EYFS Profile and Moderation

EYFSP Moderation programme has been cancelled – schools will not be moderated in the Summer Term and EYFSP Data will not need to be submitted to the local authority.

The Early Years Foundation Stage (EYFS) Profile is an assessment of children's development and learning at the end of the reception year.

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: 

What EYFS Profile is used for? 

  1. Inform parents about their child's development against Early Learning Goals (ELGs) and the Characteristics of their Learning.
  2. Support a smooth transition to Key Stage 1 by informing the professional dialogue between EYFS and KS1 teachers.
  3. Help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children.

LBWF will make sure assessments made by early years providers are accurate and consistent, by moderation of the EYFS Profile in schools, academies and PVI settings, who have eligible children in their settings.

Submission of data

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 2014 and 31 August 2014. 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 midday Monday 24 June.

Private, voluntary and independent settings (PVIs) should complete the 2019 Department for Education (DFE) EYFSP input spreadsheet, using DFE guidance, in order to enter the 2019 EYFSP assessment scale summary scores.

Once the spreadsheet is completed, PVIs should create a CSV export return file to be returned securely to the local authority via AnyComms+

Headteachers and Managers Responsibilities

Headteachers and Managers must:

  • Ensure their school or setting complies with the learning and development requirements of the EYFS. This includes completing the EYFS Profile and engaging in internal moderation activities, as well as engaging with other schools to ensure accuracy of judgements made by teachers.
  • Ensure an EYFS Profile is completed for all eligible children and that data is quality assured.
  • Ensure appropriate provision is available to meet the needs of children with SEND.
  • Take responsibility for the reliability of their EYFS Profile outcomes and ensure that the data accurately reflects the level of attainment of the current cohort of pupils.
  • Ensure teacher judgements are monitored.
  • Ensure EYFS Profile data is quality assured (see section 8.5 of the EYFSP Handbook) and returned to the local authority.
  • Provide EYFS Profile assessments to their school governing body to enable it to comply with national data submission requirements and report to parents.
  • Provide parents with a written report of the pupils progress against the EYFS ELGs and the opportunity to discuss the Profile and report to parents about their child's Characteristics of Effective Learning.

Guidance to Develop Accurate Judgements

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:

    • the practitioner's knowledge of the child
    • the child's view of his or her own learning
    • information from a range of contributors, parents/carers and other significant adults
    • any material or representations from the child
    • a collection of anecdotal and significant moments
    • observations.

    In finalising judgements, practitioners must refer to the written Profile exemplification materials for all 17 areas of learning, and the descriptors for children who may be exceeding expected levels of attainment within the Profile Handbook.

    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:

    1. emerging into the ELG.
    2. expected 'best fit' for the ELG
    3. exceeding the ELG.

    Waltham Forest EYFSP data headlines - 2019

    • Waltham Forest had the 12th highest Good Level of Development rate 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% who were not eligible for FSM resulting in an achievement gap of 13%. Nationally, 56% of pupils eligible for FSM’s achieved a Good Level of Development, compared with 75% who were not eligible for FSM resulting in an achievement gap of 19%. Waltham Forests achievement gap was 6pp less than the National average. The % of children on FSM who achieved a Good Level of Development was 9pp above the National average.

    Below you can download further guidance from the Early Years Teaching, Learning and Assessment team to assist practitioners when making judgments about children's attainment:

    EYFSP Moderation Conference and Training

    The Early Years Foundation Stage Profile (EYFSP) Moderation Conference is a free annual event for EYFS leads or Reception Class Teachers.

    This is a full day event which aims to equip providers with understanding of the local and national EYFSP data.

    It also provides networking opportunities for early years and childcare professionals.

    Download resources: 

    The EYFSP Moderation process offers training for EYFS leads, reception class teachers and practitioners new to reception. Download the EYFSP moderation training brochure 2019/20. 

    Get in touch

    For more information and questions get in touch with Elisha Brett, EYFSP Moderation Manager.

    Telephone: 07773 046322
    Email: elisha.brett@walthamforest.gov.uk

    Useful Documents

    EYFS Appeals Procedure 2020


    EYFS Handbook 2020


    Assessments and Reporting Arrangements


    EYFSP Moderation Local Agreement


    EYFSP Moderation Review and Plan


    LBWF EYFS Moderation Process

    Last update: Wednesday 15th of April 2020 04:36:14 PM