www.worcestershire.gov.uk eyfsp training and agreement trialling cluster moderation 2015 1
TRANSCRIPT
www.worcestershire.gov.uk
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
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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
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Early Learning Goals
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All ELG’s improved year on year, but some behind National eg. Writing
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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
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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
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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?
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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• 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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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’
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Exemplification materials• Telephones• Fridge and freezer• Microwave• Car • computer • Beebot• Cd player• Photocopier• IWB
• TV• Camera• Radio• Xbox• Wii fit• Karaoke machine• OHP• Ipod
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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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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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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
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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
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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)
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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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