EYFS Profile Assessment and Moderation Arrangements

For the attention of all Primary and Infant schools
EYFS Profile
Assessment and Moderation
Arrangements
2014-15
Bath and North East Somerset LA is required to moderate schools’
assessment annually. This booklet is updated with new information
every year and has been produced to clarify the arrangements we
have made for 2014-2015.
This document should be shared with YR teachers, Y1 teachers
and assessment co-ordinators.
Bath and North East Somerset
-The place to live work and visit
EYFS Moderation & Assessment
Arrangements
2015
Page no.
Contents
Overview and Key Dates
3
Information for Practitioners Working with Children in the Academic Year in
which they are 5
4
Updates
5
Statutory Moderation Arrangements
6-8
Training Overview
9
What to Bring to Clusters
10
Moderation Visits
11
The Moderation Team
12
Data Collection
12-13
Appeals Procedure – Appendix 1
14-16
Example Visit Note – Appendix 2
17-20
Cluster Moderation Process – Appendix 3
21
For any questions or comments related to the content of this booklet, please contact
Julie Eden at julie_eden@bathnes.gov.uk or 01225 394486
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Overview & Key Dates
Date
November
(expected)
Event
EY ARA published October /November
25.09.14
New to the EYFS Profile training
24.10.14
18.11.14
February
2015
April 2015
2.5.15
May 2014
8.5.15
w/b 19.5.15
and w/b
9.6.15
17.6.15
1-4pm
June 25th
(tbc)
End
June/July
w/b 7.6.15
Submit on entry data
Who?
HT, Assessment Leaders, YR Teachers
Teachers and TAs new to YR, Y1
teachers, SMT, Governors
All schools
EYFS Autumn Cluster Training am or
pm
Optional clusters : 4-5pm
Southdown Infants 10.2.15;
Keynsham new council office 11.2.15
PSJ Primary 12.2.15
Schools informed about moderation
visits
Deadline for Interim data to be
submitted by schools receiving a visit
Visit dates set
Moderation Clusters.
Compulsory for schools not
receiving a visit. Optional but
recommended for others
All schools: YR and Y1 teachers,
Assessment leads, TAs, SMT
All schools: YR and Y1 teachers, TAs
Moderation manger contacts school by
email
Moderators contact schools to make
arrangements
See EYFS CPD booklet on The Hub for
booking details
Moderation Visits
HT, YR (TA, Y1 optional)
Final Moderation Surgery. Book a slot
for discussion with a moderator
Teachers contact
donna_biddlecombe&bathnes.gov.uk to
book a 30 min slot
Data submitted to the LA following
final Quality Assurance in schools by
Head teachers
LA Quality Assure the data and raise
any queries with schools
Moderators may ask to visit / revisit
schools where there are data queries
All amendments are made and signed
off by the end of term.
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All schools
Moderation Manager
Moderators/schools
EYFS Moderation & Assessment
Arrangements
2015
Information for practitioners working with children in the
academic year in which they will be 5 years old
The Early Years Foundation Stage (EYFS) is the statutory framework published in 2012 by
the Department for Education that sets the standards for the development, learning and
care of children from birth to five.
The Childcare Act Section 39(1)(a) 2006 stipulates that Early Years providers must ensure
that their provision meets the learning and development requirements as specified in the
EYFS (Learning and Development Requirements) Order 2007 (amended in 2012). The Act
states that this Order can specify the arrangements which are required for assessing
children for the purpose of ascertaining what they have achieved in relation to the early
learning goals (ELGs). (p4 EYFS Profile Handbook)
The information in this booklet will help you to prepare for the formal moderation events in
the academic year 2013-14 and to inform you of the support available. It should be read in
conjunction with:

The EYFS Profile Handbook (2014) This details the purposes principles and
processes of the Profile; Inclusion information; how to complete the Profile; how to
use the exemplification of expected descriptors; moderation expectations;
responsibilities for quality assuring the Profile

2015 EYFS Assessment and Reporting. This details the statutory requirements of
schools and the local authority, data specifications, exemptions; children transferring
between schools and use of the assessments

The exemplification materials. These exemplify the standard required to be
assessed as meeting the expectations of the Early learning Goal (ELG)

Early Years Foundation Stage Guidance – statutory guidance for the EYFS

Development Matters in the EYFS (non- statutory guidance around observing and
supporting children by overlapping age and stage of development bands birth – 60
months.

The DfE has placed on its website a new document called ‘Early Years Outcomes’
as a non-statutory aide to support practitioners. It can be used by childminders,
nurseries and others, such as Ofsted inspectors, as a guide to making best-fit
judgements about whether a child is showing typical development for their age, may
be at risk of delay or is ahead for their age. This is based upon one aspect of
Development Matters. Practitioners will need to be aware of this new document but
may prefer to continue to use the fuller information provided in Development Matters.
All documents may be found on the website www.gov.uk
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Updates
The training focus for 2014-15 will be Physical Development, Understanding the World and
Expressive Arts and Design
Please ensure that you have a copy of the 2014 Handbook as amendments were made to
the 2013 version
The explanatory note was been removed from the Exemplification materials and the
Handbook in 2013. Schools may not wish to reprint this document as it is costly and
further changes are likely in the future. The key changes are the removal of the
explanatory note, the removal of page 11 from ELG 03 and an additional page added to
each ELG as follows:
Exemplification of expected descriptors
This document demonstrates national standards for one of the 17 Early Years Foundation Stage
(EYFS) Profile Early Learning Goals (ELGs). It shows the level of learning and development
expected at the end of the EYFS.
The collection of evidence in this document illustrates the ‘expected’ descriptor. No one piece of
evidence meets the ELG as a standalone item; together they illustrate the pitch and breadth of a
particular ‘expected’ level of learning and development.
This document illustrates how information can be gathered to support EYFS Profile judgements
using a variety of evidence and forms of presentation. However there is no prescribed method of
gathering evidence, nor any expectation that it should be recorded as shown in this document.
The exemplification is not intended to be an exhaustive list for schools to follow.
The examples in this collection include ‘one off’ observations, samples of children’s work,
photographs and contributions from parents. Many methods of recording a child’s attainment are
not included in this exemplification for practical reasons (for example video recordings).
Practitioners will also build up a significant professional knowledge of each child which will not be
recorded but which must be considered when EYFS Profile judgements are made.
When completing an EYFS Profile, practitioners should make a best-fit judgement for each ELG.
Practitioners must consider the entirety of each ELG, taking an holistic view of the descriptor in
order to create the most accurate picture of the child’s overall embedded learning. Sections of
each descriptor must not been seen in isolation.
Exemplification material should always be viewed in the context of a specific aspect of learning in
order to retain an accurate focus. However, practitioners should be aware that a child’s learning
and development are not compartmentalised. Focussing on one aspect of learning will shed light
on several other related areas.
The information in this document should not be regarded as either exclusive or inclusive of any
child, no matter what their background or family circumstances. It is intended to be used without
bias, preference or discrimination and schools and practitioners must ensure that they operate
within all aspects of the statutory EYFS framework.
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Statutory Moderation Arrangements
Bath and North East Somerset is committed to:

enabling schools to access training, advice and consultancy appropriate to their
needs to help secure the highest standards of assessment, recording and
reporting at the end of the EYFS

moderating assessment arrangements in an accurate, consistent and fair
manner for all schools and pupils; conducted by moderators with significant
experience and expertise in assessment, and who have been trained in the
process in accordance with the ARA and relevant Moderation Requirements
booklet

providing information, documentation and telephone support in a prompt and
courteous manner

ensuring schools have an appropriate system to record and process data using
electronic means

processing end of key stage assessment results and returning them promptly,
and providing aggregated statistics at a later date

keeping confidential all information about individual schools and pupils

collect assessment results, quality assure and submit to DFE in the required
format by the due date

ensuring schools are aware of the need to store tests and task materials
responsibly
Local Authority requirement for moderation
Section 13 of the Childcare Act 2006 requires local authorities to secure the provision of
information, advice and training, whether delivered by themselves or by others, to meet
the needs of local providers and support the sufficiency of childcare provision. Regulations
made under this section include ensuring that:




training in EYFS assessment and the completion of the EYFS Profile summaries is
offered to all providers who require it;
EYFS Profile assessment judgements are moderated;
local authorities appoint and train moderators with appropriate experience of the
EYFS and the ELGs to secure consistent standards in assessment judgements; and
all providers are visited regularly as part of a cycle of moderation visits, and notified
about whether the EYFS Profile assessment is being carried out in accordance with
requirements.
Where the local authority moderator judges that the assessment is not in line with the
exemplified standards, the local authority can require the provider to arrange for the
practitioner to participate in further training or moderation activities, and to reconsider
their assessments as advised by the moderator.
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Moderation focuses on a professional dialogue between moderators and practitioners
in order to ensure that practitioner judgements are consistent with the national
exemplification of standards, and that the assessment of attainment is reliable, accurate
and secure. Local authorities must moderate all 17 ELGs annually in a minimum of 25 per
cent of all settings which implement the EYFS Profile.
Local authority moderation consists of the validation of practitioner judgements within
visits carried out by a suitably experienced and trained moderator external to the setting.
All practitioners implementing the EYFS Profile are required to take part in either a
moderation visit or EYFS Profile training (including agreement trialling activities) each
year. Visits will take place on a four year cycle within each local authority.
Specific guidance about moderation measurements, including the requirements for
Academies and Free Schools, can be found in the EYFS ARA which is available from
November on the Department’s website at www.education.gov.uk/assessment.
Local authorities should inform settings that are to receive an EYFS Profile moderation
visit at the end of the spring term. For moderation purposes, these settings will need to
complete interim judgements against all the ELGs at the beginning of May for children in
the final year of the EYFS. Individual settings can be added to the local authority sample
after this date, if particular issues arise.
A moderator will work with the Data Team to check the schools’ submissions to the LA to
ensure that final assessments made by the school fully reflect the moderated view.
The Headteacher and Governing body have specific duties:
Headteachers
All headteachers and managers of EYFS provision have a duty to implement the EYFS.
They must ensure their schools and settings comply with the learning and development
requirements of the EYFS, including completing the EYFS Profile and involvement in local
authority moderation activities.
Headteachers must:





ensure an EYFS Profile is completed for all eligible children and that data is quality
assured;
ensure provision is made to meet the requirements of all children with special
educational needs and disabilities (SEND);
take responsibility for the reliability of their EYFS Profile outcomes and ensure that
the data accurately reflects the level of attainment of the current cohort of children;
ensure teacher judgements are monitored;
ensure EYFS Profile data is returned to the local authority in accordance with the
table in section 3.2.1;
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



2015
provide EYFS Profile assessments to their school’s governing body to enable it to
comply with national data submission requirements and report to parents;
provide parents with a written report of the child’s progress against the EYFS ELGs
and the opportunity for discussion;
where a parent requests it, provide a copy of the EYFS Profile report on their child’s
progress, free of charge; and
ensure the statutory requirements for the transfer of records between providers are
fulfilled, including the completion of the common transfer file.
Local authorities
Local authorities must:









ensure that schools and other EYFS providers understand and follow the
requirements set out in the ARA;
provide schools and other EYFS providers with training (including agreement
2
trialling );
provide advice on all aspects of assessment at EYFS;
ensure the accuracy and consistency of the assessments made by Early Years
providers in their geographical area by ensuring moderation of the EYFS Profile is
carried out in all schools, academies and other settings, as specified in the ARA and
section 6.3 of the EYFS Profile Handbook;
ensure schools have an electronic system to submit EYFS Profile data;
ensure all other EYFS providers have appropriate means by which to accurately
record EYFS Profile results and submit data to their local authority if requested (see
the table in section 3.2.1 for EYFS Profile data submission requirements
collect EYFS Profile data, and quality assure and submit it to the Department in the
required format by the due dates (see the table in section 3.2.1 for EYFS Profile data
submission requirements); and
Accurate assessments take account of contributions from a range of perspectives
including the child, their parents and other relevant adults.
inform STA without delay of any irregularities in their assessment arrangements.
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Training Overview
A selection of training events being offered by the Early Years Foundation Stage Team to help
practitioners to support children to reach expected levels of development and to support accurate
assessment
EYFS CPD opportunities Autumn /Spring 2014
2
nd
October
th
Celebrating Difference- the key to preventing prejudice and promoting self-esteem
EY -1014-T006
16 October
Observation training – Tuning into Children EY-1014-T004
October –May
Early Years Maths practice development group for YR teachers
4 linked
sessions
October 1st 3.15 – 5.45 hosted by Southdown Infants School, Mount Road, Bath
-FULL
December 3rd 3.15 – 5.45 Venue tbc- any offers of a venue most welcome
February 25th t 3.15 – 5.45 Venue tbc any offers of a venue most welcome
May 13th 3.15 – 5.45 Venue tbc any offers of a venue most welcome
th
7 November
th
11 November
evening
th
12
November am
th
20
November
th
th
4 and 11
December
th
Numbers Count!: supporting children in their Reception year to reach expected
outcomes in number by the end of the year EY-1114-T007
Confident , creative, Capable Boys: Enabling our boys to flourish (while not
forgetting our girls!)
Choice of 2 sessions:
Evening EY—1114-T004
Morning EY-1114-T003
Calculating and Confidence: Exploring practical strategies to make calculating
meaningful and interesting to children in their Reception year EY-1114-T008
Emotion Coaching –A different approach to managing behaviour 2 part course
EY-1214-T002
14 Jan all
day
Talking Space Shape and Measure: supporting children in their Reception year to
reach expected mathematical outcomes by the end of the EYFS EY-0115-T002
5th February
EY Conference: Powerful Environments for Early Learning Keeping children’s
well-being and involvement at the heart of everything we do. Professor Dr Ferre
Laevers. Soon to be added to the Hub
th
4 March
Learning and Playing outdoors – A forest school approach taster EY-0315-T003
To book a place on any of the above, please use the EYFS page on The HUB
www.thehub.bathnes.gov.uk
For administration queries please contact: Donna_biddlecombe@bathnes.gov.uk
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What to bring to moderation clusters
You will always be required to bring your
 EYFSP Handbook,
 Exemplification materials,
 Development Matters and
 evidence for 3 children at varying ages and stages of learning and development.
Where there is a job-share both teachers are expected to attend statutory moderation
events
All other materials for the Moderation Events will be supplied by moderators who will
organise and monitor the activities to ensure consistency of moderated judgements.
Statutory Cluster in May
This cluster is compulsory for the schools who will not be receiving a moderation visit in
2014. All schools however are welcome to attend and usually do as it is an opportunity to
moderate with colleagues from across the LA. Attendance is highly recommended. An
example of the paperwork used in 2013 is in Appendix 3
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Full Moderation Visits
Schools to be fully moderated this year will be visited by one or two members of the
moderation team for up to three hours (more if there are more than 2 classes) during the
two weeks beginning 18th May and 1st June.
The moderator/s will require time with the Reception teacher(s) away from the classroom so
cover will be required. Teachers may be moderated separately or together if both work
with the same children. TAs, Y1 teachers and SMT are welcome to contribute or observe
Headteachers should ensure that all teacher assessment judgements have been
moderated, standardised and confirmed within the school before the visit.
A copy of the written record of the visit will be left with the school and feedback will be given
to the headteacher by the moderator before they leave.
Example: Approximate Timetable for a 1 class entry school (for an 8.30am start)
8.30
9.00
10.45
11.00
11.30
Arrival & Welcomes
Moderators explain the process and give the names
of the children to be discussed
Teacher/s has/have time to collect any evidence
and key documents together
Dialogue
Moderate Profile judgements already made – 17
ELGs to be moderates across 5 children in the
Reception year
Child 1: Discuss the characteristics of effective
learning to get a picture of the child. What are their
strengths/ areas that are less developed? Look at
selected judgements made and discuss supporting
evidence, both documented and from teacher
knowledge. Reference the exemplification materials
to clarify discussion.
Moderator to assess and feedback on accuracy of
practitioner judgements and note any judgements
disagreed.
Repeat process with second focus child.
Cover any remaining ELGs with the next 3 children
Moderator completes the report
Feedback to the teacher
Meet with HeadTeacher
30 mins
(40-60 mins)
15 mins
30 mins
15 mins
If there is more than 1 class then the timetable can be adjusted accordingly. 2 classes can
usually be accommodated in a morning session but 3 may require cover for some of the
afternoon as well. The moderator will discuss this when organising the visit.
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Schools to be fully moderated in 2014
Bath and North East Somerset is required to fully moderate a minimum of 25% of eligible
schools to ensure that assessment arrangements are undertaken in an accurate, consistent
and fair manner for all schools and pupils and that assessment levels are applied
consistently in line with national standards.
In line with STA requirements, schools to be fully moderated will not be notified until May at
which point they will be given a few weeks to submit their interim data for the whole cohort.
It is acknowledged that this data may change by the end of June and that teachers may
wish to update this prior to the visit at the end of May/beginning of June.
The Moderation Team
The moderation team consists of members of the EYFS Advisory Team and three schoolbased moderators. Throughout the school year, the moderators will provide you with
guidance to help you understand the profile statements and answer any questions you
might have about the moderation process.
LA
Julie
01225 394486
Eden
Jane
01225 394377
Southwell
Angela Horn 01225 394042
Gail
Gammage
Julia
Battersby
Catherine
Able
Julie_eden@bathnes.gov.uk
Jane_southwell@bathnes.gov.uk
Angela_horn@bathnes.gov.uk
01225 394042
gail_gammage@yahoo.com
01761 432311
Julia_battersby@bathnes.gov.uk
01225 424950
Southdown_inf@bathnes.gov.uk
For general queries please contact Julie or Jane.
Data Collection
The EYFS results data for 2014/15 will be submitted to the LA via a Common Transfer File
(CTF) produced by the schools Capita SIMS system. Guidance on entering the attainment
data into the SIMs system and how to produce the CTF file is provided by the Schools ICT
support Team at the LA and published on the Schools ICT Support Team website. Once
the results file has been produced it will be transferred to the Data and Performance Team
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at the LA via the secure School to School (S2S) DFE website. The Performance Data Team
will then upload the file to the DFE on the schools behalf. Should there be any changes to
this process such as the introduction of new software or a variation in guidance from the
DFE then both the Data and Performance Team and the SIMs Team will be in touch.
LA DATA SUBMISSION DEADLINE 2014 EYFS: 26th June (to be confirmed)
Contact information:
Data and Performance Team email address:
childrens_info@bathnes.gov.uk
Schools ICT Support Team website address:
http://www.ictteam.org.uk/sims/default.asp
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Appendix 1
Bath & North East Somerset
EYFS Profile Moderation Protocol and Appeals process
Protocol for Moderation Visit
To help ensure that the Early Years Foundation Stage Profile (EYFSP) moderation process
runs smoothly and fairly, the following protocols should be observed
The Moderators
When visiting schools moderators will
 Keep to the agreed timetable for the visit

Discuss assessments and evidence with each YR teacher and other school
representatives

Explain any judgements they reach which differ form that made by the school and
attempt to reach agreement

Provide a verbal and written visit note to the head teacher
The School
Schools being visited will:
 Keep to the agreed timetable for the visit

Ensure that the appropriate teachers are available to meet the moderator

Ensure that the teacher provides, prior to the meeting, an overview of class
attainment and has access to any supporting evidence kept

Arrange for assessments to be reconsidered in the rare cases where the moderator
determines that the assessment is insecure or not in line with national standards and
no agreement is reached during the visit
Procedure and grounds for appeal
Every attempt needs to be made on the day of visit to reach a positive outcome. If
judgements are deemed to be inaccurate the moderator should:
 Discuss with the Head teacher and Practitioner why the judgements are inaccurate
 Agree an action plan which the school can implement to redress the inaccuracies
e.g. in school moderation meeting with a EYFS staff, the assessment coordinator as
head teacher
E.g. support visit from the EY Consultant/ moderator and ensure there is a follow up
moderation visit to review the data. Longer term support may also be organised if
necessary
 Record the dialogue on a visit record
 Inform the moderation manager immediately
 The moderation manager should contact the school and arrange a follow up visit to
review the updated judgements prior to submission to the LA
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If agreement cannot be reached then more formal appeals procedures should be
followed:
 An appeal must be made in writing by the head teacher outlining in detail the nature
of the appeal
 All appeals must be made within 7 days of the moderation visit
 All appeals must be addressed to the LA EYFS Profile Moderation manager Julie
Eden julie_eden@bathnes.gov.uk
 All appeals will be acknowledged upon receipt
Administration of appeals
 The appeal will be checked to ascertain which criteria have been judged not to have
been met and the basis on which the judgement was made
 The preliminary stage will be completed within 7 days
 The EYFS Profile moderation appeal panel will meet in person to consider the
appeal within 14 days of the end of the preliminary stage
 The EYFS Profile moderation appeals panel will consist of 4 people, the moderation
manager, a LA moderator/EY Consultant, the moderator involved in the dispute and
chaired by the EY Service Manager
 The EYFS profile moderation panel will offer the school an opportunity to present
their case in person
 All decisions made by the panel will be final and no further correspondence will be
entered into
 The school will be informed in writing of the decision made on appeal
Procedures and information to be considered during appeals
 The chair of the EYFS Profile Moderation panel must make sure that the panel; is
quorate
 |The chair must name the school making the appeal and ask the members of the
panel to declare any conflict of interest
 If a conflict of interest becomes evident then the member concerned must be
required to stand down. If the remaining members do not represent a quorum the
char must appoint some other person and reconvene the meeting
 The Chair must ensure that all information relevant to the appeal is presented to the
panel and must include:
o A copy of the EYFS Profile handbook
o A copy of the original school moderation evidence towards the judgements
o A copy of the letter identifying in detail which scales were not in line with
national exemplification materials and why
o The original letter of appeal from the school
 A report on the proceedings and outcome will be made and approved by the chair
 Notification of the decision should be sent to the school within 2 days of the meeting
of the appeals panel.
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Actions available to the EYFS Profile moderation appeal panel:
1. Reject the appeal where the panel feels that the appeal is unjustified and the original
decision remains
2. Accept the appeal and confirm that the practitioner judgements are accurate
In the event of a school not wishing to go to appeal and not meeting the LA’s request to
amend their assessments the LA will need to continue to support the school and be aware
that the data is likely to be inaccurate. SIPs will be informed.
Confidentiality
 All materials relating to the appeal will be provided to the members of the panel on
the day of the meeting and collected at the end of the meeting
 The appeal panel will be given time to read the materials and consider the appeal
 All materials relating to the appeal will be marked Confidential and retained by the
chair
 Under the Data Protection Act 1998 the school making the appeal has the right to
see any papers relating to the appeal
 The decision of the appeal panel and the overall justification for the decision will be
recorded in the report on the proceedings
 No discussion will be recorded.
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Appendix 2
Example of Early Years Foundation Stage Moderation Visit Note
Name of School/Setting
Headteacher/Manager
Date of Visit
Term
Duration of
Visit
Moderator(s) Name
Practitioner
Name(s)
Experience
Experience
NQT or
New to Reception or
Years of Experience
Experience
Overview of Early Years Foundation Stage Profile data for the whole
cohort is available
Yes/No
Characteristics of Learning
The characteristics of learning describe factors which play a central role in a child’s learning and in
becoming an effective learner. The characteristics of learning run through and underpin all seven areas
of learning and development, representing processes rather than outcomes. (EYFSP Handbook p19)
1. Playing and Exploring – Engagement.
2. Active Learning – Motivation.
3. Creating and Thinking Critically.
Child 1 ( Child’s initials)
Child 2
Child 3
Child 4
Child 5
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The moderator must ensure that practitioner judgements for all 17 ELGs are moderated. This will be
across all 5 children and not per child. Judgements will be moderated from any of the three outcome
bands (emerging, expected, exceeding). Practitioner judgements should be recorded on the log below.
For each ELG the moderator will establish whether the EYFS profile assessment is being carried out in
accordance with statutory requirements and whether practitioner judgements are accurate. The report
will be annotated accordingly, putting any moderated judgements in brackets.
Moderators: Please indicate below which ELG and level of development were moderated for each of the
sampled profiles. Emerging = 1. Expected = 2. Exceeding = 3.
Where practitioner judgements could not be validated for any ELG, please annotate the form and record
the detail in the outcomes box. (P38 EYFS profile handbook 2013)
Area of
Learning
Communication
and Language
Physical
Development
Personal, Social
and Emotional
Development
Literacy
Mathematics
Understanding
the World
Expressive Arts
and Design
Early Learning Goal
(ELG)
ELG 01
Listening and Attention
ELG 02
Understanding
ELG 03
Speaking
ELG 04
Moving and Handling
ELG 05
Health and Self-Care
ELG 06
Self-Confidence and
Self-Awareness
ELG 07
Managing Feelings
and Behaviour
ELG 08
Making Relationships
ELG 09
Reading
ELG 10
Writing
ELG 11
Numbers
ELG 12
Shapes, Space and
Measures
ELG 13
People and
Communities
ELG 14
The World
ELG 15
Technology
ELG 16
Exploring and Using
Media and Materials
ELG 17
Being Imaginative
Child 1
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Child 2
Child 3
Child 4
Child 5
EYFS Moderation & Assessment
Arrangements
A Good Level of Development
The GLD measure is to achieve the
‘expected’ level in the 3 Prime areas of
Learning and Development together
with the specific areas of Mathematics
and Literacy
All areas of the EYFS are important.
There will also be a measure of the
average attainment of children across
the ELGs
2015
It is estimated that ________% of children
will reach a good level of development at
the end of the EYFS.
Estimated % of children in receipt of FSM
reaching a GLD________
(This may change by the end of the year)
Contributors to the Process
Who contributes to the children’s
profiles within the school/setting?
How are parents’ contributions valued
and included within their child’s profile
assessments?
How are the children’s contributions
represented in the profiles?
EYFS Profile Judgements
Practitioner knowledge of the children?
Does practitioner feel confident making
Best Fit judgements?
Does the majority of evidence come
from observations of child initiated
activity?
Does the judgement reflect embedded
learning?
Agreement trialling
Internal moderation/linking with other
schools/settings?
Moderation with Y1 teachers is planned
for?
Transition to Year 1
How and when will the EYFSP be
shared with Year 1 practitioners so that
they can plan an effective, responsive
and appropriate curriculum to meet the
needs of all children?
Quality Assurance
Headteachers are expected to quality assure the data prior to submitting to the LA.
They will be asked to sign a declaration to this effect which will be sent by email.
Overall Outcome
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EYFS Moderation & Assessment
Arrangements
2015
Practitioner judgements are ACCURATE in line with exemplification?
YES
NO
PARTIALLY
Detail (if NOT ACCURATE):
Is further action required:
An email has been sent to schools detailing the appeals process. If you require a
further copy please email the contact below or ask your moderator
Signatures
Headteacher(s)
Moderator(s)
Practitioner(s)
LA Moderation Manager Contact Details:
Julie Eden
Early Years Foundation Stage Team
Floor 1 Riverside, Temple Street, Keynsham BS31 1LA
01225 394486 julie_eden@bathnes.gov.uk
We will leave an evaluation form and would appreciate it if you could complete this and return via
internal mail to Julie Eden or give to your moderator. An email version was sent to schools in April.
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EYFS Moderation & Assessment
Arrangements
2015
Appendix 3
Example of Cluster Moderation - Process for moderating
judgements
 Work in groups of 3 with colleagues from different schools
 Write names of moderators on the bottom of each practitioner’s
sheet
 Each practitioner to ensure that judgements for the 3 focus
children are recorded prior to moderation on the cluster
moderation log
 Take it in turns to share evidence and moderate judgements
covering the ELGs aspects given on the day.
Round 1:
Round 2:
Round 3:
Round 4:
Round 5:
Expected in Writing
Expected in Listening and attention
Emerging in Understanding the World
Emerging in Numbers
Exceeding in an area agreed by the group
If judgements are agreed initial comments box.
If judgements are disagreed please circle the judgment and write the
reason in the comments box Please add the final agreed judgement
in brackets.
Please remember to refer to the exemplification materials and the
best fit descriptor A3 sheet
Thank you and enjoy your discussions
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EYFS Moderation & Assessment
Arrangements
2015
Example of EYFS Profile moderation Cluster moderation format
Name of practitioner:
Child A
Age in months:
Gender:
Characteristics of effective learning
Playing and exploring
Setting:
Target group?
Active learning
Creativity and Critical thinking
Child B
Age in months:
Gender:
Characteristics of effective learning
Playing and exploring
Target group?
Active learning
Creativity and Critical thinking
Child C: Age in months:
Gender:
Characteristics of effective learning
Playing and exploring
Target group?
Active learning
Creativity and Critical thinking
Names of peer
moderators
Schools
1.
2.
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3.
EYFS Moderation & Assessment
Arrangements
2015
EXAMPLE of paperwork (final copy will be for 3 children and sent into schools prior
to moderation cluster)
Please record prior to arrival at cluster:
Area of learning
Communication
and Language
EL
G
1
2
3
Physical
Development
4
5
PSED
6
Understanding
the World
Expressive arts
and design
Listening &
Attention
Understandin
g
Speaking
Moving a&
Handling
Health & SC
9
10
Writing
11
Numbers
12
14
Shape, space
& Measures
People and
Comms.
The World
15
Technology
16
Expl. & using
m&m
Being
Imaginative
8
Mathematics
Child
1
Self Care &
Self
Awareness
Managing
Feelings &
behaviour
Making
relationships
Reading
7
Literacy
Aspect
13
17
Emerging =1, Expected =2, Exceeding =3
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Peer
Comments
Child
2
Peer Comments