School and nursery leaders should support early years practitioners to demonstrate “confidence and enjoyment” around maths, Ofsted has said in a research report today.

The inspectorate has published the final part of its Best start in life series on early years education.

Today’s report focuses on what progress looks like for children in early years foundation stage in the four specific areas of learning - literacy, maths, understanding the world, and expressive arts and design.

“A high-quality early education benefits all children, particularly the most vulnerable, and is far too important to be left to chance,” Ofsted chief inspector Sir Martyn Oliver commented on the report.

Here are six key findings from the report.

1. Positive attitude in maths

Ofsted highlighted the importance of children developing “positive attitudes” towards maths, adding that the “significance of early mathematical learning can hardly be overstated”.

“It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, have a go, talk to adults and peers about what they notice and not be afraid to make mistakes,” the report said.

Ofsted’s report adds: “It is important for all children that adults demonstrate an attitude of confidence and enjoyment around maths.”

The watchdog suggests that leaders and managers in early years settings may need to provide “additional guidance and professional development” to help practitioners who lack confidence in maths.

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2. Interacting is more useful than observing

Ofsted found that “high-quality interactions” with adults are vital to children’s learning.

Interacting with children - to find out what they know and can do - is more useful than standing back and doing observations, according to the inspectorate’s report.

The report says these include caring interactions, and interactions that promote children’s thinking.

It says that older children in the EYFS benefit from more complex language forms, including language that goes beyond the here and now. “These interactions might include recalling past events, developing narratives, wondering and questioning, and thinking out loud together,” it adds.

3. Combine play-based learning and direct instruction

Ofsted says that play-based learning and direct instruction are both important for young children. The report points to previous research to conclude that the most effective settings likely combine both approaches.

The inspectorate’s report also says practitioners should make it as easy as possible for children to learn: “Sometimes, play-based learning is the best approach. Other times, children need an adult to show or teach them something new.”

4. Individual maths curriculum for each child is ‘not practical’

Ofsted said that it is “not practical for practitioners to develop an individual mathematics curriculum for each child”.

Instead, early years practitioners should consider progressing through the curriculum at a “slower rate” for children with lower levels of mathematical understanding.

Depth in learning and secure understanding for every child, “rather than speedy but superficial coverage of the curriculum”, should be the priorities, the report concluded.

In maths, the report also found that there are specific concepts that children need to understand first to ensure success in the next steps of their learning.

For instance, if a child cannot count accurately to five, Ofsted says that is “not helpful” for practitioners to move on to bigger numbers.

Ofsted also advised early years practitioners to support children in ”thinking about the world mathematically” adding: “Children will not reliably bump into mathematical ideas solely through play and physical exploration.”

5. Developing executive function is crucial

Executive function skills, which are the set of cognitive processes that we use to control or adapt our behaviour, need to be continually developed, Ofsted has said in its report.

“Children’s learning needs to become more and more challenging over time, to strengthen their executive function,” the report said.

Executive function is one of the best predictors of a child’s later success in the crucial areas of reading and mathematics, the report continued, adding that strong executive function skills are also linked to “better emotional wellbeing” and “better behaviour in school”.

However, the development of these skills cannot be “left to chance”, Ofsted warned, instructing practitioners that some children will need more help than others.

6. Don’t assume vocabulary knowledge

Early literacy development gives children “lifelong benefits”, Ofsted said, and it is also linked to better academic achievement, mental wellbeing and empathy, according to the report’s findings.

However, while stories, rhymes and songs help with children’s language and vocabulary development, Ofsted said that it is “important not to assume [children] understand all of the vocabulary”.

And although carefully-planned play is another powerful opportunity for children to use and develop their language, the inspectorate warned that without “careful curriculum thinking”, it can fall short.