EYFS Profile and Moderation

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: 

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.


Submission of Data

Local authorities are required to collect and report the results for all funded children at the end of the early years foundation stage in both maintained schools (including academies) and private, voluntary and independent settings (PVIs). 

Results for children in private, voluntary and independent settings (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 private, voluntary and independent settings (PVIs) will be born between 1 April 2018 and 31 August 2018.

The statutory collection does not require data to be submitted for unfunded children.

EYFS Profile data should be submitted to the Local Authority's Families Business Intelligence Team by Friday 30 June 2023.

  • PVIs must complete and submit the 2023 Department for Education (DfE) spreadsheet using the DfE guidance.                                  

  • Local Authority guidance is here to provide general information about the statutory return, and steps to follow to submit the return securely to the Local Authority via AnyComms (https://www.wfresearch.org.uk).
  • The DfE Early years foundation stage profile: 2023 handbook supports EYFS practitioners in making accurate judgements about each child's attainment.
  • The Department for Education (DfE) have clarified that that the EYFS profile must be completed in all instances unless:
    • an exemption has been granted by the secretary of state for the setting or an individual child.
    • the child is continuing in EYFS provision beyond the year in which they turn 5. In these exceptional cases, the EYFS profile should be completed once only, at the end of the year before the child moves into KS1. The setting should discuss their intention to defer the child’s statutory assessment with the local authority (earlyyears@walthamforest.gov.uk). This will ensure the child’s data is not considered missing when the provider submits EYFSP outcomes for the current cohort.

An ‘A’ should be recorded for every ELG within the profile only when an exemption has been granted. 

For further information about exemptions, practitioners should refer to section 3.2 of the EYFS profile 2023 handbook and for advice on completing the profile for children with SEND please refer to section 3.5. For information on obtaining exemptions please refer to DfE guidance on exemptions for providers and exemptions for individual children.


Headteachers and Managers Responsibilities

Headteachers and Managers must:

  • ensure an EYFS profile is completed for all eligible children and data is quality assured 
  • ensure provision is made to meet the requirements of all children with special educational needs
  • take responsibility for the reliability of their EYFS profile outcomes and ensure that the data accurately reflects the level of development of the current cohort of children
  • ensure EYFS profile data is returned to their LA in accordance with the table in section 4.2
  • provide EYFS profile assessments to their school’s governing body to enable it to comply with national data submission requirements and report to parents
  • ensure the statutory requirements for the transfer of records between providers are fulfilled, including the completion of the common transfer file (CTF) 

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.   

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.

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).

Vodcast for schools and multi academy trusts explaining changes

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:

  • meeting the level of development expected at the end of the EYFS (expected);


  • not yet reaching this level (emerging)

EYFSP Moderation

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.


EYFSP Headlines 2021 – 2022

In 2021/22, 72.7% of children had a good level of development (GLD), 7.5 ppts above the England Average (65.2%)

Waltham Forest’s GLD 2021/22 performance is in the top quartile of England and London Local Authorities.

  • England Local Authorities: Waltham Forest is ranked 5th 
  • London Local Authorities: Waltham Forest is ranked 2nd 

In 2018/19, pre COVID, 76.4.% of all children achieved a Good Level of Development, which was considerably higher than the national average of 71.8 % 

The number of children in Waltham Forest achieving a GLD post covid has decreased by 3.7 percentage point from 76.4% to 72.7%. Nationally this has decreased by 6.6 percentage points from 71.8% to 65.2%.

There is an achievement gap of 12.1% between children eligible for FSM’s and all other pupils. This achievement gap is 6.4% narrower than national gap which is 18.5%.

At the end of academic year 2021/22 more girls than boys achieve a GLD. There is a gender gap between boys and girls of 13% in Waltham Forest, 0.3% below the national of 13.3%


Get in touch

For more information and questions get in touch with Early Years Training.

Last update: Thursday 25th of May 2023 10:02:21 AM