Early maths skills
 

MATHS 

 

Young children learn best when maths is part of what they love doing every day. Through play, children naturally explore ideas about number, shape, space, pattern, and measure — whether they are building with blocks, sharing snacks, pouring water, or noticing patterns outdoors.

Our role is to gently support this learning by noticing children's interests, offering the right words at the right time, and creating rich play experiences that help maths make sense. This approach builds confidence, enjoyment, and a strong foundation for future learning — without pressure or formal lessons.

 

 

Maths FAQ

 

Will my child learn to count properly?

Yes — but more importantly, they will understand what counting means.

Young children don't learn maths best by memorising long counting sequences. They learn by developing a strong sense of number: recognising small amounts instantly, comparing groups, noticing "more" and "less," and understanding how numbers relate to real things.

 

Counting at Little School is enjoyed through stories, rhymes, songs, and games, where it feels joyful and pressure-free. This approach builds confidence, enjoyment, and a deep understanding of number that supports future learning.

 

When will my child start writing numbers?

Writing numbers is a physical skill as much as a maths skill. It develops alongside fine motor control, hand strength, and coordination.

Before children write numbers, they need rich experiences exploring quantity, shape, pattern, and mark-making. When writing does emerge, it grows from understanding rather than pressure.

We prioritise meaning first, symbols second.

 

Should my child be able to count to 10 (or 20/100) before school?

There is no race to reach big numbers.

A child who truly understands small numbers is far better prepared than a child who can recite large numbers without meaning.

Secure foundations in recognising amounts, comparing quantities, and understanding how numbers work support long-term success much more than early memorisation.

 

How will you teach numbers without worksheets?

Young children learn maths best through hands-on experience, not paper tasks.

We build number understanding through:

• play

• stories

• songs and rhymes

• building and construction

• sharing and turn-taking

• pouring and measuring

• pattern and movement

• outdoor exploration

Worksheets show what a child can copy.
Play shows what a child understands.

 

What if my child is behind in counting?

Children develop at different rates. What matters most is the strength of their foundations.

We focus on noticing what a child understands and building from there through meaningful experiences. Pressure can damage confidence, but supportive play strengthens it.

Confidence is a key part of maths learning.

 

My child can already count — how will you extend them?

We extend children by deepening understanding, not just moving to bigger numbers.

This might include:

• comparing quantities

• exploring patterns

• solving problems

• building and reasoning

• noticing relationships between numbers

We follow the child's curiosity and stretch their thinking gently.

 

Do children memorise number facts?

Young children first need to understand number relationships before memorising facts.

When children explore number through play, patterns and structure become familiar. Memorisation later becomes easier because it is built on understanding.

We prioritise thinking over recall.

 

Will this approach prepare my child for Reception?

Yes. A strong mathematical foundation is about understanding, confidence, and flexibility — not early formal teaching.

Children who explore maths through play enter school:

• curious

• confident

• willing to try

• comfortable with number

• able to reason and explain

These are the skills Reception teachers value most.

 

What maths skills do children need before starting school?

Children benefit most from:

• recognising small amounts

• comparing more and less

• noticing patterns

• understanding space and shape

• listening and reasoning

• confidence to explore

• enjoyment of maths

These foundations support all later learning.

 

How do you know children are making progress?

We observe how children think.

We listen to their language, notice their strategies, and watch how they approach problems. Progress is seen in:

• confidence

• curiosity

• persistence

• reasoning

• flexibility

Maths progress is not just counting higher — it is thinking more deeply.

 

How do you assess maths learning if it's play-based?

Assessment happens through careful observation during everyday play.

We notice what children understand, what interests them, and what they are ready to explore next. This allows us to support each child individually rather than measuring them against a checklist.

 

Will my child fall behind children from more formal settings?

Research shows children who build strong conceptual foundations often overtake those pushed too early into formal methods.

Early pressure can create anxiety. Early understanding creates confidence.

Confidence is what carries learning forward.

 

Do you teach maths lessons?

Maths is woven throughout the day rather than separated into formal lessons.

Children experience maths continuously through play, routines, conversations, and exploration. This makes maths meaningful, not abstract.

 

What happens if a child isn't interested in maths?

All children engage in maths when it connects to their interests.

If a child loves cars, we explore speed, distance, sorting, and quantity. If they love stories, we explore rhythm, sequence, and pattern.

Maths lives inside what children already love.

 

What if my child says they're "not good at maths"?

We protect children from labels.

Maths is not a talent — it is a skill built through experience. We celebrate effort, curiosity, and persistence so children develop a positive identity as learners.

 

Can play-based maths still be challenging?

Yes — deeply so.

Real challenge comes from thinking, not worksheets. When children solve problems in play, they are reasoning, predicting, testing, and adapting.

This is higher-level maths thinking.

 

Where do children use maths in the day at Little School?

Everywhere.

• snack sharing

• building towers

• pouring water

• climbing

• sorting

• pattern making

• outdoor exploration

• storytelling

• tidying

Maths is part of daily life.