1. October 2015

2. Agenda Profile moderation 2015 – evaluation Profile moderation 2016 - plan Project Early years baseline Common Inspection Framework (CIF) – Sarah Foulkes VSSR Nyland Campus Outreach transition support procedures evaluation Maintained nurseries – SEN procedures / EYC support

3. National – 2013 2014 60% of children achieved a good level of development 58% of children achieved all 17 ELGs 16% gender gap between the percentage of girls and boys achieving a GLD 69% of girls compared to 52% of boys 53% of children in the most deprived areas achieved GLD compared with 65% of children in other areas. WE need 2014/2015 data here

4. Swindon 2014-2015 68% children achieved a GLD (up 7%) PD(90%) – highest proportion of pupils achieveing ELG Numbers(79%), Reading (78%) and Writing (72%) are the goals with the lowest proportion of pupils achieving the early learning goal

5. Writing is the weakest area A greater percentage of pupils achieved ELG in all 17 areas of learning ? There continues to be a significant gap between boys and girls achievements?

6. Expected+ comparison 2014 - 2015 (Swindon) CL – up 4% PD – up 2% PSED – up 2% Literacy – up 4% Mathematics – up 3% UW – up 2% EAD – up 2%

7. 46 schools met/exceeded 2014 GLD 9 schools below 2014 GLD

8. EYFSP moderation 2015 22 schools moderated 2 revisits

9. What went well All schools visited were very accommodating Improvement in practitioner knowledge of moderation procedures Most schools well prepared and organised Improved practitioner knowledge of ELG expectations More cluster moderation had taken place

10. More TAs took part in moderation visits which was very beneficial to the moderation dialogue Best when all teachers released at same time – supportive dialogue Good when members of SLT present – supportive dialogue

11. What needs to improve Practitioner knowledge and understanding of ‘exceeding’ – especially technology, maths, writing and PD (exploration of expected and exceeding) Teachers should not be too cautious when making judgements (will not validate where large number of consensus agreements) Greater practitioner understanding of links between ELGs

12. Data provided at moderation visit must be up to date Longer agreement trialling meetings – schools start as soon as they arrive Discuss PSED and Literacy ELGs at agreement trialling meetings (focus of profile training) Moderator review of previous actions for schools from moderation visits (even if change of teacher)

13. An exploration of ‘expected and ‘exceeding’ http://schoolsonline.swindon.gov.uk Resources Early Years resources Resources Useful documents

14. 2016 documents www.gov.uk Early Years Foundation Stage Profile Handbook – currently 2015 version published October 2014 EYFS Assessment and Reporting Arrangements – published 29th September on-line, PDF in October 2015 Profiles to be completed by 1 st July 2016 EYFS profile exemplification materials – currently 2015 version

15. LA moderation plan September 2015 – New to EYFS/ NQT training December 2015 – Profile drop-in sessions January/February 2016 – statutory profile training (PSED and Literacy) March 2016 – Agreement trialling meetings End of march 2016 – schools informed if being moderated April 2016 – moderation drop-in meetings May/June 2016 – moderation visits

16. Criteria for visits: - non-attendance at training or agreement trialling meetings -within 4 year cycle -concerns from moderation last year -New to EYFS/NQT -SIA request/data concerns -Ofsted RI -New HT

17. Profile drop-ins – 3.45pm to 5.00pm 1st December – Tadpole Farm 2nd December – Drove CPD centre 3rd December – Liden No need to book a place

18. Statutory Profile Training PSED and literacy Dates to be agreed Book via CPD cpd@swindonteachingschool.org.uk

19. Project PSED, Communication and language, and writing.

20. Early Years baseline How is it going?

21. EExBA N and EExBA SEND Pilot following concerns that some children will be judged as ‘no’ for many of the statements Yes/no statements to describe ‘typicality’ on-entry– no ‘best fit’ Well-being and Involvement statements Early Support Steps-developmental starting points for each child EE will not collect BA SEND data but will link to Progress Tracker being developed for schools

22. Common Inspection framework Sarah Foulkes The Common Inspection Framework: education, skills and early years Handbook –2015 www.gov.uk Early Years Inspection Handbook August 2015 www.gov.uk Providers registered on EY register

23. Fundamental British Values Handouts www.foundationyears.ork.uk

24. Future co-ordinators meetings Would you like to continue with these meetings once the EYFS profile is no longer statutory? If yes, what would you like the meetings to cover?

25. VSSR http://schoolsonline.swindon.gov.uk Resources Early Years Resources Resources VSSR for PVI settings Practice observations Toolkits for Well being, Leadership and management, Outcomes for children, Teaching, learning and assessment

26. NCOT transition support evaluation 9 children from 8 settings supported during summer term and into school Feedback from settings – New procedures and NCOT support has been very beneficial Some settings using similar procedures for other children with SEN

27. We found the Behaviour Support team very positive and supportive with the transition ……The documents were great to use and the whole process went very well. Invaluable support to pre- school and the children during the transition to school.

28. We also used the document for a few other children that we knew would struggle with the transition and we created a poster for each school children were attending to be able to talk about at circle time with the children

29. However………. Not all schools engaged fully with the transition process Difficult arranging for school practitioners to attend meeting with setting and parents to draw up transition plan Some schools not open to increasing visits for children with SEND Please email your views of the transition process for children with behaviour support kflower@swindon.gov.uk

30. Maintained Nurseries Any nursery, pre-school run by school governors Caterpillars at Millbrook (KF) Goddard Park – day care, 2 year olds, 3-4 year olds (KF) Hazelwood Academy (KF) Oliver Tomkins Infants (KF) Drove – 2 year olds and 3-4 year olds (KF) Mountford Manor – 2 year olds and 3 to 4 year olds (KF)

31. Acorns at Oaktree – 2 year olds and 3-4 year olds (KF) East Wichel Primary (KF) Eldene Primary and Nursery (KF) Moredon Primary and Nursery (EE) Gorse Hill (EE) Red Oaks (EE) St Francis (EE) Sevenfields (EE) Oakhurst (EE) Tadpole Farm (EE) Orchid vale (EE) Even Swindon (EE)

32. Swindon Academy Pre-school Alton Road (EE) Swindon academy Pre-school Beech avenue (EE) Ferndale Primary / Pre-school (EE) South Marston Pre-school (EE)

33. SEN http://schoolsonline.swindon.gov.uk Resources Early Years Resources Resources 2 year progress check SENRAP and statutory assessment Useful SEN forms SENCO handbook SENCO network meetings

34. SENRAP and statutory assessment Funding application form Funding and statutory assessment form Developmental summary chart Banding descriptors

35. SENCO handbook

36. Child requires additional Support in order to make appropriate progress in one or more of the seven areas of learning Identify strengths and needs Discuss and agree a support plan with parents. Agree and set progress targets (IPP/BSP) Refer to Level 1 of the Graduated Approach for support ideas. Monitor and review progress over 4-6 week period Follow appropriate interventions and identify staff training and resource materials as necessary PLAN ASSESS REVIEW Do

37. Child’s needs met appropriately with interventions provided and expected progress is being made to close the gap Continue to monitor and review progress closely with parents. IPP/low level support gradually lessened as appropriate.

38. Child continues to require higher level of support and continues to make less than expected progress Refer to Level 2 of the Graduated Approach. Update IPP/BSP as necessary outlining activities and support strategies required. Early help record and Plan, Develop new IPP, Seek specialist advice, Contact EYC Working with parents and with parental consent Follow appropriate interventions, Make referrals. Apply for SENRAP funding if required Monitor and review progress and support needs. Identify/discuss need to request Education and Health Care Plan ASSESS PLAN DO REVIEW

39. EYC support for maintained pre-school settings SEN – free support includes: Observing children Advising on referrals Quality of provision – free support includes: All 2 year old provision – advice on monitoring and improving provision RI and inadequate – advice on monitoring and improving provision

40. EYC support for all RI and inadequate schools Agreed with SIA Review of EYFS provision EYFS leadership Advice and support on improving provision

41. EYC traded services support for all schools Review of EYFS provision EYFS leadership Advice and support on improving provision