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.
Transcript
Transcript
– What is that one there under your finger?
– Zero. – Zero.
Children are assessed as expected in the Number ELG where they can show consistent use of number knowledge and apply it flexibly in different situations.
– This is one, two, three, four.
For example, subitise up to five, automatically recall number bonds up to five and some up to ten.
In this example, Sam can show me seven using different combinations — five and two, and four and three.
That’s a deep understanding of number composition.
I’ve got a group of seven there.
I wonder, could you show me a different way of making seven?
What two numbers make seven?
– Five and two.
– You’ve got five.
– And then… – And then two.
Ooh, I like the pattern that that one has made.
That one’s different to this one, isn’t it?
How many have you got there?
– Four. – Four.
So how many more would you need to make seven?
– Three. – Three.
Let’s choose a different colour then. Well done.
He also instantly recalls number bonds.
For example, he knows that six and four make ten without needing manipulatives.
That’s automatic recall.
How many more would make ten?
– Four.
He also demonstrates confidence subitising.
For example, when shown a group of four cubes, he immediately says “four” without counting the cubes one by one.
Are you ready?
– Four. – Good job.
In another activity he sees one and three cubes and says four straight away.
– Four. – That’s four.
How many on this side?
– Three.
– And how many on this side?
– One.
This shows he can recognise quantities up to five without counting, a key part of the Number ELG.
– Three. – Add.
– Two. – Equals.
– Five! – Nice. Give me five.
He therefore meets the ELG for Number because he consistently demonstrates this understanding across different contexts.
– He needs one more.
– No he doesn’t, because look.
– Oh, yeah.
The child might demonstrate automatic recall in a range of contexts, for example when playing games or during tidy-up routines in relation to numbers of objects being played with.
It’s important that this recall is not reliant on rhymes or number songs.
– Okay, how many left?
– Two. – Two.
While those can support early familiarity with number words, the ELG is focused on building mathematical understanding, not just memorising the language of numbers.
– Can you write how many bears you’ve got on your boat?
– Four. – Four. Well done.
– I need you to put five pegs into the frame.
We’re looking for children to know, for example, that three and two make five because they understand the relationship between quantities, not because they’ve learned it as part of a chant.
– Yay. Fantastic.
Sam’s fluency and confidence across these varied contexts show secure development and a deep grasp of number.
One, two, three, four, five.
One, two, three, four, five.
Perfect — and five and five make?
– Ten. – High ten. Woo!
Where a child is assessed as emerging in the Number ELG, it is often because they do not yet demonstrate understanding across the key elements of the goal.
For example, a child may rely heavily on adult support or manipulatives when recalling number bonds to five, or show inconsistent understanding.
Alternatively, they may only be able to do so in rehearsed or familiar contexts.
– Seven, eight, nine, ten.
Is that five? No, this is ten.
They might be able to count reliably but struggle to compose or decompose numbers.
For instance, they may not yet show that five can be made from two and three or four and one without support.
– Four. – Four. Well done.
You are recognising now that there are four.
For example, Luke can subitise up to three confidently and sometimes up to five, and can recall some number bonds to five, such as knowing that one and three make four, but only in structured activities or with visual aids.
– How many have you got left?
– One.
– Well, that’s how many you knocked down. How many is left on there?
– Ten.
He occasionally demonstrates deeper understanding, such as recognising that six is made from four and two, but cannot do so consistently or independently across different contexts.
– Quick count, how many cubes?
– Six.
– Ooh. Okay, good try. There are six — you think there are six. Shall we check them?
– One, two, three, four, five.
– There are five.
I have therefore judged him as emerging, although he is nearly there.
In such cases, teachers should reflect carefully on the breadth and depth of evidence, considering whether the child’s understanding is secure and generalised or still developing and context dependent.
– Which number is missing now?
– Two. – Four.
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.