasks. Through sensitive support, including parallel play, “thinking aloud” modelling, mistake‑modelling, and stress‑free counting games, staff gradually created conditions where he could engage with number activities at his own pace.
He can reliably recognise small quantities, for example, 2 dots, and sometimes counts to 3, but loses accuracy beyond this. Subitising to 5 has improved since staff introduced brief‑reveal dot cards, and he participates when the activity feels low‑pressure. He requires significant reassurance to attempt number challenges and benefits from prompts, such as “I can’t… yet”. He is more confident at home, and parents report he sometimes counts beyond 3. While his progress from baseline is strong, he does not yet demonstrate the independence, consistency or depth described in the ELG for number understanding, composition or recall. On a best‑fit basis, Nicholas is working at an emerging level.