Mathematics Seeds Progression Pack
Toddlers (18–36 Months)
Foundations for early mathematical thinking through play, language and everyday experiences
A practitioner-facing mathematics resource designed to support the development of early number sense, pattern, comparison, spatial thinking and measure through hands-on exploration and responsive adult interaction.
(This pathway component will be available for download by: March 31st 2026)
What this document is
The Mathematics Seeds Progression Pack (18–36 months) is a developmentally sequenced planning and practice tool that supports practitioners to nurture foundational mathematical thinking in toddlers — long before formal counting, worksheets or abstract number work.
Rather than focusing on early numerals or rote counting, this pack centres on mathematical meaning, recognising that toddlers build secure mathematical understanding through comparison, pattern, quantity change, spatial exploration and measure in real-life contexts.
The pack positions early maths as something toddlers do, notice, feel and talk about, not something they perform or recite.
This document is intended to support professional judgement and reflective practice. It complements, but does not replace, statutory EYFS guidance or Development Matters.
Who this pack is for
This resource is designed for:
Early years practitioners working with toddlers (18–36 months)
Nursery and preschool teams developing a coherent maths curriculum
Childminders supporting maths learning through daily routines
EYFS leaders and trainers strengthening early maths pedagogy
Practitioners supporting SEND through concrete, accessible maths experiences
Settings moving away from worksheets toward mastery-based early maths
What this pack helps practitioners do
This pack supports practitioners to:
Understand how mathematical thinking develops before counting
Recognise and plan for early maths “seed skills”
Use play, routines and real materials to make maths meaningful
Embed rich mathematical language naturally into everyday experiences
Support progression without rushing children into abstract number work
Identify when children know the number chant versus the number concept
Provide inclusive, SEND-friendly maths experiences grounded in success
Build strong foundations for later number, measure and problem-solving
What’s included in this pack
This comprehensive early mathematics progression resource includes:
Clear intent and rationale sections, explaining:
why early maths begins with comparison, pattern and quantity — not counting
how early mathematical thinking underpins later number mastery
common misconceptions in early maths and how to avoid them
Research-informed guiding principles, including:
language as the key to unlocking mathematical ideas
repetition across contexts as a driver of mastery
concrete → pictorial → symbolic progression (with no pressure)
pattern and comparison as prerequisites for counting
Practical guidance on how to use the pack, covering:
selecting activities by developmental readiness, not age
flexible use across adult focus activities, small groups and provision
keeping evidence light and meaningful
intentional repetition across materials and environments
Three clearly structured developmental sections:
18–24 months – noticing quantity change, early comparison, rhythm and repetition, spatial fitting, full/empty
24–30 months – emerging counting experiences, sorting, copying patterns, shape recognition, speed and capacity
30–36 months – subitising, pattern extension, spatial problem-solving, reasoning and measuring to targets
A full strand-based progression framework, covering:
Early Number, Subitising & Counting
Comparison & Reasoning
Pattern
Spatial & Shape
Measure
A printable strand overview table, offering:
quick-reference expectations across the three age bands
support for planning, assessment and moderation discussions
Detailed strand explanations, clarifying:
what children are learning at each stage
why certain skills come before others
adult strategies that make the learning visible and meaningful
warning signs where rote performance masks insecure understanding
Practitioner-ready activity plans, each including:
learning intention and mathematical focus
real, everyday resources
clear adult language and interaction prompts
extension ideas without pressure
observation points to inform next steps
SEND-inclusive guidance throughout, emphasising that:
comparison and pattern are often more accessible than number
concrete, hands-on maths reduces cognitive load
success and confidence come before abstraction
How this pack fits within the wider framework
The Mathematics Seeds Progression Pack sits within the Area of Learning Progression Maps & Adult Focus Session series and complements:
Communication & Language progression and activity packs
Physical Development progression and activity packs
PSED activity packs supporting regulation and confidence
Toddler project planners and mini-project themes
Together, these resources support a coherent, developmentally grounded curriculum, where mathematical thinking is woven naturally through play, movement, language and real-life experiences.
This document is part of our EYFS Curriculum & Pedagogy Membership (Professional), which provides full access to age-specific curriculum frameworks, planning guidance, assessment tools and leadership support.
(This pathway component will be available for download by: March 31st 2026)
Recommended next read Selection
Or read our ‘Little Owls Resources’ Curriculum Intent Statement’
Additional Documents | Professional Membership Contents (Toddler 18-36 Months)
Navigate our Curriculum & Pedagogy guidance documents here.
Pedagogical identity:
Relationship-led, sensory-rich toddler practice grounded in schemas, play, and responsive adult interaction.
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👉 This section prevents over-planning and aligns practice.
Toddler Pedagogy Position Statement – How Toddlers Learn (18–36 Months) [Free Orienting Sample]
Toddler Curriculum Overview & Rationale[Free Orienting Sample]
Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)
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👉 Adult understanding, not child targets.
Progression across 6-month bands (18–24 | 24–30 | 30–36 months)
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👉 Observation is the driver of planning.
Communication & Language
PSED
Physical Development
Maths Seeds
Characteristics of Effective Learning
Behaviour & Emotional Regulation
Schema Observation & Analysis
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👉 The environment does the teaching.
Universal Continuous Provision
Continuous Provision Setup Guides | Toddler Room
Small World
Messy / Wet Play
Dry Sensory & Loose Parts
Construction
Role Play / Home Corner
Mark Making
Book Area / Reading Nook
Music & Sound
Outdoor
Continuous Provision Maps (18–36 Months)
C&L
PSED
PD
Maths Seeds
Literacy Seeds
UW
EAD
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👉 Movement, regulation and sensory experience.
Outdoor Continuous Provision Pack
Outdoor Zone-by-Zone Setup Guide (Gross Motor, Sensory/Nature, Creative/Mark Making, Small World Outside, Water/Mud)
Seasonal Adjustments Planner
Outdoor Risk–Benefit Assessment Template + examples
Nature-Based Learning & Schema Guide
Outdoor Mark Making & Literacy Opportunities Sheet
Outdoor Maths Seeds Sheet
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👉 Projects are optional contexts, not directives.
How Projects Work in Toddler Rooms (Guidance)
Project/Theme Planners:
12 × Main Project Planners (3–4 Weeks)
8 × Mini-Project Planners (1 Week)
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👉 Invitations, provocations and shared experiences.
Supports Child-led learning and responsive provision
Area of Learning Progression Maps & Adult Focus Sessions
(Organised by Age Band: 18–24 months | 24–30 months | 30–36 months)
Supports intentional teaching, vocabulary development and staff confidence
Understanding the World – Experience Progression Pack
Expressive Arts & Design – Creative Media & Expression Toolkit
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👉 Proportionate, meaningful assessment.
Report Template
Practitioner Guidance
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👉 Early identification, gentle support.
SEND Inclusion Strategy Pack (18–36 Months)
Practical SEND & inclusion strategies for toddlers aged 18–36 months
Six quick-reference strategy sheets covering communication, sensory needs, anxiety and behaviour
Aligned with the EYFS Framework and the Assess–Plan–Do–Review approach
Inclusive, diagnosis-free guidance ready to use in everyday practice
Ideal for observations, provision planning, team use and Ofsted evidence
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👉 Strong partnerships, realistic expectations.
Transition
Home–Setting Communication
Parent Information Pages
Additional Whole-Setting Guidance | for Professional Members
Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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EYFS Group Setting Policies Pack
↪ x 22 Policy Documents
↪ Policy Sign-Off and Confirmation Document
↪ EYFS Setting Policy Folder Contents List
Childminder Setting Policies Pack
↪ x 22 Policy Documents
↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document
↪ Childminder Policy Folder Contents List
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↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.
Looking for a different age group pathway?
Select the pathway that best reflects your role or the age group you work with. You do not need to use everything. (Some practitioners may use more than one pathway.)
What is Professional Membership?
Find our more about our Professional guidance for confident, reflective EYFS practice (Birth–5)
Alternatively, learn more about and explore our printable provision resources.
Thousands of ready-to-use printables to support provision, organisation, routines and learning across EYFS.
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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.
Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.
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