East Sussex Early Years Foundation Stage Profile Moderation Plan2019-2020Updated February 2020

Moderation Manager: Rowena DumbrellSupport & Intervention Manager Early Yearsrowena.dumbrell@eastsussex.gov.uk01323 466873 07788356418

Strategic Lead:Claire RobertsSenior Manager Support & Interventionclaire.roberts@eastsussex.gov.uk01323 466843 07919167690

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Contents Page

Essential Early Years Foundation Stage (EYFS) documents 3

The Purpose of Moderation 4

Statutory duties of the Local Authority (LA) 4

Statutory duties of Headteachers, Governing Bodies and managers of Early Years settings 5

Recruitment and training of EYFS moderators 7

Moderation Cycle 8

Local agreement 8

East Sussex Moderation Process 10

Details for visit 1 – Pre-moderation 12

Details for visit 2 – Moderation 13

Reception age children in pre-schools 14

Specific Profile training and moderation events 14

Exemplification Materials 15

Review and evaluation of the moderation process 16

Appeals procedure for EYFS moderation in East Sussex 16

Data collection, analysis and quality assurance of the EYFS profile data 17

Moderation Dates 18

Hub and Moderation Group details 19

Appendices – Visit forms 23

Essential Early Years Foundation Stage (EYFS) Documents:

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The EYFS Profile Handbook and the ARA for EYFS are reviewed and revised by the Standards and Testing Agency (STA) during the autumn term 2019.

The links below will be updated once revisions are published and any necessary amendments to the moderation plan will be made.

Guidance Materials:

EYFS Profile Handbook 2020 https://www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook

Exemplification materials http://www.education.gov.uk/schools/teachingandlearning/assessment/eyfs/b00217443/eyfs-exemplification

Statutory Documents:

The EYFS 2020 Assessment and Reporting Arrangements (ARA) Revised October 2019

https://www.gov.uk/government/publications/2020-early-years-foundation-stage-assessment-and-reporting-arrangements-ara

The Statutory Framework for EYFS

https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

The local authority adheres to the guidance provided by the STA in order to carry out an effective moderation process which is to be found in the EYFS Profile Handbook 2019.

The East Sussex EYFS Moderation Plan is shared with all stakeholders, which includes LA colleagues, headteachers, EYFS teachers, managers of private and voluntary settings (when appropriate), independent schools, the moderation team and the LA data team. The plan is reviewed annually with the moderation team.

The information set out below explains the purpose of EYFS moderation and the statutory duty of all stakeholders.

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The Purpose of Moderation

Local authorities are responsible for providing a robust moderation process so that practitioners’ judgements are evaluated in line with statutory requirements.Moderation of the EYFS profile:

secures the consistency and accuracy of judgements made by different practitioners reassures practitioners that their judgements are accurate, valid and consistent with the national standards as set out in the EYFS

framework assures moderators that an acceptable level of accuracy and validity has been achieved for assessments recorded and reported by

the settings for which they have responsibilityp.34 Section 8.1

EYFS Profile Handbook 2020

Statutory duties of the Local Authority

Section 13 of the Childcare Act 2006 requires LAs to undertake moderation activity, including: recruiting and training moderators with appropriate experience of the EYFS and the ELGs to secure consistent standards in

assessment judgements regularly visiting all providers as part of a cycle of moderation visits moderating EYFS profile assessment judgements notifying providers about whether they are carrying out the EYFS profile assessment in accordance with requirements

At least 25% of providers within an LA must receive a moderation visit each year. LAs must ensure that all providers are visited at least once every 4 years as part of a cycle of moderation visits.All 17 ELGs are moderated annually. Moderation shouldn’t focus on a specific area of learning or set of ELGs at the expense of others.

p.42/43 Section 8.10 Local authority responsibilities EYFS Handbook 2020

Moderation focuses on a professional dialogue between moderators and practitioners. It involves a suitably experienced and trained moderator, who is external and independent to the setting, validating practitioners’ judgements. The professional discussion between the EYFS practitioner(s) and LA external moderator is essential and should be central to the process. This allows the practitioner to talk through their judgements using evidence to support their decision and articulate their understanding of the EYFS profile. It should provide a shared understanding of how judgements have been reached and the opportunity to discuss any gaps in evidence. Information concerning the

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characteristics of effective learning is an integral part of the moderation dialogue. LA external moderators will seek to confirm that:

practitioners’ judgements are consistent with national standards practitioners’ assessment of children’s attainment are reliable, accurate and secure

LA external moderators may judge that assessments aren’t in line with the exemplified standards. If so, they can require the provider to: arrange for the practitioner to take part in further training or moderation activities reconsider their assessments as advised by the LA external moderator

The EYFS Assessment and Reporting Arrangements (ARA) gives specific guidance about moderation measurements, including requirements for academies.

p. 38 Section 8.7 EYFS Profile Handbook 2020

Statutory duties of Headteachers, Governing Bodies and managers of Early Years settings

Headteachers and managers of EYFS provision must: ensure an EYFS Profile is completed for all eligible children and data is quality assured ensure provision is made to meet the requirements of all children with special educational needs 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 their LA in accordance with the table in section 2.3 provide EYFS profile assessments to their school’s Governing Body to enable it to comply with national data submission requirements

and report to parents ensure the statutory requirements for the transfer of records between providers are fulfilled, including the completion of the CTF

(common transfer file)Headteachers must also provide parents with a written report of the child’s progress against the EYFS ELGs and the opportunity to discuss the profile.

Section 5: Legal requirements and responsibilities –p.17 Early Years Foundation Stage Assessment and Reporting Arrangements (ARA) 2019

Headteachers and managers of Early Years settings should arrange for practitioners who are involved in completing EYFS Profiles to take part in LA moderation activities.If they receive an LA moderation visit they must meet reasonable requests from the LA moderator:

to enter the premises to carry out the visit to amend assessments for practitioners to take part in further training or moderation activities

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allow their LA to examine and take copies of documents and other articles relating to the EYFS Profile and assessments provide their LA with such information relating to the EYFS Profile and assessment as it may reasonably request

They are also responsible for ensuring that any of their practitioners who are involved in making assessments have the opportunity to become familiar with effective practice of completing the EYFS profile. This may involve:

attendance at training courses; visits by moderators to settings; moderation meetings within settings (in-house moderation) moderation meetings with practitioners from other providers.

Section 3.3: Responsibilities of headteachers and managers p.11 Early Years Foundation Stage Assessment and Reporting Arrangements (ARA) 2019

Providers must take part in all reasonable moderation activities specified by their local authority and provide the local authority with such information relating to the EYFS Profile and assessment as they may reasonably request.

p.15 Statutory Framework for the Early Years Foundation Stage 2017

Ofsted inspectors will:

Look at the children’s achievements at the end of Reception over time, by the proportions reaching a good level of development. However, inspectors need to get beyond the data as quickly as possible to ascertain how well the curriculum is meeting children’s needs. This will be evident in how well children know and remember more. Inspectors need to make careful inferences about children’s current progress by drawing together evidence from a range of sources.

Outstanding descriptor:The EYFS curriculum provides no limits or barriers to the children’s achievements, regardless of their backgrounds, circumstances or needs. The high ambition it embodies is shared by all staff.

Good descriptor:Intent: Leaders adopt or construct a curriculum that is ambitious and designed to give children, particularly the most disadvantaged, the knowledge, self-belief and cultural capital they need to succeed in life.Impact: Children develop detailed knowledge and skills across the seven areas of learning in an age-appropriate way.Children are ready for the next stage of education, especially Year 1 in school, if applicable. They have the knowledge and skills they need to benefit from what school has to offer when it is time to move on. By the end of Reception, children achieve well, particularly those children with lower starting points.

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By the end of Reception, children have the personal, physical and social skills they need to succeed in the next stage of their education. Most children achieve the early learning goals, particularly in mathematics and literacy.

Taken from the School Inspection handbook May 2019

Recruitment and training of EYFS moderators

EYFS Moderators have a thorough understanding and experience of the principles and practice of the EYFS profile and have a working knowledge of the EYFS learning and development requirements and hold a B.Ed, Cert Education or other degree and PGCE. EYFS moderators are recruited from Ofsted good or outstanding settings. All potential moderators apply, with a supporting statement from their headteacher and are observed and interviewed to ensure excellent practice is exemplified as part of the selection process. The continued participation of moderators is brokered with their headteacher annually. Moderators are observed periodically in school as part of the ongoing quality assurance process.

Moderators participate in training and evaluation sessions throughout the year and take part in moderation activities, using the EYFS framework and exemplification of national standards to ensure consistency. Paired moderation visits enable joint reflection on practice and a consistency of approach. New moderators shadow visits with experienced moderators to ensure consistency in approach and a full understanding of the role. They are also mentored by the moderation manager. Moderators take part in Inter local authority agreement trialling activities once a year and opportunities to shadow moderation visits in other local authorities are provided.

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Moderation Cycle

The local authority ensures that at least 25% of schools are moderated annually. All moderation visits take place in the summer term in order to agree judgements before data submission. Moderators use the DfE exemplification materials and the EYFS Profile Handbook to support the moderation process. All 17 Early Learning Goals (ELGs) are moderated annually. All practitioners responsible for the completion of the EYFS profile who are not receiving a moderation visit should take part in training. The local authority provides EYFS profile training in the spring term.All settings receive a moderation visit on a four-year cycle. In addition, moderation visits may be triggered by:

newly qualified teachers (NQTs) or teachers who are new to the EYFS requests from the headteacher new senior leadership team Ofsted concern Settings with an EYFS cohort for the first time concerns identified by the school improvement partner or LA personnel data anomalies Unusual patterns of attainment Date and/or outcome of last external moderation visit non-attendance at training events concerns relating to the 2018 to 2019 assessment cycle, including maladministration

taken from p. 43 Section 8.10 Local authority responsibilities EYFS Profile Handbook 2020

Local Agreements

External moderation arrangements that are communicated to settings by LAs and that lie outside the scope of this document (EYFSP Handbook 2019) are by local agreement only and must be clearly stated as non-statutory. Local agreements are addition to, and do not replace, statutory guidance.Local agreements should be drawn up in consultation with, and with the agreement of, all stakeholders and revised annually. A local agreement should be signed by both LA and setting. Settings do not have to sign a local agreement and can instead ask the LA to follow the statutory moderation arrangements. All settings should have a written copy.

p.36 Section 8.4 EYFS Profile Handbook 2020

In accordance with the advice and updated guidance from the Standards and Testing Agency (STA) East Sussex has revised the request for

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a local agreement for the academic year 2019 -2020, so that we can continue to provide high quality support to all EYFS colleagues in order to ensure that the assessments and judgements are accurate at the end of the year in reception classes.

As detailed in the section below, in East Sussex there is a two tier approach to moderation. We have found that providing a supportive pre-moderation visit to a sample of schools means that we can provide advice and guidance to ensure that there are robust systems in place for making accurate assessments and that the provision provides opportunities for children to attain both the expected and exceeding standards for the end of the reception year. Feedback from schools about these visits is 100% positive. Teachers welcome the opportunity to discuss their practice and pedagogy with other experienced EYFS practitioners.We also ask that, during the moderation visit in the summer term, moderators carry out a quick tour of the environment, as it helps to put the assessments and evidence into context.

We are also seeking local agreement with the schools being moderated on two further points.

“In the majority of cases, STA would expect only one LA external moderator per visit. However, if the setting has a large cohort, or the LA external moderator is being quality assured, or if the visit forms part of moderator induction, there may be additional LA external moderators conducting the visit. The setting must be made aware of this in advance of the visit.”

p.36 Section 8.5 EYFS Profile Handbook 2020

“LAs must choose how many LA external moderators are appropriate for each visit, depending on the size of cohort, quality assurance, training processes and resources available.”

p.37 Section 8.6 EYFSP Handbook 2020

In East Sussex we will aim to continue to send two moderators on all visits, since both schools and moderators report this provides a greater focus for the professional dialogue and provides a balanced conversation.

“If practitioners are confident in their judgements, there is no requirement to refer to the exemplification material.” p. 14 Section 2.3 EYFS Profile Handbook 2020

“Local authorities may refer to the exemplification materials if guidance is required when undertaking an external moderation visit.”p. 27 & 37 EYFS Profile Handbook 2020

In East Sussex we will expect that the exemplification materials are referred to regularly throughout the year when making judgements. These materials will be used during the external moderation visit to support and validate judgements.

A local agreement letter will be circulated to all schools, and all schools will be asked to sign and return the agreement.

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The East Sussex Moderation Process

East Sussex operates a two tier approach to local authority moderation visits to individual schools.

Two visits

The local authority undertakes a supportive pre-moderation visit during November or December and the schools are identified for this by a number of triggers:

newly qualified teachers teachers new to reception issues arising from the previous year (e.g. data, moderation visit) a random sample of schools who trigger following any of the STA triggers stated in the previous section

This visit ensures that systems are in place: to support the teacher in providing appropriate provision to secure children’s progress to ensure that quality evidence is gathered to support judgements to enable the teacher to use data effectively to track progress

In some cases concerns are raised. Where this occurs, practitioners may be signposted to training or further supportive visits may be arranged during term 3 or 4.

All schools who have a pre-moderation visit will then also receive a moderation visit in the summer term.

One visit

All other schools, on the four year cycle or those who have triggered during the school year are notified in term 4 that they will be moderated in May/June.

At both visits, schools must ensure that an appropriate room is available for moderators and practitioners to discuss individual children and moderate evidence. If schools are using electronic evidence please ensure a laptop is available for viewing.

GDPR

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Following the moderation activity the moderators will complete the report and save this onto an encrypted stick for printing and signing. Should you not have the provision for using data sticks please ensure there is an alternative method to enable the form to be printed. This may need to be, for example, the provision of a school laptop with the report available so that the form can be completed, printed and emailed back to the local authority. Unfortunately moderators are generally unable to access emails when in schools so an email transfer is not possible.

Headteachers, foundation stage leads and reception teachers are invited to a briefing either in October or April prior to the moderation visits to ensure a secure understanding of the moderation processes.

EYFS Profile data should be submitted by the provisional date of Friday 26th June 2020. (The date will be confirmed, once the STA provide their updated guidance.)

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Details of the Pre-Moderation visit

Timetable for Visit 1 – Pre-ModerationVisits will take half a day, and may be longer in larger schools.

1. 10 mins Arrival and introductions.2. 20-35 mins (depending on number of classes)

Tour of reception class(es), including observation of children’s interactions in the enabling environment. The characteristics of effective learning will be used to support this observation. The observation needs to be of children engaging in their enabling environment (freeflow and focus group time) rather than observing a class input.

3. Discussion with class teachers – approx 2 hours

Discussion with class teachers in turn to identify: understanding of the EYFS framework, including the characteristics of effective learning; systems for observing, tracking and assessing children’s learning, including whether

assessment is predominantly based on evidence from child initiated activities; how the views of parents, carers, children and other professionals are being used to inform

assessment; Continuous Professional Development needs; plans for in house and/or cross school moderation.

4. 15 mins Moderators’ discussion and typing up of report.5. Feedback 15 mins Meeting with Headteacher and EYFS Leader, visit report signed. An appointment for the moderation

visit will be made.Schools will be asked to provide their target for a good level of development (GLD). and average point score (APS)

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Details of the Moderation visit

All schools who are moderated will need to complete Part 1 of the Moderation Form which includes a questionnaire, prior to the visit (see Appendix 2). Schools are required to provide up to date interim judgements at the moderation visit in May/June. This is to be provided as either working towards ELG (1), ELG (2), exceeding (3). On arrival moderators will select children from each achievement level: emerging, expected and exceeding. They will include children of both genders and may include SEN, PP or EAL. Children with an unusual profile may also be selected. You will also need to provide the UPN for all the children being moderated.All parties involved in moderation are encouraged to do a ‘sense check’ when considering the pattern of outcomes for an individual child.

Timetable for Visit 2 – ModerationVisits will take half a day and may be longer in larger schools.

1. 5 mins Arrival and introductions.2. 10 mins Moderators select pupils from the interim judgements provided by the teachers. (These judgements must

be current.)3. 10 mins Tour of reception environments.

Teachers to collect evidence for selected children. Evidence should include the practitioner’s knowledge of the child, anecdotal incidents, recorded observations (the majority of which should come from child initiated learning, either on electronic devices or in ‘learning journey’ books), information from additional sources including parents and the child.

4. Evidence review and professional dialogue – around 2 – 3 hours

Moderation for each child in turn. In a single-form entry school five pupils will be moderated. All 17 ELGs will be moderated with some ‘emerging’, some ‘expected’ and some ‘exceeding’ outcomes across the 5 pupils.In multiple form entry schools, usually three children from each class are moderated. All 17 ELGs are moderated and at least 1 judgement at each of the 3 outcome levels from each practitioner will be discussed. For each child moderation will take account of the child’s characteristics of effective learning.

5. 15 mins Moderators’ discussion and typing up of report.6. Feedback 10 mins

Meeting with Headteacher and EYFS Leader, visit report signed.

Where a pre-moderation visit has taken place every effort is made to ensure that the same moderators return in the summer, however this is not always possible. The length of the visit may vary according to the size of the school and depending on discussions that take place.

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Reception age children in pre-schools

If a child remains in a pre-school setting rather than moving into a reception class with their cohort, the pre-school will be responsible for completing a profile for the child. If a child is 5 before the 31st August 2020, then a profile must be completed for the child.The local authority consultant team can offer support and guidance to the setting to ensure that staff have a good understanding of the expectations for the end of the year. All pre-school settings with a reception age child receive a moderation visit during May/June.

Specific Profile Training and Moderation Events

Internal moderation is encouraged in all schools. It is good practice to review evidence alongside Year 1 teachers regularly throughout the year.

Inter school moderation is supported by the consultant team through groups which are organised geographically. Moderation groups are all linked into the Early Years Hubs for Excellence. The moderation meetings enable practitioners to meet in localised groups across the county, to carry out agreement trialling activities. Each group moderates 3 times each year and includes representatives from schools and pre-schools. Group co-ordinators and pre-school leads record key issues, challenges and positive feedback. Year 1 colleagues are invited to attend all EYFS training and are encouraged to participate in EYFS moderation activities. Registers for moderation group meetings are monitored and non-attendance at moderation group meetings may be followed up, where concerns are raised. Even if a school is receiving an external moderation visit, the school is expected to attend a centrally organised moderation session in Term 5, at the beginning of May. Individual moderation visits to schools take place after this in mid-May to mid-June. Non-attendance at the central moderation session may trigger a moderation visit in June.

The Local Authority offers a rolling programme of training for all Foundation Stage practitioners. This includes understanding the expectations of the EYFS profile and good practice in assessment. It is an essential requirement to attend training on agreement trialling to ensure EYFS profile assessments are in line with the requirements set out in the EYFS statutory framework.

Currently the training programme for the academic year 2019-20 includes:

Training for teaching assistants – Term 1 New to Reception – 4 day course in Terms 1, 2 and 3

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Effective leadership in the Early Years Foundation Stage for EYFS leads – Term 1Encouraging Risk taking – Term 2EYFS Conference to be held at the AMEX – 26th February 2020 – details to followAchieving Expected and Exceeding – Term 3Completing the EYFS profile 2020 briefings – Term 3Transition to Year 1 – Term 4Central moderation sessions – Term 5

These courses and any further courses planned will be advertised on the learning portal where you will find more details and be able to book a place.

Headteacher EYFS Briefings are also held twice a year – term 1 24/10/19 and term 4 01/04/20. These provide valuable updates on statutory requirements for the EYFS.

Exemplification Materials

In East Sussex we expect practitioners to utilise the exemplification materials provided by the STA throughout the year to support understanding of expectations and accurate assessment. This forms part of our local agreement (detailed above) Exemplification materials are available from: http://www.education.gov.uk/schools/teachingandlearning/assessment/eyfs/b00217443/eyfs-exemplification

During the professional dialogue with moderators we will expect these exemplification materials to be referred to.

ESCC has also worked with other local authorities across the south east to produce and moderate exemplification materials for all levels (emerging, expected and exceeding) in all Early Learning Goals (ELGs). These can be found on czone and are for guidance and training purposes, and do not take the place of the exemplification materials produced by the DfE. https://czone.eastsussex.gov.uk/early-years/eyfs-moderation-examples/

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Review and evaluation of the moderation process

All of the pre-moderation and moderation visits are recorded in visit reports. The accuracy of the report is reviewed by the practitioner, headteacher and school EYFS lead. There is an opportunity for schools to comment on the moderation visit in all visit reports.Visit reports are quality assured by the moderation manager (Early Years Support and Intervention Manager). Some adjustments may be made and if this is the case the report will be resent to schools. Schools causing concerns are highlighted to the EYFS moderation manager.

By local agreement the majority of moderation and pre-moderation visits occur with paired moderators to enable joint reflection on practice and a consistency of approach. During moderator training sessions, time is given for moderators to reflect and feedback on their visits. A specific moderator session in July is used to review and evaluate the current year’s process.

All pre-moderation visit reports are analysed and actions arising captured in the database. This then informs future training, or areas to be focused on in moderation groups.

Feedback is obtained from practitioners at moderation groups and through moderation visits.

The moderation plan is reviewed at the moderator training days to ensure that stakeholder views are taken into account when revising the plan.

East Sussex Appeals Procedure

Moderators will make schools aware and provide a copy of the local authority’s appeal process at the moderation visit.

In the case of schools wishing to appeal against either the process or the outcome of moderation, the procedures set out below should be followed. Schools should: Contact the EYFS moderation manager to register concern no later than a week from the date of the visit. Detail in writing the reasons for the appeal and provide evidence which can only be based on that seen by the external moderator during

their local authority external moderation visit. This should be sent to the EYFS moderation manager within two weeks of deciding to appeal against the decision of the moderator.

Ensure that all documentation used during the moderation visit is kept available for review.

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In response to an appeal the local authority will undertake the actions listed below: The moderation manager will meet with the moderator to discuss the process and outcome of the school’s moderation visit, and ascertain

whether any issues were raised at the time of the visit. The moderation manager will arrange to visit the school and will investigate the reasons for the appeal with the headteacher. If the moderation manager feels it is appropriate, arrangements will be made for an independent review, involving the moderation

manager from another local authority, of the evidence presented for moderation, in order to clarify whether the school’s assessments of pupils’ work are accurate. Two moderators will review the documentation and make independent judgements about the accuracy of the assessments, without prior knowledge of the outcome of the first moderation process.

A written report will be presented to the moderation manager, who will forward the outcome to the headteacher. If the school’s appeal is upheld, the school will receive a letter stating that the assessments are accurate and can be submitted to the local

authority’s data analysis team. If a training need for the moderator is identified, the moderation manager will arrange for coaching, including joint moderation visits to

schools. Data collection, analysis and quality assurance of the EYFS profile data

Data needs to be submitted to the local authority data team by the provisional date of Friday 26th June 2020Data must be submitted electronically via a secure system and any queries regarding issues with submitting the data should be directed to Lesley Goodwin. Lesley.goodwin@eastsussex.gov.uk 01273 482298

Headteachers and managers must take responsibility for the reliability of the EYFS profile data outcomes and ensure that the data accurately reflects the attainment of their cohort of children.Upon receipt of the data the local authority’s early years consultant team undertake a sense check of the data and will identify any anomalies. This validation process, includes using local intelligence to investigate any unexpected pattern of attainment. If the data is low for either the good level of development (GLD) or the average point score (APS) or there are specific anomalies the school will be contacted to discuss their submission. A visit may be arranged to discuss and moderate some judgements. Schools will be given the chance to check and quality assure their data and to resubmit.The local authority is required to escalate any concerns about the integrity of the assessment to STA’s maladministration team via the NCA helpline.

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Moderation Dates

Wed 23 October 2019, 4pm – 6pm(at the Hydro Hotel, Eastbourne)

Briefing for schools who will be pre-moderated

Mon 4 Nov – Fri 29 Nov 2019 Pre-moderation visits to schoolsThu 30 April 2020, 4pm – 6pm(at Wellshurst Golf Club, Hellingly)

Briefing for schools who will be moderated

Tue 5 May 2020, 9am – 12 noon

Central Moderation Sessions - Venues to be confirmed

Tue 5 May 2020, 1pm – 4pmWed 6 May 2020, 9am – 12 noonWed 6 May 2020, 1pm – 4pmThu 7 May 2020, 9am – 12 noonThu 7 May 2020, 1pm – 4pmMon 11 May 2020, 9am – 12 noonMon 11 May 2020, 1pm – 4pmTue 12 May 2020, 9am – 12 noonTue 12 May 2020, 1pm – 4pmMon 18 May – Fri 19 June 2020 Moderation Visits to schoolsFri 26 June 2020 Submission of data Wed 24 June – Wed 1 July 2020 Remoderation sessionsMon 29 June 2020 onwards LA scrutiny and checking of data. Phone calls and possible visits to schools.

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Hub and Moderation Group contact details

Early Years Hubs Moderation Groups Moderation Group consultant / officersLittle Common

Zoe Patchzpatch@littlecommon.e-sussex.sch.uk Emma Houstonehouston@littlecommon.e-sussex.sch.uk

Bexhill

Joanne Truelovejtruelove@stpeterstpaul.e-sussex.sch.ukZoe Patchzpatch@littlecommon.e-sussex.sch.uk

claire.green@eastsussex.gov.uk

katie.kobylak@eastsussex.gov.uk

Battle and Langton

Fay Jagotfayj@battlelangton.e-sussex.sch.uk

Central Rother

Sophie Miensophie@netherfield.e-sussex.sch.uk Fay Jagotfayj@battlelangton.e-sussex.sch.uk

claire.green@eastsussex.gov.uk

katie.kobylak@eastsussex.gov.uk

CrowboroughSam Berkerysberkery@fermorschool.org.ukBecky McAteerrmcateer@ashdown.e-sussex.sch.uk

Crowborough and WadhurstBecky McAteerrmcateer@ashdown.e-sussex.sch.ukLucy Thornlthorn@wadhurstpri.e-sussex.sch.uk

rowena.dumbrell@eastsussex.gov.uk

verity.green@eastsussex.gov.uk

melanie.fowles@eastsussex.gov.uk High Weald

Lucy Thornlthorn@wadhurstpri.e-sussex.sch.uk

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Oakwood

Sam Attwatersattwater@auroraacademies.org

Eastbourne 2Debbie Jonesd.jones@polegate.e-sussex.sch.ukCarolyn Jacquescjacques@auroraacademies.org

claire.green@eastsussex.gov.uk

claire.wood@eastsussex.gov.uk

PolegateDebbie Jonesd.jones@polegate.e-sussex.sch.uk Hailsham

Jane Gurrjane@grovelands.e-sussex.sch.uk

claire.green@eastsussex.gov.uk

penny.smith@eastsussex.gov.uk

Langney

Mark Townsendmtownsend@langneyprimary.co.uk

Eastbourne 1

Laura Holmeslholmes@pevenseyschool.org.ukDaisy Curtisdcurtis@langneyprimary.co.uk

claire.green@eastsussex.gov.uk

penny.smith@eastsussex.gov.uk

Seaford

Corinna Scottcorinnas@seafordprimary.e-sussex.sch.uk Havens and Seaford

Corinna Scottcorinnas@seafordprimary.e-sussex.sch.ukKaitlin Duffykduffy@meridian.e-sussex.sch.uk

rowena.dumbrell@eastsussex.gov.uk

verity.green@eastsussex.gov.uk Havens

Kaitlin Duffykduffy@meridian.e-sussex.sch.uk

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Hastings and St Leonards

Amy Adamsabryant@christchurch.e-sussex.sch.ukSasha Cullingworthscullingworth@ickleshamcp.e-sussex.sch.uk Abbi Richfordrichforda@sandown.school

Hastings Abbi Richfordarichford@sandownprimary.e-sussex.sch.ukSaira McIntoshoffice@guestling.e-sussex.sch.uk

claire.green@eastsussex.gov.uk

laura.piper@eastsussex.gov.uk

julie.bowles@eastsussex.gov.uk

St LeonardsLaila Sadlerlsadler@stleonardsceprimaryacademy.orgAmy Adamsabryant@christchurch.e-sussex.sch.uk

claire.green@eastsussex.gov.uk

laura.piper@eastsussex.gov.uk

julie.bowles@eastsussex.gov.uk

Maynards GreenRowena Pillarrpillar@maynardsgreen.e-sussex.sch.ukChristina Greencgreen@maynardsgreen.e-sussex.sch.uk

Heathfield, Mayfield and BurwashRowena Pillarrpillar@maynardsgreen.e-sussex.sch.ukLydia Offenlo@parksideprimary.org

rowena.dumbrell@eastsussex.gov.uk

melanie.fowles@eastsussex.gov.uk

Pioneer Federation

Sheridan Denneysdenney@easthoathly.e-sussex.sch.uk

Lewes and RingmerClaire Winchesterclairew@chiddingly.e-sussex.sch.uk Kim Hartkhart@wallandscp.e-sussex.sch.uk

rowena.dumbrell@eastsussex.gov.uk

verity.green@eastsussex.gov.uk

Newick

Alison Markeamarke@forestrow.e-sussex.sch.uk

Newick

Carolyn Sawyerc.sawyer@newick-ce-prm.e-sussex.sch.uk

rowena.dumbrell@eastsussex.gov.uk

verity.green@eastsussex.gov.uk

Rye

Claire Harwoodcharwood@playdenschool.com

Rye

Josie Burrowsjburrows@brede.e-sussex.sch.uk

claire.green@eastsussex.gov.uk

laura.piper@eastsussex.gov.uk

Manor Uckfield rowena.dumbrell@eastsussex.gov.uk 21

Sue Burdensburden@manor.e-sussex.sch.uk Sue Burden

sburden@manor.e-sussex.sch.ukKatherine Pontefractkpontefract@harlands.e-sussex.sch.uk

melanie.fowles@eastsussex.gov.uk St Mark’s

Becky Harmerrharmer@st-marks.e-sussex.sch.uk

Special SchoolsSarah Tidmarshsarah.tidmarsh@glynegap.org

claire.green@eastsussex.gov.uk

penny.smith@eastsussex.gov.uk

22

eastsussex.gov.uk

EYFS Profile Pre-Moderation Visit Autumn 2019

Name of School/Setting:

Teacher(s) Name(s): Class: Moderator(s) Name(s):

Cohort Size:

Date of Visit: Time Allocated: Half day

Report Circulated to (enter name & indicate x)

Headteacher / Manager

EYFS Moderation Manager Rowena Dumbrell

Reason for Visit : To ensure pedagogy and practice reflect the EYFS framework including the Characteristics of Effective Learning and systems for observing, tracking and assessing children’s learning.

Reason that the school has been selected for moderation this year (please indicate x)

Position in 4 year cycle Data Anomalies / Low Data

Ofsted concern Non-Attendance at training events

School/LA Request New teacher in Reception

Concerns from previous year’s moderation visit

New senior leadership team

Concerns relating to 2018-2019 assessment cycle (including maladministration)

Settings with an EYFS cohort for the first time

Key Activities Undertaken (please indicate x) Who was Involved (please indicate x)

Meeting/Discussion Headteacher/Manager

Classroom/Setting Observation FS Lead

Teaching assistant

23

Other (please specify) Other (please specify)

Did you and your Headteacher attend the moderation briefing? (please indicate x)

YES

NO

Relevant experience / recent EYFS training / Continuous Professional Development (CPD):

Does pedagogy and the environment support characteristics of effective learning, e.g. independent learning, enabling environment, balance child initiated?How does the environment support critical thinking, problem solving and enable children to use and embed skills?

Do the systems for observing and assessing children’s learning support the principles of the EYFS framework? e.g. characteristics of effective learning, prime and specific areas

Is assessment based on evidence from child initiated activities? (please indicate x)

YES

NO

Is an appropriate range of evidence, including that from teaching YES

24

assistants, parents and carers, other professionals and children, used to make accurate judgements? (please indicate x)

NO

Comments

Estimated GLD % for the end of the year

Estimated APS for the end of the year

Are systems in place to moderate judgements? (please indicate x)

In House YES Attendance at Moderation Group Meetings

YES

NO NO

Comments

Identified CPD needs/support

Agreed Actions by School/Setting:

Agreed Actions by Moderator(s):

25

Internal capacity to address actions

External support recommended to address actions

Signatures Headteacher/Manager

Moderator(s)

Teacher

Teacher

School/Setting comments on pre-moderation visit:

LA EYFS Moderation Manager DetailsMrs Rowena DumbrellSupport & Intervention Manager (Early Years)Standards and Learning Effectiveness ServiceEast G, County HallSt Anne’s CrescentLewesBN7 1UE

26

EYFS Profile Moderation Visit 2020

PART 1 – To be completed and returned to: childcare.support@eastsussex.gov.uk one week before the moderation visit.

Name of School/Setting:

Teacher(s) Name: Class: Moderator(s) Name:

Cohort Size:

Date of Visit: Time Allocated:

Report Circulated to (please indicate x)

Headteacher/Manager: Other:

EYFS Moderation Manager Rowena Dumbrell

Reason for VisitTo ensure pedagogy and practice reflect the EYFS framework including the Characteristics of Effective Learning and systems for observing, tracking and assessing children’s learning.

Reason that the school has been selected for moderation this year (please indicate x)

Position in 4 year cycle Data Anomalies / Low Data

Ofsted concern Non-Attendance at training events

School/LA Request New teacher in Reception

Concerns from previous year’s moderation visit

New senior leadership team

Concerns relating to 2018-2019 assessment cycle (including maladministration)

Settings with an EYFS cohort for the first time

27

Did you and your Headteacher attend the moderation briefing?(either in Term 1 or Term 5)

YES

NO

28

Follow up and impact of agreed actions identified at pre-moderation visit (if applicable)

Contributions to the processWho contributes to the children’s profiles within the school/setting?

How are the parents’ and the children’s contributions valued and included within the child’s profile assessments?

Are Year 1 practitioners involved, particularly where a child is judged as exceeding?

Questions for the HeadteacherHow do you see the Characteristics of Effective Learning contributing to the ethos of the whole school?

How do you quality assure your data? What is your QA process that enables you to agree the data?

How do YR and Y1 teachers work together to ensure a smooth transition?

How are you developing liaison to ensure a smooth transition with your pre-school providers?

What are your key priorities for development in the Foundation Stage?

What did last year’s data tell you? How did you use this information to inform practice and provision in EYFS and Y1?

29

Estimated GLD %:

Estimated APS:

Comments/Discussion about data: (this will be filled in by the moderators at the visit)

30

PART 2 – This section will be completed at the moderation visit, by the moderators.

Name of School/Setting:

Key Activities Undertaken (please indicate x) Who was Involved (please indicate x)

Meeting/Discussion Headteacher/Manager

Classroom/Setting Observation EYFS Manager

Up to date interim data provided at visit Other (please specify)

Internal moderation has taken place prior to LA moderation visit Yes No

Comments

Comments on Characteristics of Effective Learning for selected children

Please indicate below which ELG and level of development were moderated for each of the sampled profiles. Where practitioner judgements could not be validated for any ELG, please annotate the form and record the detail in the outcomes box.

31

Area of learning

ELG

Prof

ile 1

UPN

Prof

ile 2

UPN

Prof

ile 3

UPN

Prof

ile 4

UPN

Prof

ile 5

UPN

Prof

ile 6

UPN

Prof

ile 7

UPN

Prof

ile 8

UPN

Prof

ile 9

UPN

Communication and language

ELG 01

Listening and attention

ELG 02

Understanding

ELG 03

Speaking

Physical development

ELG 04

Moving and handling

ELG 05

Health and self-care

Personal, social and emotional development

ELG 06

Self-confidence and self-awareness

ELG 07

Managing feelings and behaviour

ELG 08

Making relationships

Literacy ELG 09

Reading

ELG 10

Writing

Mathematics ELG 11

Numbers

ELG 12

Shapes, space and measures

Understanding the world

ELG 13

People and communities

ELG 14

The world

ELG 15

Technology

Expressive arts and design

ELG 16

Exploring and using media and materials

ELG 17

Being imaginative

EYFS Profile judgements

32

Individual comments on each profile

Are judgements consistent and accurate, in all classes, in all areas of learning and in reference to the characteristics of learning?

Yes No

Comments

Is the evidence supporting the children’s attainment appropriate and does it match the band descriptor? Does it show an appropriate child initiated/adult directed ratio?

Yes No

Comments

Strengths

Agreed action points

To continue to review judgements until data is submitted. Ensure that data is submitted by

Outcome Practitioner judgements are ACCURATE; in line with exemplification

Practitioner judgements are NOT ACCURATE; in line with exemplification

Detail:

School/Setting comments on the moderation visit:

Signatures Headteacher/Manager33

Moderator(s)

Teacher

Teacher

LA EYFS Moderation Manager DetailsMrs Rowena DumbrellSupport & Intervention Manager (Early Years)Standards and Learning Effectiveness ServiceEast G, County HallSt Anne’s CrescentLewesBN7 1UE

34

EYFS Profile Re-Moderation 2020

Name of School/Setting: Practitioner(s) Name(s): Class:

Moderator(s) Name(s):

Date of re-moderation:

Actions taken since moderation

Estimated GLD %:

Estimated APS:

Comments/Discussion about data:

35

Area of learning ELG

Prof

ile 1

UPN

Prof

ile 2

UPN

Prof

ile 3

UPN

Prof

ile 4

UPN

Prof

ile 5

UPN

Prof

ile 6

UPN

Prof

ile 7

UPN

Prof

ile 8

UPN

Prof

ile 9

UPN

Communication and language

ELG 01

Listening and attention

ELG 02

Understanding

ELG 03

Speaking

Physical development

ELG 04

Moving and handling

ELG 05

Health and self-care

Personal, social and emotional development

ELG 06

Self-confidence and self-awareness

ELG 07

Managing feelings and behaviour

ELG 08

Making relationships

Literacy ELG 09

Reading

ELG 10

Writing

Mathematics ELG 11

Numbers

ELG 12

Shapes, space and measures

Understanding the world

ELG 13

People and communities

ELG 14

The world

ELG 15

Technology

Expressive arts and design

ELG 16

Exploring and using media and materials

ELG 17

Being imaginative

36

Comments on Characteristics of Effective Learning for selected children

EYFS Profile judgements

Individual comments on each profile

Are judgements consistent and accurate, in all classes, in all areas of learning and in reference to the characteristics of learning?

Yes No

Comments

Is the evidence supporting the children’s attainment appropriate and does it match the band descriptor? Does it show an appropriate child initiated/adult directed ratio?

Yes No

Comments

Practitioner judgements are ACCURATE; in line with exemplification

Practitioner judgements are NOT ACCURATE; in line with exemplification

Detail:

Agreed action points

School/Setting comments on the remoderation process:

37

Signatures Moderator(s)

Practitioner(s)

LA EYFS Moderation Manager DetailsMrs Rowena DumbrellSupport & Intervention Manager (Early Years)Standards and Learning Effectiveness ServiceEast G, County HallSt Anne’s CrescentLewesBN7 1UE

38