Statutory Moderation Meetings May 2014

Statutory Moderation Meetings
May 2014
Welcome
Aims
• To highlight EYFSP documentation 2014 and
the changes made
• To moderate evidence for Communication and
Language, and Mathematics by using the
exemplification materials
• To provide information on national and local
changes regarding the EYFS
Documentation
EYFSP handbook 2014
ARA 2014
Development Matters / Early Years Outcomes /
EYFSP exemplification
Changes to exemplification materials
• Main changes:
• Explanatory notes removed
• ELG 03 page 11 (as in the original version on
the DfE website) removed
• Page 2 added to each ELG
Important documents (schools news)
A guide to EYFSP and moderation 2014
EYFSP data 2013
• Oxfordshire GLD 48% National 52%
• Oxfordshire was equal to or above the
national percentage for all ELGS with the
exception of reading, writing and numbers
• What % of your children will gain a GLD? How
does this compare to 2013 national and
Oxfordshire data?
Defining a Good Level of Development
Defining a Good Level of Development (GLD)
From 2013, children will be defined as having reached a GLD at the end of the
EYFS if they achieve at least the expected level in:
– the ELGs in the prime areas of learning (personal, social and emotional
development; physical development; and communication and language) and;
– the ELGs in the specific areas of mathematics and literacy.
– In total there are 12 ELGs within the GLD
Remember:
Emerging = 1; Expected = 2; Exceeding = 3
Please note that a GLD is a measurement of attainment not progress and that
for a child to attain a GLD they need to score 2 or more in all 12 ELGs.
02: Understanding
03: Speaking
04: Moving & Handling
05: Health & self-care
06: Self-confidence & self-awareness
07: Managing feelings & behaviour
08: Making relationships
09:Reading
10: Writing
11: Numbers
12: Shapes, space & measures
13: People & communities
14: The world
15: Technology
16: Exploring & using media & materials
17: Being imaginative
Expected total
PRIME AREAS
Kirsty
2
2
2
3
3
2
3
3
2
2
2
2
2
2
2
2
2
38
Elma
2
2
2
3
3
2
2
2
2
2
1
2
3
3
3
3
3
40
Good level of development
01: Listening & attention
A GLD!
1 = emerging; 2 = expected and 3= exceeding
SPECIFIC
SPECIFIC
X
Groups
There is an even greater emphasis on groups
especially pupils who attract the Pupil Premium.
Also, ensure you look at all ability groups,
including the most able.
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How to make a judgement
Characteristics of effective learning
• Playing and exploring
• Active learning
• Creating and thinking critically
(EYFS Profile Handbook, pages 10 and 19)
The characteristics of effective learning run through and
underpin all seven areas of learning and development,
representing processes rather than outcomes.
Characteristics of effective learning are vital elements of
the Profile and support the transition process from EYFS to
Year 1. Judgements are subject to moderation, to ensure
national consistency and accuracy.
Characteristics of effective learning
• Where an outcome of ‘emerging’ appears clear-cut,
and limited moderation discussion may be required to
ascertain accuracy of a best-fit judgement , moderation
should aim to ensure that the characteristic of learning
narrative highlights those aspects of the child’s learning
and development which may be masked by the 17 ELG
outcomes (Handbook p.30).
• Examples of possible lines of enquiry which may be
followed when completing the Profile can be found in
the EYFS Profile Handbook Page 52, Annex 3.
Key elements of moderation
• “Information concerning the characteristics of effective
learning are an integral part of the moderation discussion
being carried out in accordance with the statutory
requirements and whether practitioner judgements are
accurate” (Handbook p.36)
• “Consideration of any EYFS Profile outcome must include
both the judgements against the ELG statement of the level
of development expected at the end of the EYFS, and the
narrative record of the child’s characteristics of effective
learning. It is the information contained within the
narrative for the characteristics of effective learning which
will enable the patterns of attainment to be placed in the
necessary context so that the accuracy of the EYFS Profile
outcome can be evaluated effectively (Handbook p.40)
Making a judgement
Practitioners must review their knowledge of each child from all
sources, and make a judgement for each ELG as to whether the
child’s learning and development is best described by:
• the description of the level of development expected at the
end of EYFS (expected);
• not yet at the level of development expected at the end of
EYFS (emerging); or
• beyond the level of development expected at the end of
EYFS (exceeding).
‘Best fit’
‘A child’s learning and development can be judged to be at the
level expected at the end of the EYFS if the ELG description and
accompanying exemplification best fit the practitioner’s
knowledge of the child.
Because children do not necessarily achieve uniformly, the
practitioner should judge whether the description within the ELG
best fits the child’s learning and development, taking into
account their relative strengths and weaknesses. ‘Best fit’ does
not mean that the child has equal mastery of all aspects of the
ELG. Practitioners should look to the whole of each ELG
description when making this summative judgement.’
(EYFS Profile Handbook, page 11)
Patterns of outcomes
‘It is important that settings carry out a ‘sense
check’ of outcomes for all children for whom an
EYFS Profile judgement has been made.
Consideration of any EYFS Profile outcome must
include both the judgements against the ELG
statement of the level of development expected at
the end of the EYFS, and the narrative record of
the child’s characteristics of effective learning.’
(EYFS Profile Handbook, page 40)
Levels of development – ‘emerging’
Where a child’s learning and development does not yet meet what is
expected at the end of EYFS, then the learning and development are
said to be at the emerging level for that ELG.
• The child’s learning and development should be described in
relation to the Development matters statements which describe
learning at earlier stages.
• It is likely that an outcome of emerging alone will not provide full
detail of a child’s learning and development. Additional
information should be considered to support the dialogue with
parents, Year 1 teachers and moderators.
Levels of development – ‘exceeding’
Where a child’s development exceeds what is set out as that
expected at the end of EYFS, attainment should be recorded as
being at the exceeding level for that ELG.
• practitioners should refer to the exceeding descriptors (annex
2), consider the Key Stage 1 attainment targets and level
descriptors and then discuss with Year 1 teachers whether to
deem a child exceeding in any ELG.
Use of Key Stage 1 attainment Target and
descriptors
Inclusion
‘Practitioners observing the child in day-to-day activities must
take account of the following:
• With the exception of ELG03 speaking, where the EYFS
Profile contains the word ‘talks’ or ‘speaks’, children can use
their established or preferred mode of communication; and
• the need to be alert to the child demonstrating attainment in
a variety of ways, including eye pointing, use of symbols or
signs.
Any adaptations children use to carry out their activities, such
as mobility aids, magnification, adapted ICT and equipment,
should be employed so that practitioners come to know all
children at their most capable.’
P scales
‘Please note that P Scales are an assessment tool designed for
use at Key Stage 1 and should not be used for assessing
children in the EYFS.’
(EYFS Profile Handbook page 15)
Assessment of ELGs in English
‘Within the EYFS Profile, the ELGs for
Communication and Language and for Literacy
must be assessed in relation to the child’s
competencies in English. The remaining ELGs
may be assessed in the context of any languageincluding the child’s home language and English.’
(EYFS Profile Handbook, page 15)
ELGs and exemplification
Communication and language
ELG 01 – Listening and attention
‘Children listen attentively in a range of
situations. They listen to stories, accurately
anticipating key events and respond to what
they hear with relevant comments, questions or
actions. They give their attention to what others
say and respond appropriately, while engaged in
another activity.’
Communication and language
ELG 02 – Understanding
‘Children follow instructions involving several
ideas or actions. They answer ‘how’ and ‘why’
questions about their experiences and in
response to stories or events.’
Communication and language
ELG 03 – Speaking
‘Children express themselves effectively,
showing awareness of listeners’ needs. They use
past, present and future forms accurately when
talking about events that have happened or
are to happen in the future. They develop their
own narratives and explanations by connecting
ideas or events.’
Exemplification
Agreement Trialling
Discuss on your table the evidence for a
variety of children. Agree a ‘best fit’
judgement using the exemplification for
each ELG within Communication and
Language.
Maths
ELG 11 Mathematics – Numbers:
“Children count reliably with numbers from 1 to
20, place them in order and say which number is
one more or one less than a given number.
Using quantities and objects, they add and
subtract two single-digit numbers and count on
or back to find the answer. They solve problems
including doubling, halving and sharing.”
Exemplification
Maths
ELG 12 Shape, space and measures
“Children use everyday language to talk about
size, weight, capacity , position, distance, time
and money to compare quantities and objects
and to solve problems. They recognise, create
and describe patterns. They explore
characteristics of everyday objects and shapes
and use mathematical language to describe
them.”
Exemplification
Agreement Trialling
Discuss on your table the evidence for a
variety of children. Agree a ‘best fit’
judgement using the exemplification for
each ELG within Mathematics.
Moderation
o Are there opportunities to moderate within
your school?
o Are there opportunities for you to moderate
within your partnership?
o Set up opportunities to moderate with
another school
Moderation training cycle
Reporting and quality
assurance of EYFS Profile data
Quality assurance in settings
• Practitioners have a central role to play in ensuring that judgements are
reliable and accurate. Practitioners need to be familiar with the ELGs and
their exemplification if they are to apply them consistently.
• In each school, Early Years practitioners and Year 1 teachers should work
together to build a consistent, shared understanding of what the ELGs
mean via internal moderation activities.
• Practitioners in groups of schools may also wish to work together in this
way.
• Headteachers and managers have responsibility within their settings for
the accuracy of EYFS Profile outcomes. They should be actively involved
in the quality assurance process within the setting prior to submission to
the local authority, and later if the local authority quality assurance
process generates enquiries.
(EYFS Profile Handbook, page 41-2)
Reporting EYFS Profile outcomes
All EYFS providers completing the EYFS Profile must give parents a
written summary of their child’s attainment against the 17 ELGs and a
narrative on how the child demonstrates the three characteristics of
effective learning.
Year 1 teachers must be given a copy of the EYFS Profile report
together with a narrative on how the child demonstrates the three
characteristics of effective learning.
All EYFS providers must report EYFS Profile data (the 17 ELGs) to their
local authority for each child, on request. The narrative on how a
child demonstrates the three characteristics of effective learning
should not be submitted.
(EYFS Profile Handbook, page 21)
EYFS Profile
The Transition Pack
Early Years Foundation Stage
Transition Pack
-
Produced by Oxfordshire’s Early Years Foundation Stage Advisory Team. Spring 2013
Transition
‘The transition between the EYFS and Year 1 should be seamless.
EYFS practitioners and Year 1 teachers should work together to
ensure that children’s learning experiences in the final year of the
EYFS are valuable in themselves, and prepare the ground for their
move to Year 1. It is important builds on the successful principles and
approach encapsulated in the EYFS.
Year 1 teachers should be involved in the EYFS Profile moderation in
order for them to understand the judgements made by Early Years
practitioners.’
(EYFS Profile Handbook, page 13)
Data Returns:
• Friday 27th June 2014 – EYFSP data submission deadline
• Timetable for submissions is on website:
• http://schools.oxfordshire.gov.uk/cms/content/performance-andinformation-team
• Guidance notes will be made available to all schools on the Schools
Intranet under Data Analysis/ Statutory Data Collections nearer the
time.
Workshops re data returns:
• Tuesday 03 June, 9:30 – 12:00, Unipart House, Oxford
• Thursday 5 June, 9:30 – 12:00, Unipart House, Oxford
• Tuesday 10 June, 13:30 – 16:00, Unipart House, Oxford
• schools return data date via S2S and PVI’s for only those children
receiving summer NEF
National and local updates
Early Years Foundation Stage
www.foundationyears.org.uk
www.education.gov.uk
48
Statutory Framework for EYFS
• https://www.gov.uk/government/uploads/syst
em/uploads/attachment_data/file/299391/DF
E-00337-2014.pdf
• Published in March 2014. Effective from
September 2014
• http://www.foundationyears.org.uk/files/201
4/04/EYFS-2014-changes1.pdf
• Overview of changes
Government response to consultation on primary
school assessment and accountability
• https://www.gov.uk/government/uploads/system
/uploads/attachment_data/file/297595/Primary_
Accountability_and_Assessment_Consultation_R
esponse.pdf
• Published March 2014
• A baseline will be introduced in reception and
schools will be able to use this from September
2015.
• From September 2016 the EYFS Profile will no
longer be compulsory.
Early education toolkit
A valuable collection of
resources to help
develop your early
education setting
www.oxfordshire.gov.uk/earlyeducationtoolkit
New EYFS documents for schools:
•
•
•
•
•
Managing Data in the EYFS
Learning Journey Scrutiny
Free Flow observation sheet
Adult Led observation sheet
Materials to support teaching and learning of
Communication and Language (CL), Writing
(W) and Maths (M) in Reception classes
Visit the
Webpages
www.oxfordshire.gov.uk/
EarlyYearsNews
www.facebook.com/
OxonEarlyYears
www.oxfordshire.gov.uk/
WorkingInEarlyYears
Evaluations and thoughts:
Thank you for attending today!
Please ensure that you have signed the register
and collect up all your evidence
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