2Agenda General updates Writing ELG – moderation activity EYFS profile 2013-evaluationEYFS profile handbook 2014Swindon changes to profile moderation 2014Data 2013Transition documentEYFS network meetingsNQTs and new to EYFSProfile training
3Early Years Outcomes Non-statutory guidance Same contents within age/stage bandsIndividual choice-school-based assessments“If you want to get good outcomes useEYO alongside Development Matters”
4Consultation on Assessment Primary assessment and accountability under the new National Curriculum Closing date for responding: 11th October
5Key QuestionsShould a new baseline check be introduced at start of Reception?Should schools be allowed to choose from a range of commercially available assessments?Should the baseline check be made optional?Should end of KS1 national curriculum tests become non-statutory?
6Rationale KS1 tests at end of Y2 are not a genuine baseline Measuring a baseline from end KS1 gives schools no credit for crucial work done in Reception/Y1Baseline check could be used to measure each child’s strengths and weaknesses on-entry
7To be administered by a teacher within 2-6 weeks of entering Reception, subject to external monitoringIt would become a statutory baseline check and could replace the end of EYFS Profile assessment
8Ofsted Subsidiary Guidance V3 September 2013:This document gives more detail on evaluating achievement and progress, particularly within groups of pupils.Pages 8/9….‘There are no national data for attainment on-entry to nursery and Reception and no prescribed methods of assessing children when they start school’
9‘typical development’ – now related more to age on entry (in months) No national average and standardised expectationsInspectors should discuss with the school leaders how they measure children’s starting points and the proportions of children that demonstrate development that is typical for their age.
10EYFS Co-ordinators need to report on progress by analysing and reporting on % children making ‘expected’ or ‘rapid’ progress across the year.p. 11 Subsidiary guidance
11Identifying Starting Points ‘Typical’ for their age‘Below’ that typical for their age‘Significantly below’‘Above’ indicating the potential to exceed the ELG’s by the end of Receptionp.8
12Progress“Where children progress steadily against what is a typical level of development for their age, they can be said to have made ‘typical progress”“Children who meet all the ELG’s but who started at a lower level of development than is typical for their age might be said to be making rapid progress”“A child starting school at a higher level of development, who meets all the ELG’s but exceeds none of them is unlikely to have made enough progress”
13Key findings-Profile data 2013 Swindon are overall in line with South West and slightly above England for most indicators. As across all other local authorities in England, the EYFSP Area of Learning that is keeping the GLD indicator down is Literacy (specifically the Writing subject). A considerable proportion of pupils achieve at least the expected level in all other Early Learning Goals but fail in Writing. No surprises here regarding Writing as it is the subject with lowest scores across the other stages of primary schooling.
15Profile 2013 Evaluation Findings from STA external moderation Findings from national evaluation surveyDFE/STA areas for developmentSwindon moderator evaluationSwindon school evaluations
16Core findings from EYFSP external moderation and evaluation events Handbook is clear, easy to navigate and find answers to queries, moderation responsibilities clearly set outIncreased internal and inter-school moderation‘Expected’ – easiest band to moderate due to exemplificationMore reliance on practitioner knowledge
17As practitioners become more acquainted with the characteristics of effective learning, this part of profile will become easier to completeSample of children was selected on the day using interim judgements
18Electronic EYFSP evaluation survey 127/153 LAs responded60% - not enough relevant and appropriate exemplification examples to illustrate each ELG (will be addressed after outcome of consultation – no updates for this schools year)60% - multi-form entry schools posed difficulties (greater guidance in EYFS Profile handbook 2014)
19Areas for developmentThese will not be considered until the outcome of the baseline consultation is known.Further guidance and exemplification for children on the threshold of attainment bandsFurther guidance and exemplification for SEN, EAL and children with S&L issuesRevisit exemplification to ensure a consistent pitch and coverage of each part of the ELGs
20Further guidance and exemplification for the ‘exceeding’ and ‘emerging’ bands of attainment Further guidance and exemplification for reading, writing and number
21Swindon EYFS Profile moderation 2013 feedback from evaluation Better when all practitioners released for morningGood professional conversationGood practitioner knowledge of children and ELGsHT attending was good practiceSchool summary sheets/tracking sheets helped
22Moderating writing – exemplification did not match ‘expected’ Sometimes started late as school had not identified a suitable work space
23Swindon school evaluations Visits conducted in a very professional manner and were very purposeful and rigorousGood CPD opportunity for FS teachers and senior leadersHelpful suggestions made by moderators for future provision and practiceHT and senior leaders found it to be a valuable and useful processFair to moderate all goals for all teachers across all schools – consistency of practiceModeration visits well-planned and moderators very clear about how the process would be conducted
24Updates to handbook 20142014 handbook reflects current government advice and policies (all references to ‘Development Matters’ removed – not endorsed by STA – just a tool like ‘Early Years Outcomes’)Consistency between handbook and ARAWeb site reference changed toAnnex 1-5 listed in contents
25Page 12, 3rd bullet – Practitioners should ‘discuss with Y1 teachers whether a child is ‘exceeding’ in any ELGPage 14, section 3.1 – 1st bullet – ‘with the exception of ELG03, where the EYFS profile contains the word talks or speaks children can use their established or preferred mode of communication
26Page 21, section 4.5, 4th paragraph – clarity on who completes the profile if a child moves school in the summer termPages 24 to 26 – explanatory notes removed (STA no longer recommends use of these noted when making judgements – cannot be used to make final decision – were initially included to support Y1 teachers)
27Page 28, section 6.3 – Inter-school moderation (not new, has been put into its own section) ‘Outcomes of discussions could be recorded and referenced during moderation visits’ – moderators may ask for this during moderation visit.
28The moderation sample Page 31 – section 6.9 In single-form entry school 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 childrenIn a multi-form entry school the moderator will ensure that all 17ELGs are moderated across the sample with at least one judgement at each of the 3 outcome levels from each practitioner
29Moderation plan Page 35 – Moderation visits to schools and settings 2nd bullet - Statutory – LAs ensure that practitioners are familiar with STA guidance materials and moderators reference these where relevant during the moderation visit (moved from example to key element)Effective practice, 5th bullet – moderators should adjust the size of the sample as appropriate
30Page 36, 1st bullet – Statutory – Information concerning the characteristics of effective learning are an integral part of the moderation discussion (New)Page 36, 3rd bullet – Statutory - Outcomes of internal and cross-school moderation are considered within the moderation discussion. Moderators establish how settings develop and use internal moderation processesPage 36, last bullet – Statutory – Moderators refer to all the documents required to explore and validate exceeding judgements including the national curriculum key stage 1 attainment targets and level descriptors (not APP) (New)
31Data collection – page 38 Advised completion window, 9th – 20th June LA’s required to collect data by Friday 20th JuneUse of data to support planning in Y1 – page 39Bullet 3, now statutory – Training is provided for Y1 teachers ………(Note it is statutory for Y1 teachers to participate in internal profile moderation – bullet 2)
32Swindon changes 2014 Y1 EYFS training at end of summer term 2014 Letter of notification of moderation visit to include asking schools to have a summary sheet / tracking sheet to make it easier to choose childrenLetter of notification to also include that best professional dialogue takes place if all teachers can be present throughout the whole morningLetter of notification to invite HTs to attend the whole morning
33Letter of notification to emphasise that a suitable working space is required for the visit System developed to follow up concerns raised at agreement trialling activities – school support?
34Swindon moderator recruitment Page 33 – Moderation teamStatutory – Moderators are recruited who have appropriate skills and capabilities to carry out the roleMost effective practice – recruitment process allows for all interested parties to applyLetter sent to HTs – expression of interest by 6th December 2013
35Moderation plan 2013/2014 New to EYFS training – October 2013 Profile drop-ins – November 2013Profile training – all FS2 teachers to attend – Jan/Feb/March 2014 (Y1, EYFS Co-ords, assess Co-ords)Agreement trialling meetings – March 2014, dates and venues to be confirmed (all FS2 teachers to attend) – Non-attendance -> school moderation visit
36Schools notified if being moderated week beginning 30th March 2014 Moderation drop-in – April 2014, date and venue to be confirmedModeration visits – May/June 2014
39Transition Were the assessments reliable? -If not, which areas were least accurate?2. Are children entering school generally atage-related expectations for YR?3. Any changes to the document for thisyear?Share good practice-working with feedersettings
40Profile Training Mathematics and Communication & Language Bring along 1 piece of evidence for 3 attainment levels for all 5 ELG’s if possible4th MarchTo book:
41EYFS Network Meetings 2 year Progress Check 4th December 2-4pm at Ladybirds CC Highworth11th December 2-4pmat Moredon CCBook via :SEN referrals
42Wednesday 12th February 1-4pm Stanton House Hotel Next Network..Wednesday 12th February 1-4pm Stanton House Hotel