Www.worcestershire.gov.uk EYFSP training and Agreement Trialling Cluster Moderation 2015 1

www.worcestershire.gov.uk

EYFSP training and Agreement Trialling

Cluster Moderation 2015

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Domestics

• Welcome • Refreshments• Fire• Toilets• Mobile Phones

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Aims • To highlight changes to the EYFSP handbook and

exemplification materials.• To focus on the skills needed for moderation, observation

and recording• Agreement trialling -moderate the 'expected' judgement in

understanding the world, expressive arts and design and physical development with an additional focus on writing.

• To support schools own internal moderation.

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Moderation time line.... • Cluster moderation- 9th-13th March• Schools find out if they are being moderated week

beginning 9th March • Meet a moderator sessions- 26th March Warndon

community centre • External moderation visits commence- 20th April to

29th May• Data Submission window 22-26th June

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2015 EYFSP Handbook changes....Rearranged the handbook

Taken out some phrases and tables

Essentially the same but moved around

Down load your own copy at

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


Assessment and reporting arrangements (ARA) 2015

The ARA contains specific details of school and LA responsibilities for completion of the profile and associated activities.

Including:• Data collection and submission• Exceptions • Moderation• Reporting and using results

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


Early Learning Goals

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All ELG’s improved year on year, but some behind National eg. Writing


Children ‘not quite’ attaining a GLD

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Overall Worcestershire’s GLD was 2% behind National, and 7% missed by only one ELG.

ELG – Writing was significantly the most frequently unachieved ELG, followed by Numbers and Reading


Making a Judgement• ‘Best fit’ does not mean that the child has equal mastery of all aspects

of the ELG .......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

• Accurate assessment depends on observing learning which children have initiated rather than only focusing on what they can do when prompted

• Practitioners should look to the whole of each ELG description when making this summative judgement


Observation and recording • Importance of the Characteristics of Effective Learning in observing

children’s learning• Reliable and accurate- based on your knowledge of the child,

gained by observation• Responsible pedagogy- enables each child to demonstrate their

learning fully• Holistic view of the child• Contributions from a range of perspectives• Assessment is based on what children can do consistently and

independently

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Activity

Progression of skills for PD

Where are you getting your evidence from?

Discuss and record what the progression would look like in the scenario on your table

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ELG 4 Moving and Handling • Correct pencil grip is in Exceeding • Expected- 'Effectively'-is not about giving them things to cut

out but recognising when the child has achieved their purpose,

• They can make it work for the task they have chosen to do even if they are not be using tools correctly

• Expected- effectively• Exceeding- correctly

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ELG 5 Health and Self Care • Expected- 'Manage their own basic hygiene' is important. It may include

the ability to ask for help • Exceeding- beyond management, advanced dressing skills such as

fastening buttons or laces • Children with physical disabilities- learning to manage their dressing- so

may be able to achieve expected• Expected -can be a 'conversational' choice, demonstrates they can make

choices without actually choosing healthy options • To achieve Exceeding- healthy choices is the key

The ability to apply healthy choices is exceeding

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ELG 10 Writing

Refer to page 22 of the EYFSP handbook

Writing that uses phonetically plausible words falls within an ‘expected’ level

……and phonetically regular words (i.e. correctly spelt) are at an 'exceeding' level.

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Changes to the reading and writing exemplificationLook at and discuss •Does it clarify anything for you?•Does it change your perception?•Are there any implications for future moderation? •Any implications for your practice?•Will these additional exemplifications help you identify more children at an expected level?


ELG 13 People and Communities

• What do we mean by communities? For young children this would be their class/school

• What do we mean by traditions? For young children this would mean their personal traditions such as taking their soft toy to bed.

• Exceeding- knowing the cultural calendar of events • The use of 'marvellous me' would help support this

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ELG 14 The World

• Expected- need opportunities for investigating and experiential learning.

• Exceeding- 'influenced by human activity' because of our actions

• To get exceeding children need to have experiences that look beyond labelling but give children a real context to ask questions why/when

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Activity UW

Where does the evidence come from?

On your tables discuss the questions and record your comments on the sheet

(we will compile these for emailing out to schools)

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ELG 15 Technology


ELG 15 Technology• To achieve expected children need to experience a range of

technology• Sometimes will need parental input in order to give the bigger

picture.• What else could we send home to support communication about

their use of technology and to support the language needed?• Exceeding- having an identified need and making choices about

the technology needed to achieve their goal i.e. what is the best tool to do this? The intent is important

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Definition of TechnologyWhat is your understanding of technology?


Technology - a child’s definition

• ‘things that need to be plugged in and work from electricity’

• ‘things that need a battery to work’ • ‘things that you turn on and off and give

instructions to’



Exemplification materials• Telephones• Fridge and freezer• Microwave• Car • computer • Beebot• Cd player• Photocopier• IWB

• TV• Camera• Radio• Xbox• Wii fit• Karaoke machine• OHP• Ipod


ELG 16 Exploring and Using Media and Materials • In order to achieve expected children need to have

explored a range of media, tools and techniques • Expected- emphasis on the environment reflecting

these opportunities • Expected- is about experimenting • Exceeding- is about developing ideas, making

decisions, combining and changing their ideas • Link with moving and handling

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ELG 17 Being Imaginative

• Expected – focus on representing own ideas • For expected could be an 'adult led prompt' but

not 'everyone creating the same product'

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Any questions?

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Activity writing

How do we enable it, support it and capture it?

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Agreement trialling Look at the writing examples

Sort the examples into emerging expected and exceeding

Order each pile to show a progression of skills from emerging to exceeding

Take top 4 expected examples and put post it’s on to show what else you would expect to make it exceeding

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Any questions?

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Internal Moderation

It is important for practitioners to build a shared understanding of the ELGs and the national exemplification of standards and to discuss their assessment of children’s attainment with colleagues•Two practitioners discussing an observation about a child’s development•Staff meetings and/or staff training days•Collaboration between a range of different settings to share experience and develop assessment skills


Transition• It is important that Year 1 builds on the successful principles and

approach encapsulated in the EYFS

• The transition between the EYFS and Year 1 should be seamless

• Practitioners may provide any additional information needed to enable Year 1 teachers to plan an effective curriculum and provision for all children

• Decisions about this additional information should be made by each setting and reflect the characteristics and requirements of that setting


Quality assurance • Practitioners have a central role to play in ensuring that

judgements are reliable and accurate. • 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.

• Head teachers and managers 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 43)


Data Return• The EYFS end of year data return marksheets will be in the SIMS Spring

upgrade – expected at the end of March • IBS Schools have created Information Sheet 472 to guide schools through the

end of year data entry and return process and have arranged training for staff who need it

• IBS Schools have also built a mark sheet which calculates EYFS end of year totals, average scores and GLD percentages – available on the IBS Schools website.

• Schools using other software to record the end of year data will need to import it into SIMS for data transfer purposes

• The SIMS EYFS tracker with developmental bands from birth to the ELG, which tracks and analyses EY pupils data throughout the year, is still available.

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Further Support Early Years and Childcare Service Helpline

01905 822672 [email protected]

[email protected] Early Years and Childcare Service website

+ e bulletin/ safeguarding bulletin www.worcestershire.gov.uk/eycs

Training update www.worcestershire.gov.uk/earlyyearstraining

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Documents

Www.worcestershire.gov.uk EYFSP training and Agreement Trialling Cluster Moderation 2015 1