Unofficial links between EYFS profile points, P scale statements and Level 1 APP statements
Using and Applying
P
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Sequencing
Problem
Solving
Pupils show awareness of
changes in shape, position
or quantity,
- for example, grouping
objects that have similar
key features such as
shape; creating very
simple sequences of light
or sound using switched
equipment recalling an
object that has been
placed out of sight.
Pupils are aware of
cause and effect in
familiar mathematical
activities,
- for example, knowing
that in a role-play shop
a coin can be
exchanged for an item;
hitting a mathematical
shape on a concept
keyboard to make it
appear on the screen.
P4 Using and Applying
Estimate
and
represent
Shape, space and measures
Reasoning
They anticipate, follow
and join in familiar
activities when given a
contextual clue,
- for example,
anticipating the next
chorus or action in
songs and rhymes;
matching cakes to
plates.
Pupils search for
objects that have
gone out of sight,
hearing or touch,
demonstrating the
beginning of object
permanence,
- for example,
searching for an
object or sound when
it is removed.
P4 Using and Applying
They solve simple
problems practically,
- for example, selecting
appropriate containers
for items of different
sizes; checking there is
a knife for every fork.
They make sets that
have the same small
number of objects in
each,
- for example,
distributing sweets into
containers so that there
are one or two in each.
Pupils search
intentionally for
objects in their usual
place,
- for example, going
to the mathematics
shelf for the box of
shapes.
P5 Using and Applying
P6 Using and Applying
Position
and
movement
They demonstrate
interest in position
and the relationship
between objects,
- for example,
stacking or joining
objects; using
construction
materials.
P4 Shape, Space
and Measures
P4 Shape, Space
and Measures
P4 Using and Applying
They copy simple
patterns or sequences,
- for example, copying
a drumbeat; copying a
simple pattern of
repeated movements;
copying a pattern of
large and small cups.
Properties
of shape
P5 Using and Applying
P5 Shape, Space
and Measures
Measures
Pupils match big
objects and small
objects,
- for example,
finding a big football
to place in a net with
other big footballs;
matching a small
model car with a
similar-sized model
car.
P4 Shape, Space
and Measures
They explore the
position of objects,
- for example,
placing objects in and
out of containers;
placing objects inside
and outside a hoop;
fitting as many
objects as possible
into a box.
They find big and
small objects on
request,
- for example, from a
choice of two
objects, identifying
the ‘big’ and the
‘small’.
Time
(measures)
Handling Data
Sorting
Representing
Interpreting
Pupils sort or match
objects or pictures by
recognizing similarities,
- for example, matching
shoes or socks by
placing one next to one
placed by an adult;
finding matching pairs
from a collection of
pictures; collecting
objects given one
criterion, for example,
blue or big.
P5 Using and Applying
Sorts or matches
objects and talks
about sorting
EYFS profile SSM 2
P5 Shape, Space
and Measures
P5 Shape, Space
and Measures
Pupils talk about, recognise
and copy simple repeating
patterns and sequences,
- for example, recognising
and describing simple
repeating patterns on textiles
or necklaces from different
cultures; recognising and
describing a pattern of socks
on a line; joining in a pattern
of hand claps; talking about
and copying patterns such as
beats in familiar music,
shapes made by hands and
feet in damp sand, sponge
prints.
Pupils use their
developing mathematical
understanding of counting
up to 10 to solve simple
problems encountered in
play, games or other work,
- for example, using
tokens or marks to tally
events or scoring in
games; counting in the
school environment; using
ordinal numbers to
describe positions and
turns.
P8 Using and Applying
P8 Using and Applying
Talks about, recognises
and recreates simple
patterns
Uses developing
mathematical ideas and
methods to solve
practical problems
Pupils make simple
estimates,
- for example,
estimating the number
of cubes that will fit into
a box or the number of
strides across a room.
They respond
appropriately to key
vocabulary and
questions,
- for example, ‘How
many?’
P7 Using and Applying
P8 Using and Applying
Pupils search for
objects not found in
their usual place,
demonstrating their
understanding of
object permanence,
- for example,
looking for cups when
they are not in their
usual cupboard.
They show
understanding of
words, signs and
symbols that describe
positions,
- for example,
responding to a
request to put an
object in, on, under or
inside another object.
P6 Shape, Space
and Measures
P6 Shape, Space
and Measures
They compare the
overall size of one
object with that of
another where there
is a marked
difference,
- for example, they
indicate which of two
shoes is the bigger;
they compare objects
– big boxes and
small boxes.
Pupils sort objects
and materials
according to a given
criterion,
- for example, sorting
footballs into a net
and table tennis balls
into a box.
P6 Using and Applying
P5 Shape, Space
and Measures
They manipulate
three-dimensional
shapes,
- for example, putting
shapes into a shape
sorter; using3D
objects to build and
manipulate in role
play; rolling a tube in
a race with a partner.
EYFS profile SSM 4
EYFS profile NLC 8
EYFS profile Calc 8
EYFS profile SSM 8
P6 Shape, Space
and Measures
Pupils respond to
‘forwards’ and
‘backwards’,
- for example,
moving forwards and
backwards on
request; recognising
when a vehicle is
moving forwards or
backwards; moving a
counter forwards or
backwards on a
board game.
They compare the
overall size of one
object with that of
another where the
difference is not
great,
- for example,
identifying the bigger
of two Russian dolls
or nesting cubes.
P6 Shape, Space
and Measures
Pupils complete a
range of classification
activities using a
given criterion,
- for example, sorting
a pile of coins by size,
colour or shape;
sorting all the blue
wellington boots;
sorting all the size 6
shoes.
P7 Using and
Applying
P7 Shape, Space
and Measures
Recognise and use a
simple pattern or
relationship, e.g. with
support
- copy and continue a
simple pattern of
objects, shapes or
numbers
Level 1 Using and
Applying mathematics
Use mathematics as an
integral part of classroom
activities, e.g. with support
- engage with practical
mathematical activities
involving sorting, counting
and measuring by direct
comparison
- begin to understand the
relevance of mathematical
ideas to everyday
situations by using them in
role-play
Level 1 Using and
Applying mathematics
Represent their work
with objects or pictures
Level 1 Using and
Applying mathematics
Discuss their work, e.g.
with support
- respond to questions
and ideas from peers
and adults
- refer to the materials
they have used and talk
about what they have
done patterns they
have noticed, etc.
Level 1 Using and
Applying mathematics
Experiments with a
range of objects and
materials showing
some mathematical
awareness
EYFS profile SSM 1
Uses everyday words
to describe position
EYFS profile SSM 5
They use familiar
words in practical
situations when they
compare sizes and
quantities,
- for example, using
the words ‘heavy’
and ‘light’, ‘more’ and
‘less’, ’enough’ or
‘not enough’ to
compare objects or
quantities.
They identify when an
object is different and
does not belong to a
given familiar
category,
- for example,
removing odd items
from sets; collecting
items into sorting
boxes or drawers.
P7 Using and Applying
P7 Shape, Space
and Measures
Teresa Hill (Bexley Primary Mathematics Team)
Draw simple conclusions
from their work, e.g. with
support
- describe the different
ways they have sorted
objects, what is the same
about objects in a set, how
sets differ
- identify which set has
most, which object is
biggest, smallest, tallest,
etc.
- explain numbers and
calculations, how many
altogether, how many
used or hidden, how many
left, how many each, etc.
They pick out
described shapes
from a collection,
- for example,
picking out all the
round shapes in the
classroom; finding
shapes with straight
edges; fitting shapes
into matching holes.
P7 Shape, Space
and Measures
Level 1 Shape, space
and measures
Level 1 Using and
Applying mathematics
Describes shapes in
simple models, pictures
and patterns
P
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Use everyday
language to describe
positions of 2-D and
3-D shapes
- respond to and use
positional language,
e.g. ‘behind’, ‘under’,
‘on top of’, ‘next to’,
‘in between’…
- respond to and use
directional language
in talk about objects
and movement, e.g.
‘forwards’,
‘backwards’, ‘turn’
Pupils compare objects
directly, focusing on
one
dimension such as
length or height where
the difference is
marked, and can
indicate ‘the long one’
or ‘the tall one’,
- for example,
comparing two plants,
placed side by side,
and indicating the tall
one; comparing two
zips and indicating the
long one.
Sort and classify
objects, e.g.
- sort using one
criterion or sort into
disjoint sets using two
simple criteria such as
boy/girl or thick/thin
- sort objects again
using a different
criterion
- sort objects into a
given large scale
Venn or Carroll
diagram
P8 Shape, Space and
Measures
Level 1 Handling Data
Represent their work, e.g.
- use the objects they
have sorted as a record
- use objects/pictures to
create simple block
graphs
Level 1 Handling Data
Demonstrate the
criterion they have used,
e.g.
- respond to questions
about how they have
sorted objects and why
each object belongs in a
set
- talk about which set
has most, for example
‘most children stayed at
school for lunch’
- talk about how they
have represented their
work
Level 1 Handling Data
Uses language such as
‘greater’, ‘smaller’,
‘heavier’ or ‘lighter’ to
compare quantities
EYFS profile SSM 3
EYFS profile SSM 7
They describe
shapes in simple
models, pictures and
patterns,
- for example,
stamping shapes in
sand and describing
them; using a set of
flat shapes to make
pictures or patterns;
naming some of the
shapes used;
identifying specific
shapes from pictures,
simple models or
patterns.
P8 Shape, Space
and Measures
Measure and order
objects using direct
comparison
- compare lengths
directly and put them in
order
- respond to and use
the language of
comparison: longer,
longest, shorter,
shortest, more, less,
heavier, lighter
- check which of two
objects is
heavier/lighter and
begin to put three
objects into order
- find objects that are
longer/shorter than a
metre, heavier/lighter
than 500 grams, hold
more/less than 1 litre
Level 1 Shape, space
and measures
They respond to
mathematical vocabulary
such as ‘straight’, ‘circle’,
‘larger’ to describe the
shape and size of solids
and flat shapes,
- for example, when
shopping, pupils find boxes
with straight edges to pack
into the carrier bag; they
identify the larger circle
when stacking two cans.
P8 Shape, Space and
Measures
They show
awareness of time,
through some
familiarity with names
of the days of the
week and significant
times in their day,
such as mealtimes,
bedtimes,
- for example,
ordering events in
their day on a visual
daily timetable;
understanding and
using names of days
of the week: ‘No
school on Saturday or
Sunday, swimming on
Wednesday’.
P8 Shape, Space
and Measures
Order events
- order everyday
events and describe
the sequence
- use the vocabulary
of time including days
of the week
- read the time on an
analogue clock at the
hour and begin to
know the half hour
Level 1 Shape,
space and measures
Uses language such as
‘circle’ or ‘bigger’ to
describe the shape and
size of solids and flat
shapes
EYFS profile SSM 6
Use everyday language to
describe properties of 2-D
and 3-D shapes, e.g.
- sort shapes and say how
they have selected them
- use properties such as
large, small, triangles, roll,
stack
- begin to refer to some
features of shapes such as
side and corner
- begin to name the shapes
they use in the context of
an activity
Level 1 Shape, space and
measures
Uses mathematical
language to describe solid
(3D) objects and flat (2D)
shapes
EYFS profile SSM 9
Teresa Hill (Bexley Primary Mathematics Team)
Number
Rote
counting
Understanding of
number and place
value
Writing
Numerals
Pupils show an awareness
of number activities and
counting,
- for example, copying
some actions during
number rhymes, songs and
number games; following a
sequence of pictures or
numbers as indicated by a
known person during
number rhymes and songs.
P
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P4 Number
Pupils respond to and join
in with familiar number
rhymes, stories, songs and
games,
- for example, using a
series of actions during the
singing of a familiar song;
joining in by saying, signing
or indicating at least one of
the numbers in a familiar
number rhyme.
Calculating
Ordering
numbers
Fractions
Comparing
quantity
Addition
Subtraction
Addition and
subtraction
(problems)
They demonstrate that
they are aware of
contrasting quantities,
- for example, ‘one’ and
‘lots’ by making groups
of one or lots of food
items on plates.
They demonstrate an
understanding of the
concept of ‘more’,
- for example,
indicating that more
cups, counters, food
Items are required.
Pupils demonstrate an
understanding of ‘less’,
- for example,
indicating which bottle
has less water in it.
Responds to the
vocabulary involved in
addition and subtraction
in rhymes and games
Recording
EYFS profile Calc 1
P7 Number
P5 Number
Pupils can indicate ‘one’ or
‘two’,
- for example, by using eye
pointing, blinks, gestures or any
other means to indicate ‘one’ or
‘two’, as required.
Recognises differences
in quantity when
comparing sets of
objects
EYFS profile Calc 2
P5 Number
P6 Number
In practical situations
they respond to ‘add
one’ when working with
a number of objects,
- for example,
responding to requests
such as ‘Add one pencil
to the pencils in the
pot’, ‘Add one sweet to
the dish’.
P7 Number
Relates subtraction to
taking away
Relates addition by
combining two groups
Understand subtraction
as ‘taking away’ objects
from a set and finding
how many are left
Finds one more or one
less from a group of up
to five objects
EYFS profile Calc 5
EYFS profile Calc 3
P5 Number
Says some number names
in familiar contexts, such as
nursery rhymes
EYFS profile NLC 1
Pupils demonstrate an
understanding of one-to-one
correspondence in a range of
contexts,
- for example, matching
objects such as cups to
saucers, straws to drink
cartons.
Pupils recognise
differences in quantity,
- for example, in
comparing given sets of
objects and saying
which has more or less,
which is the bigger or
smaller group.
P6 Number
They join in with new
number rhymes, songs,
stories and games.
EYFS profile Calc 4
Level 1 Number
(Calculating)
In practical activities
and discussion, begins
to use the vocabulary
involved in adding and
subtracting
EYFS profile Calc 6
P8 Number
Counts reliably up to three
everyday objects
Understand addition as
finding the total of two
or more sets of objects
EYFS profile NLC 2
P6 Number
Level 1 Number
(Calculating)
In practical situations they
respond to ‘add one’ or ‘take
one away’ when working with
a number of objects,
- for example, adding one
more to three objects in a box
and saying, signing or
indicating how many are now
in the box; at a cake sale,
saying, signing or indicating
how many cakes are left
when one is sold.
P8 Number
Pupils join in rote counting
up to five,
- for example, saying or
signing number names to
five in counting activities.
P6 Number
Says number names in
order
EYFS profile NLC 4
They count reliably to three,
make sets of up to three
objects and use numbers to
three in familiar activities and
games,
- for example, touching one,
two, three items as an adult
counts; counting toys or
pictures; counting out sets of
three, for example, knife, fork
and spoon.
P6 Number
They can count at least five
objects reliably,
- for example, candles on a
cake, bricks in a tower.
P7 Number
Begin to know some
addition facts, e.g.
- doubles of numbers to
double 5
Finds one more or one
less than a number
from 1 to 10
EYFS profile Calc 7
Level 1 Number
(Calculating)
They recognize numerals
from one to five and
understand that each
represents a constant
number or amount,
- for example, putting the
correct number of objects
(one to five) into containers
marked with the numeral;
collecting the correct
number of items up to five.
Add and subtract
numbers of objects to
10
- begin to add by
counting on from the
number of objects in the
first set
Level 1 Number
(Calculating)
P7 Number
Pupils join in rote counting
Counts reliably up to six
Recognises numerals 1
Uses a range of
Teresa Hill (Bexley Primary Mathematics Team)
to 10,
- for example, saying or
signing number names to
10 in counting activities
P
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everyday objects
to 9
EYFS profile NLC 3
strategies for addition
and subtraction,
including some mental
recall of number bonds
EYFS profile NLC 5
P7 Number
Pupils join in with rote
counting to beyond 10,
- for example, they say or
sign number names in
counting activities.
P8 Number
EYFS profile Calc 9
Pupils estimate a small number
(up to 10) and check by
counting,
- for example, suggesting
numbers that can be checked
by counting; guessing then
counting the number of pupils
in a group, adults in the room,
cups needed at break time.
They recognize
numerals from one to
nine and relate them to
sets of objects,
- for example, labelling
sets of objects with
correct numerals.
P8 Number
P8 Number
They use ordinal numbers
(first, second, third) when
describing the position of
objects, people or events,
- for example, indicating
who is first in a queue or
line, who is first, second
and third in a race or
competition.
Solve
addition/subtraction
problems involving up
to 10 objects, e.g.
- given a number work
out ‘how many more to
make…’
- choose which of given
pairs of numbers add to
a given total
- solve measuring
problems such as how
many balance with…
- solve problems
involving 1p or £1 coins
P8 Number
Record their work, e.g.
- record their work with
objects, pictures or
diagrams
- begin to use the
symbols ‘+’ and ’=’ to
record additions
Level 1 Number
(Calculating)
Level 1 Number
(Calculating)
They continue to rote count
onwards from a given small
number,
- for example, continuing
the rote count onwards in a
game using dice and
moving counters up to 10;
continuing to say, sign or
indicate the count aloud
when an adult begins
counting the first two
numbers.
Counts reliably up to 10
everyday objects
EYFS profile NLC 6
Read, write numbers to
10
- perhaps with some
reversal
Orders numbers up to 10
EYFS profile NLC 7
Level 1 Number
P8 Number
Count up to 10 objects, e.g.
- estimate and check a number
Level 1 Number
Order numbers to 10
- say what number comes
next, is one more/less
- count back to zero
- place 1–10 into ascending
order
- point to first, second, etc.
in a line
- begin to count in twos
Begin to use the fraction,
one-half, e.g.
- halve shapes including
folding paper shapes,
lengths of string
- put water in a clear
container so that it is about
‘half-full’
- halve an even number of
objects
Level 1 Number
Level 1 Number
Recognises, counts, orders, writes and uses numbers up to 20
EYFS profile NLC 9
Teresa Hill (Bexley Primary Mathematics Team)