If you’re delivering the above qualification:

• Read our Preparing for a moderation review page and complete any relevant activities.
• Book your learners onto their occupational specialism (OS) to receive a Moderator allocation. Once learners are booked onto the OS, you’ll be able to submit a schedule of assessment for that learner.
• Submit your schedule of assessment as early as possible via the Portal for each learner. The TQ Portal User Guide and our video resource How to create/amend a schedule of assessment explains how to do this. Your Moderator will use this to plan their visits.
• Work with your Moderator to plan visits efficiently to reduce the number of visits required. No visits can take place outside of the moderation window.
• View the sampling plan the Moderator will send you and inform the learners
• Gain confirmation from the industry placement for the Moderator to visit at the agreed dates and times
• Maintain accurate assessment records. Templates for the below documents are available to download from the qualification page
  • Observation Planning Form
  • Future Planning Form
  • Observation of Skills Recording Form
  • Professional Discussion Form. These must be contextualised to the observed activity
  • Criteria Assessor Judgement Guidance and Assessment Justification Document
  • Final Mark Form
  • Tracking documents to showing criteria achieved and target dates to meet any outstanding criteria

Assessment records should clearly show how the criteria will be assessed, the criteria to be observed and covered through professional discussion, how the learner has achieved the criteria and placement hours.

• Ensure inactive learners are withdrawn from the assessment series on the Portal in a timely manner. Failure to do this will result in an action within your AMR report.
• Submit learner grades for EYE part 1 for the structured observation before the end of the assessment window.
• Submit learner marks for the structured observations before the end of the assessment window. Final moderation can only take place once marks have been submitted for the full co-hort.
• Submit the below assessment records. Your Moderator will send you a sampling plan with agreed deadlines. Ensure all documents are clearly labelled and include the name of the learner and the structured observation the assessment relates to. Assessor marks must not be included, where marks are present, you will be asked to send another sample.
  • Observation Planning Form
  • Observation of Skills Recording Form
  • Professional Discussion Form. These must be contextualised to the observed activity.
  • Criteria Assessor Judgement Guidance and Assessment Justification Document 

Early Years Educator (EYE) Occupational Specialism 

The EYE Occupational Specialism is split into 2 parts. Your Moderator will plan reviews to observe assessments taking place for:

• Part 1 – competence-based criteria
• Part 2 – structured observations

Your Moderator will observe the assessment of each of the competence-based criteria at least once, this will most likely be across a range of learners. When your Moderator is satisfied that accurate assessment decisions have been made for the competence-based criteria, they’ll update their moderation report to show you’re cleared to assess Part 1 of the EYE occupational specialism.

Your Moderator will observe a minimum of 2 structured observations for each learner in the sample. 

We’ll use the grades awarded for P1 and the marks awarded for P2 as part of the learners Occupational Specialism result for each learner.  

Assisting Teaching (AT) Occupational Specialism

Your Moderator will observe a minimum of 2 structured observations for each learner in the sample. 

During the moderation review

During the moderation review your Moderator will discuss:

• your assessment decisions for the part 1 EYE competence criteria. Assessment decisions made for the structured observations will not be discussed.
• your completion of assessment paperwork for the structured observations, by looking at previously completed records and not the assessments sampled as part of moderation.
• your processes for identifying Assessors’ and IQAs’ training needs and how these are addressed
• your processes in place to ensure learners are given appropriate access to assessment, where special arrangements are required to ensure you’re following our requirements specified in our Reasonable Adjustments and Special Consideration Policy.
• how you ensure students’ developmental needs are matched against the requirements of the assessment and how individual assessment plans are agreed.
• your records of placement hours and how these are maintained and show accurate tracking.