There is no external moderation of the EYFS profile. The EYFS Handbook states ‘Moderation of EYFS profile assessments should be a collaborative process with colleagues. This supports the quality assurance of teacher assessment judgements and provides a valuable opportunity for professional development.’
Schools must share their EYFS profile data with the local authority. More information.
Local authorities and early years education providers and education professionals with responsibility for assessing, reporting or moderating the early years foundation stage (EYFS) profile should use the EYFSP handbook.
The handbook gives guidance to help professionals complete and moderate EYFS profile judgements, so outcomes are accurate and consistent across all early years settings.
All of the necessary documents needed to complete and moderate EYFS profile judgements can be downloaded on the links below:
Local authorities will still collect the data to form the national dataset on early years children’s outcomes.
LBWF will ensure all schools and settings have an electronic system to submit EYFS Profile data.
The local authority is required to collect and report the results for all funded children at the end of the EYFS in all state-funded schools; and private, voluntary and independent settings (PVIs).
Results for children in PVIs are only required where the child is receiving early years education that is funded by the Department for Education (DfE). The children still eligible for funding in PVIs will be born between 1 April 2017 and 31 August 2017. The statutory collection does not require EYFSP results to be submitted for unfunded children.
EYFS Profile data should be submitted to the local authority's Education Performance and Information Team by Wednesday 22 June 2022.
Headteachers and Managers must:
Headteachers must ensure parents are provided with a written report of the child’s development against the ELGs and have the opportunity to discuss the EYFS profile.
When finalising judgements for the EYFSP, practitioners must draw upon evidence that is predominantly from activities initiated by the pupil, as well as behaviour that children demonstrate consistently, independently and in a range of situations.
Evidence is collected as an ongoing process through:
Practitioners must assess all early learning goals. The DfE’s exemplification materials are to support teachers in assessing children’s development at the end of the Early Years Foundation Stage (EYFS).
This will ensure judgements are reliable and valid and in line with national standards.
Practitioners should judge whether the description in the ELG 'best fits' the child's learning and development, and refer to the Profile exemplification materials for the 'expected' level of attainment.
Children are judged as either:
Waltham Forest had the 12th highest Good Level of Development (76.4%) out of 151 local authorities in England and the 6th highest of the London boroughs
The Average Total Point Score was 35.4, an increase of 0.1 points from 2018 and 0.8 points above the national average which remained at 34.6. The London average (34.8) was exceeded by 0.6.
Waltham Forest had the 34th highest Average Total Score of all local authorities and the 9th highest of London Boroughs.
At GLD there was a gender gap of 9.2pp in Waltham Forest, below the national and London gaps (12.9pp and 12.3pp respectively).
Both girls and boys were above the national average (by 2.8pp and 6.5pp respectively). The London averages were also exceeded (by 0.8pp and 3.9pp respectively).
In 2019, 65% of pupils eligible for FSM’s achieved a Good Level of Development, compared with 78% of all other pupils resulting in an achievement gap of 13%. Nationally, 57% of pupils eligible for FSM’s achieved a Good Level of Development, compared with 74% of all other pupils resulting in an achievement gap of 17.8% (calculated by the DfE from unrounded percentages). Waltham Forests achievement gap was 5pp less than the National average. The per cent of children on FSM who achieved a Good Level of Development was 8pp above the National average.
Moderation of EYFS profile assessments should be a collaborative process with colleagues. This supports the quality assurance of teacher assessment judgements and provides a valuable opportunity for professional development. Schools may wish to work together so that teachers can share experiences and develop their assessment skills.
For more information and questions get in touch with Early Years Training.