This course will cover:
- To benchmark evidence against national exemplification. (National)
- To moderate end of EYFS judgements against the early learning goals
- To help identify strengths and areas for development on transition into Year 1

The Early Years Foundation Stage Profile is the statutory assessment which takes place at the end of EYFS and uses the Early Learning Goals and EYFS Framework which were introduced on 2020/2021. Schools have to make judgements against these as part of the statutory assessment procedures and report these to the Local Authority. Although moderation is no longer statutory it is a requirement for schools to ensure that they have quality assured their judgements.

This half day training session will be focused upon the Early Learning Goals and will enable delegates to work in small groups to externally moderate their judgements. There will be opportunities to 'benchmark' against new national exemplification and local work examples to hold professional dialogue with colleagues around judgements. The session will be led by previous Local Authority Moderators, who will help to facilitate discussions.

During the session there will be the opportunity for participants to take part in agreement trialling as well as moderation of their own evidence. We will be looking at the areas of Past and Present, Number and Being Imaginative.

There will be a focus on identifying the next steps for children who are not on track, including identifying strategies and activities that would support the child as they transition into the Year 1 classroom. Delegates need to bring their current data in order to identify children who need further support.

For this academic year the focus if the session will be on the following ELGS:
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We ask that each participant brings along with them some evidence and is prepared to hold professional moderation conversations (Please note there is no statutory requirement for teachers to keep physical evidence, therefore the evidence asked for here will be a matter for each individual school and teacher to decide upon) for;
TBD

NB The evidence could be for one child or it may be from two or three different children. The practitioner attending the course can decide on the number of children and the form that the evidence will take.

Consideration during the session will also be given to implications for transition to Year 1.
This course will support Teacher Assessment for the EYFS. It will enable practitioners to be confident and accurate in their judgements against ELGs at the end of the Reception Year.: