Headteacher’s Briefing
EYFS Profile Moderation 2014
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STA Updates on EYFS
Profile
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Purpose and use of the EYFS Profile
 Primary purpose: to provide a reliable, valid and accurate assessment
of individual children at the end of the EYFS
 Primary uses of EYFS Profile data:
• To inform parents about their child’s development against the early
learning goals (ELGs) and the characteristics of their learning
• To support a smooth transition to key stage 1 by informing the
professional discussion between EYFS and key stage 1 teachers
• To help year 1 teachers plan an effective, responsive and
appropriate curriculum that will meet the needs of all children
How an EYFS Profile is completed
Core findings from EYFSP external moderation
and evaluation events
Strengths:
 Handbook is clear, easy to navigate and find answers to queries,
moderation responsibilities are clearly set out
 Increased amount of internal and inter-school moderation
 ‘Expected’ the easiest band to moderate due to exemplification
 More reliance on practitioner knowledge during moderation
 As practitioners become more acquainted with the characteristics of
effective learning, this part of the profile will become easier to
complete
 Sample of children selected on the day using interim judgements
Main submitted areas for development
These will not be considered until the outcome of the primary
assessment consultation is known.
 Further guidance and exemplification for children on the threshold
between attainment bands
 Further guidance and exemplification for SEN, EAL and children with
speech and language issues
 Revisit the exemplification to ensure a consistent pitch and coverage of
each part of the ELGs
 Further guidance and exemplification for the ‘exceeding’ and ‘emerging’
bands of attainment
 Further guidance and exemplification for reading, writing and number
The moderation sample
EYFSP Handbook, Page 31,Section 6.9
 In single-form entry schools moderators will moderate 17
ELGs from one practitioner. The moderator will expect to
see some ‘emerging’, some ‘expected’ and some
‘exceeding’ outcomes from across the five children.
 In a multi-form entry school the moderator will ensure that
all 17 ELGs are moderated across the sample from the
school with at least one judgement at each of the three
outcome levels from each practitioner within that sample.
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Further
updates from
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and Ealing
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EYFSP Handbook 2014
• 2014 handbook reflects current government advice and policy
(references to ‘Development matters’ removed, however either
tool can be used to make judgements on children’s progress)
• Consistency between EYFS Profile handbook and ‘Assessment
and reporting arrangements’
• Greater emphasis on discussing ‘exceeding’ in any ELG with year
1 teachers (page 12)
• Greater clarity in assessing ELG03 Speaking, which needs to be
assessed as spoken word, not other established or preferred
methods of communication, though these can be used to assess
all other ELGs (page 14)
• Explanatory notes removed
• STA ppt of detailed changes, FAQ’s and Ealing’s QA process will
be available on egfl
Reporting the EYFS Profile Assessment
• EYFS profile written summary (17 ELG’s and characteristics of
effective learning narrative) to parents
• Year 1 copy of EYFS Profile report (17 ELG’s and characteristics of
effective learning narrative)
• LA submission of EYFSP (17 ELG’s only – narrative not submitted)
• Completed by provider where child spends majority of their time
between 8am and 6pm
• If child starts with you before half term, you must report results
• If child starts after half term, previous school/setting is responsible
• If child arrives from abroad less than two weeks before 20th June (ie
after 6th June) an accurate and valid assessment cannot be
completed
Ealing EYFS Profile Moderation Plan
•
•
•
•
2 visit Moderation cycle in 2013-14 (Support visit and final visit)
50% will receive moderation visits
50% to attend moderation meeting (including agreement trialling)
Both visits and meetings will include a report on the accuracy of
practitioner judgements (see example page 56 to 58)
• Cluster locality moderation opportunity (LA moderator facilitator)
• All 17 ELG’s moderated, including the range of emerging, expected and
exceeding
• Strong focus in training and in moderation opportunities on
Communication and Language and Mathematics (Note: LA Interactive
data tool identified for Ealing a very high shift in national rankings
especially for Calculating and Reading where we moved up 3 quartile
rankings from D quartile to A)
Ealing EYFS Profile Quality Assurance
Between June 20th and July 4th moderators will review all submitted
EYFSP data and consider the following questions:
1.Does the setting’s data reflect LA knowledge of the cohort or outcomes
of moderation?
2.Is there a difference in data between classes where there is multiple
form entry?
3.Is the setting’s data significantly or unexpectedly adrift from LA data?
4.Are the patterns of attainment which are unexpected in terms of what is
known about children’s learning and development in general?
5.Are trends from year to year unexpected?
They will contact all schools to confirm if any queries have arisen and, if
so, give an opportunity for you to discuss it with staff and provide a
response in sufficient detail to resolve the enquiry, or make
amendments if required.
Key Dates 2014
Spring term
Schools informed if receiving a moderation visit or required to attend a moderation
meeting (by 31st January)
Locality cluster Moderation meetings (10th March to 14th March)
Spring term Moderation support visits (17th March to 28th March)
EYFS Leaders Briefing – Moderation focus (1st April 2pm)
Summer term
Interim judgements made by schools (6th to 9th May)
Moderation meetings (14th May AM/PM and 16th May AM/PM)
Moderation visits take place (12th May to 6th June) (Note: half term 26th to 30th May)
Finalise judgments and school internal Quality Assurance (9th to 20th June)
Submit data to LA (20th June)
LA Quality Assurance (23rd June to 4th July)
LA submission to DfE (31st August)
EYFSP FAQ’s from STA
FAQ
Can LA’s use their schools’
examples of ‘exceeding’ work
as a benchmark for
moderation judgements this
year?
Response
To judge whether a child’s learning and development is ‘exceeding’, practitioners should use the best
fit model and be confident that the child has moved beyond the ‘expected’ level. Practitioners should:



consider the key stage 1 attainment targets and level descriptors which are available on the
DfE’s website at www.education.gov.uk;
refer to ‘exceeding’ descriptors (sourced from the Tickell review) which are provided in Annex 2
of the EYFS Profile handbook; and
discuss with year 1 teachers whether a child is ‘exceeding’ in any ELG.
Why are we not referring to
the Development matters
statements as an agency /
DFE?
To reflect government advice and policy STA has removed all references to the Development
matters statements. ‘Early years outcomes’ has now been published (September 2013). It is a nonstatutory guidance for practitioners to help inform understanding of child development through the
early years.
www.gov.uk/government/publications
What is STA’s view on how
schools should respond to
EYFS profile data which an LA
believes is not robust for
various reasons when Ofsted
challenges a school for not
meeting their 20%?
The school and LA should check that all the moderation requirements set out in the EYFS handbook
have been met to ensure their confidence in the accuracy of practitioner judgements in line with
national exemplification. Through internal, inter-school and LA moderation and quality assurance
processes, headteachers should have been confident that the data submitted to the LA was an
accurate representation of the cohort and should be able to articulate this to Ofsted.
EYFSP FAQ’s from STA
Are there any additions
or changes to the 2014
exemplification?
No additions have been made to the 2014 exemplification. The explanatory notes have been removed
from the front pages and a page 2 has been inserted in each of the ELGs. For ELG 3 page 11 has been
removed.
All updates were clearly outlined in the 2014 LA briefing sessions attended by all moderation managers.
Can STA give more
clarification about
interim judgements?
Interim judgements are made by practitioners with regard to a child’s attainment at the point of moderation
visits. The moderator will refer to these judgements during moderation to assess the accuracy of
practitioner judgements. Moderation visits may occur in advance of the final data submission date to the
LA. A child may attain a different band in the interim period particularly if moderation has occurred in the
early part of the summer term.
Will STA be validating
the EYFS data that
schools send in after
moderation? How do
LAs check?
As outlined in the EYFS profile moderation requirements, all LAs should conduct stringent moderation and
quality assurance checks of data prior to submission to the DfE.
One of STA’s remits is to ensure the consistency and accuracy of EYFS profile data and audit the
implementation of the EYFS profile and local authority moderation processes. As part of this process STA
moderators visit a sample of LAs each year to conduct an independent validation and make a judgement
concerning the effectiveness of a local authority's approaches and procedures.
STA also scrutinises each LA’s EYFS profile planning form to check the requirements are being met.
EYFSP FAQ’s from STA
Do we moderate all ELGs
for every child across the
bands?
On a moderation visit, the moderator must ensure that within the constraints of the range of
attainment available, practitioner judgements for all 17 ELGs are moderated. The moderator is
unlikely to scrutinise all 17 ELGs for all five children, but will ensure that judgements are
moderated from each of the three outcome bands (‘emerging’, ‘expected’ and ‘exceeding’).
For training purposes, please refer to the cycle outlined on page 29 of the handbook. The
moderation focus for the 2013 to 2014 assessment year is Communication and language
development and Mathematics.
Can we use the explanatory The explanatory notes were removed from documentation as in some instances they were being
used instead of the ELGs for moderation purposes. The notes still exist in archive material to
notes from 2013?
support the interpretation of the ELGs so could be referenced provided it is in the correct context
and not emphasised in moderation discussions.
What guidance is there for Where a child’s learning and development does not yet meet what is expected at the end of the
ELG 3 whereby a child may EYFS, then their learning and development is said to be at the ‘emerging’ level for that ELG.
not even be able to meet
the expected requirement?
Contact Details
Rachelle Leslie
rleslie@ealing.gov.uk
Early Years Consultant Lead
02088259769