Ordinarily Available Inclusive Provision

Maths and literacy in the early years

What is maths and literacy?

Please refer to the EYFS Statutory Framework Educational Programmes for Mathematics and Literacy

Maths: Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. It is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.

Literacy:  Children must develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading.

In the early years it is important to bear in mind the child’s age and stage of development when identifying need.

  • Identification – what you may see in the child

    Maths

    • Difficulty recognising patterns.
    • Struggling with basic number sense, for example understanding the meaning of numbers or recognising them.
    • Counting difficulties.
    • Lack of interest.

    Literacy

    • Struggling with phonological awareness, for example rhyming and sounding out words.
    • Difficulties with letter and word recognition.
    • Lack of interest in books.
    • Difficulties with speech and language, for example pronouncing words or using age-appropriate vocabulary.
    • Difficulties with retelling or comprehension.

  • Planned provision in the setting

    Based on need, some of this provision will be effective.

    Maths

    • Create opportunities in children’s play to introduce mathematical vocabulary, reinforce concepts and encourage problem solving.
    • Provide opportunities for the child to sort and categorise everyday objects.
    • Use outdoor environments for activities that reinforce spatial awareness, measurement and an understanding of shape and patterns.
    • Adults have a strong understanding of child development in maths.

    Literacy

    • Encourage children to be active participants in shared reading, encouraging interaction with the text and story.
    • Use back and forth conversations to co-create written messages, using child’s ideas.
    • Adults have a strong understanding of child development in literacy.