2016-2017 – worked example from Essex School – by kind permission

Crossing the exceeding threshold- Moderation 2017Early learning goal Description of

‘expected’Description of ‘exceeding’

What does exceeding look like in your setting? What are we looking for?

Planning and provision

ELG 01 Listening and attention

Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Children listen to instructions and follow them accurately, asking for clarification if necessary. They listen attentively with sustained concentration to follow a story without pictures or props. They can listen in a larger group, for example, at assembly.

Children are able to listen and focus during carpet time/inputs (30 mins). They can respond appropriately to instructions i.e. - register and lunch choices. They listen for more sustained periods of time including a range of contexts (PE, assembly, Forest) and aren’t distracted. Children listen and respond to each other as an integral part of our class expectations including circle time and show and tell.

Children are given a range of opportunities to exercise their listening skills independently and creatively (audio books on the iPad, think-pair-share, circle time). High expectations and ‘good listening skills’ were emphasised from the start (crossed legs, lips closed, ears listening, eyes this way and brain boxes on) and are key in our carpet time. Children are immersed in sustained play. Exceeding pupils also partake in guided reading, concentrating for a sustained period of time. Children are highly responsive to non-verbal cues (clapping patterns) and listen attentively.

2016-2017 – worked example from Essex School – by kind permission

ELG 02 Understanding

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

After listening to stories children can express views about events or characters in the story and answer questions about why things happened. They can carry out instructions which contain several parts in a sequence.

Children ask ‘why’ and ‘how’ in response to something they’ve encountered and are keen to share their views often linking it to their experiences at home. Children’s responses are recorded on our ‘experience table’ which informs planning/objectives. Children can follow instructions involving several ideas and actions (using a programme on the iPad, PE, arts and crafts, Nativity). Children take their learning to their child initiated learning (treasure hunt, Burglar Bill).

Experience planning involves ‘today’s big question’ providing children opportunities to give opinions e.g. ‘why do we get cross?’ ‘How can we help the environment’ ‘What keeps us healthy?’ Questioning is used across the curriculum to probe children’s thinking introducing the idea of ‘backing up your point’ giving reason and evidence (e.g. number work, exploring stories). Home ‘Learning Log’ focusing on understanding opportunities.

ELG 03 Speaking Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Children show some awareness of the listener by making changes to language and non-verbal features. They recount experiences and imagine possibilities, often connecting ideas. They use a range of vocabulary in imaginative ways to add information, express ideas or to explain or justify actions or events.

Very clear spoken language. Children justify their point of view, ask questions related to something previously mentioned in a class discussion. A variety of role-play opportunities promoting use of subject specific vocabulary. Sequencing story events. Use of adjectives - descriptive language. Buzz the bear show and tell. Use of monitors to promote speaking and independence.

Superb modelling from all staff. Opportunities to discuss news, events, opinions and high value places upon speaking. Talk for writing and visual prompts have been used to develop children’s story telling. Liaising with speech and language specialist to support children’s speaking (visual coding). Children use a range of vocabulary (describing music, art work, investigation area. Children explore rhyme in poems and songs. ‘Table talk’ opportunities, what I already know, Headteacher’s award, speaking infront of the school.

ELG 04 Moving and handling

Children show good control and co-ordination in large and small movements. They move

Children can hop confidently and skip in time to music. They hold paper in position and use their preferred hand for writing,

Extra curricular activities (cheerleading, golf,ballet).Numerous examples of listening to the beat, fantastic rhythm and co-

Funky Finger activities to practice fine motor skills. Extra-curricular activities cheer leading, football.

2016-2017 – worked example from Essex School – by kind permission

confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

using a correct pencil grip. They are beginning to be able to write on lines and control letter size.

ordination. Excellent fine motor control. Correct pencil grip, many ask for paper with lines. Performing (nativity and poetry slam) involving movement. Development of scissor skills.

Forest school.PE lessons with skills progression, throwing and catching, balancing, games etc. Phonological awareness/ counting activities related to PE and music. Pencil grips if necessary. Dough disco, wake and shake! iPad letter formation, typing skills.Parachute games, climbing and balancing (pirate training), cutlery skills, den building and joining, cooking.

ELG 05 Health and self-care

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Children know about, and can make healthy choices in relation to, healthy eating and exercise. They can dress and undress independently, successfully managing fastening buttons or laces.

Extra- curricular activities (cheer leading, breakfast and after school club) has further developed children’s self care. Healthy life style is promoted in the setting (sharing snack platter) and children will select a healthy snack and milk as “it is good for our teeth and bones”. All children are extremely independent when getting changed for PE. Children know the importance of basic hygiene including washing hands often referring to “getting rid of germs”. We give multiple opportunities to taste new/unusual healthy foods - very successful. Apron messy play. Goggles, science experiments.

Snack time. Practice dressing at home. Speed trial and rewards for tidying and folding clothes. Use of ‘snackerdoodle’ on the iPads for children to create and explore healthy food choices. Class expectation of looking after the classroom ‘tidy up time’ song and belongings. Exploring the importance of dental hygiene. “Eating vegetables makes us strong”. Cooking promoting hygiene, monitors water station. Children can decipher whether they need to take their jumper off, hat and scarves cold weather. Heart rate and stretching muscles key aspect of all PE sessions.

6. Self-confidence and self-awareness

Self-confidence and self-awareness: children are confident to try new

Children are confident speaking to a class group. They can talk about the things they enjoy, and

Children are eager to share their weekend/achievements with the class (Buzz the Bear) through a

Provide opportunities to fail (challenge time, problem solving). Moving into the zone

2016-2017 – worked example from Essex School – by kind permission

activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

are good at, and about the things they do not find easy. They are resourceful in finding support when they need help or information. They can talk about the plans they have made to carry out activities and what they might change if they were to repeat them.

whole class show and tell. Almost all children will exceed. Have all been up in Headteacher’s assembly and shared their nomination. Children will reference whole school ‘Mr Trogan’ skills e.g. “I am an confident character because ”. Children will confidently and independently select resources for chosen activities. They ask for help after trying for themselves. Children are very keen to share learning and will often ‘critique’ their work based on success criteria identifying their next steps and what they will do next time. Children enjoy new experiences (panto). Resources are child level and accessible in the setting. Children could confidently articulate learning to international visitors. Lots of peer support. Challenge time encourages persistence and resilience.

of proximal development supported through showing staff learning at the same time. Reflecting on and revisiting experiences “what do I know, what do I want to find out, what have I learned”. Opportunities for independence, monitors. Sensory experiences eating a gingerbread man mindfully, what do we notice? Using our senses. ‘Sensory tub’ during child initiated.

2016-2017 – worked example from Essex School – by kind permission

7. Managing feelings and behaviour

Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Children know some ways to manage their feelings and are beginning to use these to maintain control. They can listen to each other’s suggestions and plan how to achieve an outcome without adult help. They know when and how to stand up for themselves appropriately. They can stop and think before acting and they can wait for things they want.

Demonstrate ‘level’ behaviour on all occasions. Can self-soothe if necessary in the ‘calm corner’/quiet time. Morals, discussing other children’s behaviour and why it is/isn’t appropriate. We have class rules (decided together)/consistent use of ‘going for gold’ behaviour chart/marbles in the jar. Daily independent learning opportunities. Open discussions/social stories why is this fair/unfair/right or wrong? Use of classroom monitors.

Opportunities to discuss morality relating to traditional tales/familiar stories. Be aware of traveller/ shooting comments! Developing understanding of emotions through song ‘keep on smiling’. Rainbow, sunshine, rain feelings chart. to develop children's emotional literacy. Everyday superheroes (right and wrong). Promoting good choices throughout setting. Children manage risks and are aware of dangers (estate walk). Sharing of resources. Modelling ‘kind words’ manners please and thank you.

8. Making relationships

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Children play group games with rules. They understand someone else’s point of view can be different from theirs. They resolve minor disagreements through listening to each other to come up with a fair solution. They understand what bullying is and that this is unacceptable behaviour.

Showing understanding of right and wrong. Lovely examples of caring for others especially with lots of emotional development needs. Very positive relationships with all adults in the setting and can articulate what being kind is. During CIL children compromise and negotiate, taking turns. When a child is upset children appropriately comfort them. A new child has recently joined the class, all children welcomed and helped her.

Lots of cohesive team/group activities. Provide opportunities for children to work with their peers (learning patterns). Use of games during child initiated learning to promote turn taking. Lots of opportunities for ‘mixed ability’ activities. Peer assessing, lots of group work.

2016-2017 – worked example from Essex School – by kind permission

ELG 09 Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Children can read phonically regular words of more than 1 syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read.

Minimum of Phase 3 Set 6. ‘Foxes’ phonics group some have already ‘passed’ Year One phonics screening tests. Children enjoy a wide range of books and know the difference between ‘fiction/story’ and ‘non-fiction/information’ books. Beginning to identify the punctuation read with some fluency/expression. Children choose to read books during child initiated learning for a purpose. Children apply their phonics skills across the curriculum.

Children are exposed to a wide variety of texts and stories. Strict reading policy shared with parents Books read twice with adults and then changed. Extended phonics sessions 30-40 mins. Emphasis on guided reading as well. Children know what ‘Go Words’ (HFW) are and apply these in all reading opportuneness along with phonic specific vocabulary (digraphs, trigraphs, segmenting blending etc.) Differentiated phonics activities sent home in phonics books to support school reading. Going beyond decoding, developing children’s comprehension through questioning/visual literacy ‘The Naughty Bus’. Whole class, guided and individual reading opportunities. Reading area. Phonics is implemented consistently with high expectations. Interactive reading displays/word hunts. Reading willow dome, CIL book handling skills.

ELG 10 Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which

Children can spell phonically regular words of more than 1 syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing.

Writing for a range of different purposes and contexts. Children choose to write everyday and ask for lined paper to write on or their literacy book. Stamina to write for more extended periods of time. Lots of different writing

Very high expectations, feedback given to all writing and opportunities for children to edit, review and make improvements. Children know and apply multi-sensory writer’s check list. I have sent home

2016-2017 – worked example from Essex School – by kind permission

can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

opportunities provided and a range of writing materials (chalk, paint, wikki sticks, oil pastels etc). Strong sense of narrative features supported by talk for writing (once upon a time …). Children enjoy going into the writing area where the boys in particular choose to write often creating their own purpose e.g. football songs, re-writing the Gruffalo.

Year one Common Exception Words for HA writers to work on. Focus on making a valuable transferable skill ‘super writer’. Children who find writing challenging use other sensory methods (writing in glitter, rainbow magnetic board, brushes on the iPad). Early morning activities enable children to write about their weekend (recount). Boys in the setting enjoy writing (superhero theme). Writing materials in role play area.

ELG 11 Numbers: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups. (This descriptor has been amended to reflect the increased level of challenge applied to the expected descriptor following the Tickell review.)

Times to climb to inspire children’s number skills. Lots of estimating “How many bricks tall”, “How many sweets in a jar?” “How many altogether?”Major emphasis on number in every contests, people, register, lunches, snack, coats etc. Children know the value of addressing number misconceptions “Although I can count to 20 it is trickier” when learning about place value. Use of the ‘Part Whole Model’ to explore number relationships and Numicon to develop children’s number sense and place value. All learning is practical and encourages children to create their own investigations. Number rhymes consolidate number formation and creative use of resources e.g. wet foot prints enables children to explore exceeding descriptors e.g.

Number is taught through song (number raps, counting in 10’s). Lots of times we have covered number at a much higher level due to children’s curiosities and interests “number sentences are very long!” instead of 2+2+2 we can make them shorter using ‘X’ sign. Lots of my exceeding mathematicians can do this with arrays.Heavy use of questioning to elicit children’s understanding “What’s the same, what’s different, convince me, if I know this what else do I know, what do you notice, true or false”. Children can now confidently give reasons rather than just providing an answer. Place value exploration. Children create their own number investigations. Number area.

2016-2017 – worked example from Essex School – by kind permission

counting in twos as activities are low threshold and high ceiling providing achievement for all.

Number hunts (time, measuring, ten frames, patterns, games, register, class votes, snack, money role play). Range of ‘real’ problem solving opportunities.

ELG 12 Shape, space and measures

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Children estimate, measure, weigh and compare and order objects and talk about properties, position and time.

Children linking KUW with SSM “The bird’s nest is a circle” “I’m taller than “ … Lots of examples of children identifying 2d and 3d shapes in the environment “the fish tank is a sphere”. Practitioner models in many areas of the curriculum (junk modelling, shape printing, coin sorting in the role play area). The children have often taken learning to the ‘next level’ e.g. when exploring capacity full, half full and empty “The cup holds 200 ml that is a big number, that means it’s full!”.

Lots of opportunities to explore SSM in child initiated learning (scales, threading, fractions, symmetry and butterflies). Often children are unaware that they are exploring shape as it is immersed in a creative context e.g. using the xylophone to create a repeating pattern/compose music. Use of Beebots and treasure maps to give the children purpose for positional language. Time is embedded in our class routine, visual timetable, class calendar. “We have had our register, we have had our early morning work, next is …”. Children follow and refer to the class timetable throughout the day. Lots of problem solving opportunities involving measuring, growing our own plants. Birthdays, class calendar, events in our day, scales. When pedalling outside “you’re too heavy to pedal!”.

2016-2017 – worked example from Essex School – by kind permission

ELG 13 People and communities

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Children know the difference between past and present events in their own lives and some reasons why people’s lives were different in the past. They know that other children have different likes and dislikes and that they may be good at different things. They understand that different people have different beliefs, attitudes, customs and traditions and why it is important to treat them with respect.

Knowing cultural calendar of events (Diwali). Very diverse class, real understanding and empathy for each other’s needs. Learned Makaton. Child from Traveller community very well integrated. Lots of discussions about changes and time scales. Real life examples cultural/religious differences celebrated. Children are happy to share birthday celebrations/events that are important to them. Have looked at how Christmas/Easter is celebrated across the world. The children have “interviewed” visitors (everyday superheroes) comparing this to what we know.

Provide opportunities to explore different cultures, religious traditions, discuss beliefs. Love and marriage, different families, understanding of people who help us. Supporting peers with different qualities and beliefs. Discussing our interests, “how are they the same/different to our friends”. Class ethos of being unique ‘I am me’ song. Different religions, looking after babies, holidays, brothers and sisters, home, school role play, pets, favourite things. Strong links with after school care, child minders, after school club. Parent voice on tapestry. Mother’s day tea party.

ELG 14 The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Children know that the environment and living things are influenced by human activity. They can describe some actions which people in their own community do that help to maintain the area they live in. They know the properties of some materials and can suggest some of the purposes they are used for. They are familiar with basic scientific concepts such as floating, sinking, experimentation.

Lots of opportunities within the local environment to consider the effect of the building work discussing the impact on animal habitats. Forest school has enabled children to be immersed in observations of their environment.”Why should we leave no trace?”. Examples of tribes that do this/ stewardship. Discussions about seasons, temperatures have all been inspired by children’s curiosity. A whole school ‘Science Day’ enabled children to be introduced to scientific concepts whilst child initiated activities enables opportunity for scientific enquiry

All ‘experiences’ are based on children’s observations and interests. E.g. a group of children blowing bubbles during forest school provoked the conservation of under water inspiring out ‘aquarium animation’ experience. Lots of scientific enquiry (investigation area) the body, plants, forces push and pull. High quality questioning. Life-cycles, time, night, day, spring watch magnets, senses. Harvest, supertatos, mini beasts, melting, looking at the environment, pluto plot.

2016-2017 – worked example from Essex School – by kind permission

(fizz bang, raisins and sparkling water, making jelly, cooking). “What do you notice?”. Care for the environment is promoted, lots of discussion about pollution and what we can do to help. Looking at the story ‘Window’ by Jeanie Baker enabled the conversation of how environments change over time. Classroom calendar. “There’s a birds nest outside!”

ELG 15 Technology Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Children find out about and use a range of everyday technology. They select appropriate applications that support an identified need, for example in deciding how best to make a record of a special event in their lives, such as a journey on a steam train.

Technology effectively embedded throughout the curriculum in a range of contexts. Children choose to use the iPads/apps and say why its the best (“to observe the class fish and take a video, design a meal on snackerdoodle”). Children can decide to use technology and their purpose for it effectively. Lots of independent and collaborative use of iPads, puppet pals, show me, popplet, book creator.

Purposeful planning for technology and is used in modelling e.g. Number line show me, one more one less, letter formation etc. Train children on apps you want them to use. Model use e.g. not used as a substitute for writing always adds value to learning. Apple TV provides children opportunities to share their work during a plenary. Bridges outdoor and indoor learning. Role-play technology, bus head lights, torches, home life games, bebop, microwave cooking. Apple TV to share work.

ELG 16 Exploring and using media and materials

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and

Children develop their own ideas through selecting and using materials and working on processes that interest them. Through their explorations they find out and make decisions about how media and materials can be combined and changed.

Children have learned an array of routines, songs and dances (Nativity). Children choose lots of different media and materials as they’ve already explored their properties so know what they want. Junk modelling station. Children are very inventive with all

Deconstructed role play opportunities enabled children to create and construct their own role play scenario. Lots of sensory experiences - bakes beans tub, textures, black out tent. Provide lots of malleable, art and construction first and

2016-2017 – worked example from Essex School – by kind permission

techniques, experimenting with colour, design, texture, form and function.

medias and will construct with purpose.

consider why they work for different purposes. Explore artists and techniques/ colour mixing. Music, junk modelling, deconstructed role play, dressing up, clay, natural resources Andy Goldsworthy.

ELG 17 Being imaginative:

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Children talk about the ideas and processes which have led them to make music, designs, images or products. They can talk about features of their own and others’ work, recognising the differences between them and the strengths of others.

During our nativity the class self-evaluated their performance creating their own next steps. Austin’s butterfly video. We then revisited our observational drawings of flowers. Lots of imaginative opportunities both inside and outside, children are confident to experiment with different roles “I’m a butterfly” and work collaborative to act out original narratives.

Provide opportunities to value each other’s work. We looked at other artists/performers and offered opinions. Verbal feedback from clips of cheer/nativity/PE. Ensure supportive comments to build resilience to accepting supportive criticism. Lots of opportunities for self-evaluation. Stories puppet pal theatre, colour mixing, props role play, ICT, imaginative contexts video of flying, collage.