Candidates needed for the Being Two Moderation team
5 February 2020
Context and Background
When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas.
In line with the DfE's statutory guidance for assessing and reporting the Progress Check at Age Two there is an ongoing need to have lead teacher moderators supporting the Early Years moderation process for Waltham Forest in the 2020 to 2021 academic year.
The ongoing commitment from early years professionals in Waltham Forest is key to ensuring that a reliable, valid and accurate assessment of individual children is undertaken at the end of the EYFS.
The Progress Check at age two must identify:
- the child’s strengths
- any areas where the child’s progress is less than expected.
- activities and strategies the provider intends to adopt to address any concerns or issues
If there are significant emerging concerns, or an identified special education need or disability practitioners should develop a targeted plan to support the child’s future learning and development involving parents and/or carers and other professionals (for example, the providers Special Education Needs Co-ordinator (SENCO) or health professionals) as appropriate.
In line with government agenda, we have developed a sustainable teacher moderator model for Waltham Forest which we believe maximises on the existing knowledge and experience in the Borough, offers valuable CPD for lead teachers who become part of the moderation team and facilitates partnership working and dissemination of good practice.
Moderators, Proposed Timetable and Time Commitments
Final appointment of moderators will be reliant upon recommendation/suitable reference gained from the Headteachers of each school employing moderator applicants, plus their permission to release potential moderators from their classroom duties to undertake this role. Apart from being a qualified teacher in a school with robust EYFS and leadership experience, the most vital person specification we require of moderators is that of possessing sensitive communication skills.
Details about the model
Moderators will visit schools in pairs, either with an local authority Consultant or an experienced lead teacher moderator.
There will be two moderation visits, each with a different focus.
Spring term moderation visit will focus on enabling environments and high quality provision.
Summer term moderation will focus on Progress Checks reports.
Each visit will require a day’s release. Half day for the setting visit and half day for report writing.
There will also be a series of moderation team meetings and mentoring sessions across the year, which in most cases will be twilight sessions, but may require longer sessions, for example, a whole afternoon session.
Our expectation would be that the teacher moderator and his or her proposing school commit to the following:
•Release to attend 2 or 3 training sessions/moderation team meetings across the year (mainly after school sessions, but may require no more than 2 afternoon sessions)
•Release for 1-day moderation work in the Spring and 1-day work in the Summer Term.
•Early release from school in order to arrive in time for twilight visits (2).
Local authority Commitment
•Twilight training sessions and support from the moderation manager whilst undertaking the moderation visits or activities.
We hope that a number of you will be interested in expressing an interest in being a part of the moderation team for 2020/2021
For further information please contact Georgina Lowin, Early Years Advisory Teacher