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 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.

  • Early years foundation stage profile 2022 handbook
  • PVIs must complete and submit the 2022 Department for Education (DfE) spreadsheet (using Department for Education spreadsheet 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).
  • Contact edu.performance@walthamforest.gov.uk for further information.

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);

    or

    • not yet reaching this level (emerging)

    Waltham Forest EYFSP data headlines - 2019

    • 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.

    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.

    Get in touch

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

    Last update: Tuesday 17th of May 2022 02:42:45 PM