MERTON COUNCIL
EYFS Profile Moderation
Guidance for Headteachers and
Foundation Stage Practitioners
2011-2012
www.merton.gov.uk
EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Contents
1. Introduction and Key Principles
2. Statutory Requirements and Responsibilities
3. A Developmental Approach
4. Assessment and Recording of Children’s Development
5. Model of Moderation
Appendices
a. School In-house Moderation Self-audit
b. Questions for Interpreting EYFS Data in Schools
c. Moderation Training Flyer
d. Moderation Agreement Trialling Flyer
e. Example of External Moderation Feedback Forms
f.
Links Table
g. Sample Appeals Lettter
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Introduction
The aim of this booklet is to detail the moderation process and to offer guidance to promote
consistency and accuracy. This booklet can be used by all stakeholders involved with the Early
Years Foundation Stage (EYFS) profile including practitioners, headteachers, assessment coordinators, Year 1 teachers, Merton Education Partners (MEP), school governors and members
of the Local Authority Early Years Moderating Team.
Key Principles
The purpose of moderation is to promote accurate and consistent judgements. Judgements are
agreed through professional dialogue between a range of groups e.g. between practitioners
within a setting; between moderators and practitioners; between practitioners across settings
and schools.
 Quality observation and assessment lies at the heart of good EYFS practice and
progress.
 Moderation validates the data from teachers' judgements and has an impact on the
assessment process as well as the outcomes for children.
 “Agreement of the assessment judgements recorded in the EYFS profile is essential so
that all those involved can make full use of the information and data outcomes are
accurate and reliable.”
EYFS Profile handbook p.18
 “Everyone involved needs to feel confident that the recorded judgements are fair and
consistent for all children and that the assessments judgements made for any one child
are comparable with those made for all other children.”
EYFS Profile handbook p.18
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Statutory Requirements and Responsibilities
The Early Years Foundation Stage (EYFS) is a comprehensive statutory framework published in
2007 by the Department for Children, Schools and Families (DCSF). The framework sets
standards for development, learning and care of children from birth to five.
“All registered early years providers will be required to use this framework from September 2008
and to complete an EYFS profile for each child at the end of the academic year in which they
reach they age of five.”
EYFS Profile handbook 2008 p.2
Information for this booklet has been taken from the following documents that are key to the
moderation process. Please click on the headings to link to the documents:
http://www.education.gov.uk/publications/eOrderingDownload/00267-2008BKT-EN.pdf
 Statutory
Framework for the Early Years Foundation Stage
https://orderline.education.gov.uk/gempdf/1847219438.PDF
 Early
Years Foundation Stage Profile Handbook
https://orderline.education.gov.uk/gempdf/1445900130/qcda105363p_ara/QCDA104851_2011_EYFS_and_key_stage_1_Assessment_and_reporting_arrangements.pdf
Assessment and Reporting Arrangements Key Stage 1 (ARA)
This booklet does not substitute or replace these key documents but should be used in
conjunction with them.
The Local Authority (LA) moderation model complies with all statutory guidance and documents.
Who is responsible and for what?
 QCDA (formerly NAA) is responsible for monitoring the Local Authority moderation
process.
 Each Local Authority is responsible for assuring that the Early Years Foundation Stage
Profile assessments are carried out in accordance with current regulations in all of these
settings. The LA has a duty to monitor and moderate the EYFS Profile judgements to
ensure that practitioners are making assessments that are consistent across settings.
There is an expectation that Local Authorities will check and challenge the consistency of
judgement by talking to teachers and discussing evidence during a school visit or
moderation.
 Practitioners will have the responsibility to ensure consistency and accuracy of their
EYFS profile assessments. Practitioners must take part in moderation events.
 Headteachers and Governing Bodies have overall responsibility for implementing the
statutory regulations for the EYFS Profile. Headteachers have specific responsibility to
quality assure EYFS profile data before submitting it to the local authority
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
A Developmental Approach – National Guidance
The EYFS Profile is a way of summing up each child's development and learning needs at the
end of the EYFS. Profile judgements are made on the basis of cumulative observational
evidence recorded over the course of the year.
Local Authorities have the following responsibilities:
 Ensuring all practitioners responsible for the completion of the EYFS profiles take part in
moderation activities at least once every year.
 Appointing moderators with appropriate EYFS experience to secure consistent standards
in assessment judgements.
 Ensuring moderators are trained and participate regularly in Local Authority and CrossLocal Authority moderation activities and have a good understanding of how to promote
progress within the EYFS profile and ease transition to key stage 1.
 Ensuring all settings are visited regularly as part of a cycle of moderation visits by a Local
Authority moderator and those settings with identified problems or other particular
circumstances are visited more frequently. Local Authorities should have a view of what
constitutes quality in the EYFS and have systems for auditing this.
 After the moderation visit, to notify headteachers/managers of settings of whether (or not)
EYFS profile assessments are being carried out in accordance with requirements.
 “Where the moderator judges that the assessment is not in line with exemplified
standards, to require the headteacher/manager to arrange for practitioners to participate
in further training/moderation activities and to reconsider their assessments as advised by
the moderator.”
EYFS Profile handbook p.21
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Assessing and Recording Children’s Development
Practitioners will build on evidence from their many assessments that they make throughout the
year on a cumulative basis from ongoing learning and teaching. It is this area of ongoing teacher
assessment that has come to be known as “Assessment for Learning” which will form the
evidence for the Profile.
Ongoing assessment is an integral part of the learning and development process and should be
underpinned by the following principles:
 Assessment must have a purpose.
 Observation of children participating in everyday activities is the most reliable way to build
up an accurate picture of what children know, understand, feel, are interested in and can
do.
 Observation should be planned. However, practitioners should also be ready to capture
spontaneous but important moments.
 Judgement of children’s development and learning should be based on skills, knowledge,
understanding and behaviour that they demonstrate consistently and independently.
 An effective assessment will take into account all aspects of a child’s development and
learning.
 Accurate assessment will also take into account contributions from a range of
perspectives.
 Parents and other primary carers should be actively engaged in the assessment process.
 Children should be fully involved in their own assessment.
EYFS Profile handbook p.4
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Guidance to develop accurate judgements
“The primary purpose of the EYFS profile is to provide year 1 teachers with reliable and accurate
information about each child’s level of development at the end of the EYFS. This will enable
them to plan an effective, responsive and appropriate curriculum that will meet children’s needs.
The process of collecting information about children’s learning is a critical part of the
assessment process and is vital in order to ensure that the judgements made against the 13
assessment scales produce accurate and reliable data.”
EYFS Profile handbook p.5
“Judgements are made through assessing behaviour that a child demonstrates consistently and
independently in a range of situations. This behaviour will need to demonstrate the child’s
confidence and ownership of the specific knowledge, skill or concept being assessed.'”
“The most reliable way of building up an accurate picture of children’s development and learning
is through ongoing observation of children participating in everyday activities. Some of this will
be planned and some may be a spontaneous capture of an important moment.”
EYFS Profile handbook p.8
There are many key factors that contribute to accurate EYFS Profile judgements. These include:
 “The majority of evidence will come from the practitioner's knowledge of the child and
observation of the child's self-initiated activities.”
EYFS Profile handbook p.10
 A good understanding of the scale points.
 Appropriate practice that adheres to EYFS principles.
 No more than 20% of the total evidence for each scale point gained from adult directed
activity.
 Evidence collected as an on going process and including contributions from all
stakeholders.
 Internal moderation activities and involvement in LA moderation procedure
 All stakeholders need a shared understanding of the EYFS principles including the
provision required for child-initiated activity and the significance of this in order to develop
an accurate and holistic profile of the child.
“A child-initiated activity is an activity wholly decided on by the child and is the result of an
intrinsic motivation to explore a project or express an idea.”
EYFS Profile handbook p.10
“An adult-directed activity is an activity defined by an adult that focuses on a specific objective
that the child may complete independently or with adult support.”
EYFS Profile handbook p.11
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Contributors to the assessment process
“Accurate assessment will depend on contributions from a range of perspectives, including the
child’s, and should be drawn from all adults who have significant interactions with the child
(since all adult interactions with children influence their development and learning). These may
include records and any formal or informal discussions with adults involved with the child.
Adults with different roles will have different insights and these must be drawn upon.
Assessment must actively engage parents and/or other primary carers, the first educators of
children, or it will offer an incomplete picture. Accurate assessment requires a two-way flow of
information between setting(s) and home, and reviews of the child’s achievements should
include those demonstrated at home.”
EYFS Profile handbook p.8
Evidence of children's attainment
“Practitioners and EYFS profile moderators need to be aware that the definition of evidence is
any material, knowledge of the child, anecdotal incident, result of observation or information
from additional sources that support the overall picture of the child’s development. There is no
requirement that it should always be formally recorded or documented.
EYFS Profile handbook p.12
Below are some ideas of the types of evidence a practitioner may keep:












Practitioner’s knowledge of the child
Written observation notes
Post-it notes
Tape recordings
Video recordings
Other adults’ contributions
Parental contributions
Children’s contributions/quotes
Learning journeys
Transcripts of conversations
Photographs
Previous records (from other settings)
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Model of Moderation
The LA model has four elements:
1. Internal Moderation – within the school or setting
2. Moderation Meetings – held twice a year for training on the two areas to be moderated
3. Moderation Agreement Trialling – held centrally in the summer term for schools not being
‘Externally Moderated’
4. Visits to schools and settings – known as ‘External Moderation’
Internal Moderation
These are meetings arranged and lead by school/setting staff. These should be held regularly,
including appropriate staff and be seen as part of an on-going process, for example involving the
Headteacher, assessment co-ordinator, nursery, reception, support staff, parents/carers and
Year 1 staff. These can be organised at two levels:
1. Within the EYFS team – at the end of each term the reception teacher reflects on the
profile statements and involves the parent and support staff so that there is an
agreement.
2. With the whole school/setting team – once a year a staff meeting is held where all
teachers reflect on the profile scores and evidence towards them.
The LA moderation team will query internal moderation practice as part of the moderation
meetings or visits to help understand how well the EYFS Profile is being used. Leaving the
accuracy of the judgements solely to the LA organised moderation activity is not sufficient.
To support you to reflect on the accuracy of your judgements please refer to the selfaudit tool in the appendices.
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Moderation Meetings
Moderation meetings are organised to:

Help further develop your approaches to assessment

Help form assessment judgements that are consistent with other schools

Give important information about the moderation procedures for 2011-2012

Enable development of peer support groups
It is through professional dialogue that practitioners gain a shared understanding of the scale
points and consistency when awarding them to children.
It is good practice for more than one practitioner to attend where possible and other practitioners
attending might include Year 1 Teachers, Teaching Assistants and Assessment Co-ordinators.
Practitioners are requested to bring with them their EYFS Profile handbook to guide and support
them and some evidence that they have gathered for some of their children. This evidence might
consist of photographs, anecdotal observations, parental contributions etc.
Please see appendices for moderation training and trialling meeting dates
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
The External Moderation Visits to Schools/Settings
The Moderation Team in Merton is made up of the following personnel:
Moderation Manager
Marie Butler (Accredited EYFSP Moderator and EY Advisory Teacher)
Moderation Team
Katrina Clifford (Accredited EYFSP Moderator and EY Advisory Teacher)
Kirsty Ruthven (Assistant Headteacher at Garden Primary School)
Anne Watson (EY Lead Teacher and EY Teacher at St Matthew’s Primary School)
Tish Pinto (EY Teacher, Beecholme Primary School)
Kelly de Beer (EY Teacher, Assistant Head, Hollymount Primary School)
Roisin Thomson (EY Teacher, Aragon Primary School)
Helen Kent (EY Teacher, All Saints Primary School)
Teresa Kiely (EY Consultant)
Members of the team attend training and some are key personnel in their own schools leading
EYFSP moderation. Some team members attend cross LA moderation meetings and
moderation events organised by the DfE.
Schools will be visited by two moderators and will be informed of moderators’ names prior to the
visit.
Schools to be visited
The local Authority has a duty to make External Moderation visits to a minimum of 25% of
schools / PVI providers.
The settings to be visited are selected in the following ways:

From a four year rolling programme

Where there are a new / less experienced EY teachers

Where the previous year’s EYFSP data indicates anomalies and / or high numbers of
children in the lowest 20%

Where a school did not participate in a moderation activity the previous year

Where a Headteacher, a MEP or practitioner has requested a visit
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
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Moderation Focus 2012

Problem Solving, Reasoning and Numeracy (PSRN) all scales

Physical Development (PD)
(Although moderators will focus on PSRN and PD, they may look in general at other areas,
using the ‘Links Table’ – See Appendices).
Purpose of visit
To ascertain how well practitioners: 
know the children;

understand the Foundation Stage Profile scales;

make accurate assessments based mainly on observations of children in day to day
play based activities
Organisation of Moderation Visit
The Merton Moderation Team aim to visit a greater number than 25% of schools in the spring
term. The spring term moderation visit is to ensure moderators have a good and broad picture of
observation and assessment procedures across the Local Authority. These visits also give a
good opportunity to offer support and advice to practitioners. We want to ensure that provision
supports good opportunities for practitioners to build up an evidence base to make accurate end
of EYFS assessments against the profile scales.
Two moderators will spend some time looking at provision, assessment systems and pupils’ files
but most of the time will be talking to teachers about their assessments.
If, at the spring term visits, moderators are confident that provision, systems and judgements are
accurate they may not make another visit in the summer term. However, as 25% of schools
must be visited in the summer, even schools with excellent practice may have a second visit.
In the summer term the moderators will choose three files per class to look at in detail and then
discuss the judgements that teachers have made.
This discussion, in both the spring and summer, will form the main focus of the
moderation visits and take about 40 minutes. It is therefore essential for schools to
arrange for Reception teachers to be released from usual activities when moderators are
looking at provision.
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Spring Term Moderation
Moderators are looking to offer advice and support to ensure the school’s systems for
observing and assessing are effective and accurate.
Summer Term Moderation
Moderators are there to confirm the accuracy of judgements made against the profile scales.
However, moderators may still use the opportunity to share examples of good practice with
practitioners to support development of provision and practice.
Proposed Timetable for Spring and Summer Moderations
External moderation visits would be expected to last for three hours and require the teacher(s)
being released from teaching commitments and a room made available to meet. Moderators will
need to meet with the Headteacher at some point for a discussion and to complete paperwork
Start time:
Morning visits 8.30am
Time Period
60 minutes
15 minutes
20 minutes
40 minutes
30 minutes
15 minutes
Afternoon visits 1.15 pm
Activity
Moderators look at documentation
Classroom observations
Moderators meet
Discussions with class teachers
Moderators complete paperwork
Feedback to Headteacher
Documentation required for moderation visits

Assessment files

Any individual / group records

Class list with latest overview of FSP scores
Note:
Practitioners do not have to have a recorded observation for all aspects of scale points but
they do need to demonstrate to moderators their understanding about what individual children
know, understand and can do and that they have a sound knowledge of the EYFSP, so they can
make accurate judgements on children’s attainment.
Moderators hope that this process is helpful to schools and to Foundation Stage staff
and it will be beneficial to all those involved
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2011-2012. (Version 3)
What happens after moderation?
The moderation process is open, honest and transparent for all stakeholders. Following a
moderation visit, schools / settings will receive verbal and written feedback about the accuracy
of the EYFSP profile judgements. This feedback may include recommendations to address
some of the issues raised during the visit or meeting. Schools are expected to help by taking a
photocopy of the feedback form so that the external moderator can take a copy away with them.
To conclude a moderation meeting, the practitioner(s) will receive verbal feedback. Following the
meeting, the practitioner and Headteacher will receive written feedback notifying whether or not
EYFS Profile assessments are being carried out in accordance with requirements.
The outcome of a moderation visit or meeting will be shared with the relevant MEP.
There may be a requirement for the Headteacher/Manager to arrange for practitioners to
participate in further training/moderation activities and to reconsider their assessments as
advised by the moderator.
Code of Practice for Moderation
The process of moderation should:

be non-threatening, but supportive and professional

build trust and mutual professional respect between practitioners

be open and honest to promote relevant discussion – for example where there is a
confusion about a particular point

build practitioners’ confidence in their role as assessors

identify and promote good practice and be a network for sharing ideas and
communicating best practice

identify and signpost further support and/or continuing professional development

build the confidence of headteachers, teachers and governors in the accuracy of
judgements reached within their schools, so that data becomes increasingly useful
The moderators will:

be polite and friendly

be sensitive

be unobtrusive

communicate clearly
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Appeals Process
All schools will be supported to ensure that their judgements are sound. This will be achieved
through the use of exemplification materials, moderation meetings and visits.
If the school disagrees with the moderators it can appeal through the Graduated Appeals
Process
Step 1
If as school disagrees with the moderator’s decision the Headteacher must ontact the
Moderation Manager immediately to arrange a meeting to discuss the issues. This should ideally
take place within two days of the moderation visit/agreement trialling. Hopefully this should
resolve the concerns.
Step 2
If the meeting with the Moderation Manager does not resolve the issue, the school needs to
request a second moderation with different moderators. This request should be made within
twenty four hours of the meeting. Any further moderation will take place within five days of the
request.
Step 3
Should the school and the Local Authority still remain in dispute after the second moderation,
the school needs to request a further moderation session with moderators from a neighbouring
Local Authority. This request needs to take place immediately to ensure that further moderation
can take place by the end of June when the data needs to be submitted.
Until there is a consensus, submission of the school’s data cannot take place and Merton
Research and Statistics will be informed.
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Appendix a: School in-house moderation self-audit
Internal EYFS Profile Moderation Audit Tool
For completion by Head Teachers, EYFS leaders and assessment coordinators
4=mirrors the statement
3=room for minor improvement
2=elements require development
1=requires re-thinking/action
0=don’t know/I need to find out
Please note that whilst each
individual statement does not
ensure that the EYFS Profile
data is secure, compliance with
the statements generally
indicates that your scores are
more likely to be secure.
My reception teachers have
successfully been involved in the
LA’s moderation system (Cluster
Meetings or moderation visits).
My reception class staff are
knowledgeable and / or
experienced in profiling children
My EYFS Profile data reflects the
outcomes of the children. I know
this because of my interrogation
of the EYFS Profile data and
through observing and knowing
the children in the class
The EYFS staff hold regular
internal moderation activities so
that they all share a common
understanding about the EYFS
profile points and progress in the
EYFS
All staff have a relevant
understanding of the data,
including year 1 teachers,
teaching assistants, assessment
coordinators, heads, curriculum
coordinators, governors etc.
We have management systems in
place to track progress through
the FS and intervene when
necessary
How does
current
practice
match these
statements?
Score 0 – 4
(see above)
Notes, priorities and actions
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2011-2012. (Version 3)
The final profile scores are given
on the accumulation of evidence
over the year
The evidence supports the 20%
adult directed
The EYFSP data is used in school
to aid transition to year 1
Parents and carers regularly
contribute and are kept informed
about their children’s progress
through the EYFS in each area of
learning
The EYFS staff use their
assessment information to
improve outcomes, e.g. by having
flexible planning systems
Prior to electronic submission, all
the scores are checked by key
people (e.g. headteacher,
assessment coordinator,
reception teacher/s) to ensure that
they reflect children’s outcomes
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2011-2012. (Version 3)
Appendix b:
Questions for Interpreting EYFSP Data in Schools
A selection of these questions will be discussed with you by the External
Moderator.
Look at:
-
Profile points 1-3
-
Profile points 4 - 8
-
Additional achievement beyond ELG – Indicator 9
1. Does the school's 2011 – 2012 Early Years Foundation Stage Profile (EYFSP) data reflect
your knowledge / expectations of the cohort?
2. What are the strengths / weaknesses in this year’s cohort?
-
across areas of learning?
-
across EYFSP scales?
-
across individual scale points?
3. From the data, what aspects of breadth/depth of EYFS provision need further development in
the school?
4. Is there a difference in EYFSP data where there is a two-form entry?
5. When looking at trends year-on-year for Reception class children, is this year significantly
higher/lower than previous years?
6. Are there any significant differences in outcomes for boys and girls?
7. What is the cause of anomalies – such as scores of 8 in the majority of scales except for one
or more particular scales?
8. What correlations are emerging between different EYFSP scales? E.g. Physical Development
and Writing should closely correlate with each other.
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9. Do children with high outcomes also have high Personal, Social and Emotional Development,
particularly Dispositions and Attitudes?
10. Do relatively few children attain scale point 8 in the mathematics scales i.e. in Problem
Solving, Reasoning and Numeracy? Why is this?
11. Are there children for whom scale points 1 to 3 of the EYFSP were not completed prior to
achievement of any points 4 to 8 or 9? What is the cause (as this should not occur)?
12. Are there any patterns within the cohort of specific EYFSP scale points not being achieved?
13. How have the needs of individual children been addressed e.g. children with SEN or those
who are Gifted and Talented, children with EAL or accessing Free School Meals?
14. Is the school’s EYFSP data significantly and inappropriately/unexpectedly adrift from the LA
data?
15. How are Year 1 staff using the EYFSP data as the starting point for curriculum planning?
How are they using the EYFS to inform planning for children who have yet to achieve the Early
Learning Goals?
16. How does your school currently use information from EYFSP to identify priorities for school
improvement?
17. What percentage of children are on track to achieve 6+ in all scales of EYFSP? Which are
the most common scale points that are preventing children from doing so? (Particularly in PSRN
and Physical development)
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2011-2012. (Version 3)
Appendix c: Moderation Training Flyer
www.sams.merton.lgfl.net
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
Appendix d: Moderation Agreement Trialling Flyer
www.sams.merton.lgfl.net
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2011-2012. (Version 3)
Appendix e: Example of External Moderation Feedback Forms
FOUNDATION STAGE PROFILE
MODERATION REPORT AND INFORMATION
Spring Term Preliminary EYFSP Moderation visit 2012
School:
Date:
Name of Moderators:
Headteacher / Manager:
Class teacher / Room Leader:
Number of children in class / unit:
Number of reception classes in school:
Note the experience of the staff involved in observing and assessing children’s learning in the
Foundation Stage:
Note the processes in place for internal moderation / agreement of standards
The setting has the following range of evidence sources to contribute to assessment:
(Tick as appropriate)
 nursery / previous setting records
 observations: incidental and planned including samples of children’s work, play,
photographs, video etc
 discussions with children
 notes from meetings with parents
 observations from parents / other carers / settings
Notes / comments:
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2011-2012. (Version 3)
The setting collects assessment evidence from a range of contexts (Tick as appropriate)
 during spontaneous play and child-initiated learning
 during planned (independent) play activities
 during teacher-directed activities / focus groups
 inside
 outside
 balanced across all 6 areas
Notes / comments
Please indicate if the balance of evidence complies with EYFS (i.e. predominantly from child
initiated activities) or if the school needs to review / develop practice
Complied with the EYFS statutory Framework: Yes / No
Following review of some children’s files / assessment, observation of children in the class and
discussion with EYFS staff the following strengths / needs were agreed with the EYFS leader
and fed back to HT / Manager:
Strengths
Needs
The accuracy of assessment against EYFSP is developing / sometimes accurate / accurate
but tends to be too cautious / too generous
Signed
Signed
Moderator
Headteacher / Manager
At least 25% of Merton settings will have a full EYFSP moderation visit in the Summer Term.
Headteacher / Manager Comments:
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EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
FOUNDATION STAGE PROFILE
MODERATION REPORT AND INFORMATION
Summer Term EYFSP Moderation and Agreement of Assessment 2012
School:
Date:
Name of Moderators:
Headteacher / Manager:
Class teacher / Room Leader:
Number of children in class / unit:
Number of reception classes in school:
Note the experience of the staff involved in observing and assessing children’s learning in the
Foundation Stage:
Note the processes in place for internal moderation / agreement of standards
The setting has the following range of evidence sources to contribute to assessment:
(Tick as appropriate)
 nursery / previous setting records
 observations: incidental and planned including samples of children’s work, play,
photographs, video etc
 discussions with children
 notes from meetings with parents
 observations from parents / other carers / settings
Notes / comments on development since Spring term:
23
EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012. (Version 3)
The setting collects assessment evidence from a range of contexts (Tick as appropriate)
 during spontaneous play and child-initiated learning
 during planned (independent) play activities
 during teacher directed activities / focus groups
 inside
 outside
 balanced across all 6 areas
Notes / comments
Please indicate if the balance of evidence complies with EYFS (i.e. predominantly from child
initiated activities) or if the school needs to review or develop practice
Complied with the EYFS statutory Framework: Yes / No
Following review of some children’s files / assessment, observation of children in the class and
discussion with EYFS staff the following strengths / development points were agreed with the
EYFS leader and fed back to HT / Manager:
The accuracy of assessment against EYFSP is / is not accurate and the moderators were able /
not able to agree the school’s / settings assessment judgements.
Signed
Moderator
Signed
Headteacher / Manager
Headteacher / Manager Comments:
24
EYFS Profile Moderation Guidance for Headteachers and Foundation Stage Practitioners
2011-2012
Appendix f: Links Table
LCT impacts on progress across all 6 areas, especially points 3, 4, 6 and 7
DA
SD
ED
LCT
LSL
R
W
NLC
C
LSL3
Lead to
C3,4,5
and7
NLC 3,6
SSM
KUW
PD
CD
1
2
Prerequisite
for W3
3
4
5
6
Dependent
on ED4
KUW4
Interlinked
with ED 5, 7
and 8
SD
6
Links with
CD 7
Links with
CD 3,7,8
SD6
7
Links with
ED and
SD
KUW 4
SD 6
8
Link to PD
5 and 7
5,6,7 are prerequisites for R6
Key
indicator
for ED
6,7,8
4,5,6 Prerequisite for W 7
Links with
KUW 8
Links with
CD 8
NLC 3,6
LSL 5,6,7
KUW4
LSL 4,5,6
NLC 3,6
Lead to
C3,4,5
and7
NLC 3,6
All relate to problem solving and thus
are linked to LCT
CD 7-8
DA7
W6
LCT7
Link to W
5
Link to W
5
1-6 to achieve 7 or 8
Builds on
LCT 3
Link to LCT as focus on understanding and applying
language and bringing it into play.
DA6
LCT 6
Pre req
for CD
8
LCT 5, 6
KUW 4
Links with
LCT 4
LCT 6
KUW4
9
25
Appendix F: Sample Appeals Letter
To: Marie Butler
EYFSP Moderation Manager
Children, Schools and Families Department
10th Floor, Civic Centre
London Road
Morden
SM4 5DX
Date:
Dear Marie
Following the moderation visit to _______________________on___________ I wish to appeal the
moderator’s decision that the evidence and discussions with practitioners did not enable them to
verify the EYFSP judgements.
1. Please can you come to discuss this situation with me. I have the following dates / times
available:
2. Following our recent discussion I can confirm that I would like you to arrange for a second
moderation visit to take place. The following dates would be suitable:
3. Following the second moderation visit we remain in dispute about the outcome and would ask
you to arrange for moderators from another LA to visit the school to moderate the EYFSP
judgements. The following dates would be suitable:
Yours sincerely