When I first joined Pobble’s moderation team, I’ll admit I was curious (and a little sceptical) about how a fully remote moderation process would work. I’d moderated and been moderated before, but always in person: gathered around a table, pens in hand, poring over children’s writing together. Could something so rooted in professional dialogue and mutual trust really translate to an online setting?
As it turns out, it absolutely can. In fact, being fully remote has been one of the most rewarding moderation experiences I’ve been a part of.
Thoughtful training, right from the start
From the outset, the support and training offered by Pobble’s moderation manager, Laura Bailey, was spot on. The moderator pre-session briefing was clear, thorough and genuinely helpful. There was space to ask questions, talk through scenarios, and make sure we all understood the process and expectations before we got started. It felt professional, but also human.
Knowing there was always someone on hand for a second opinion or a quick check-in if needed made all the difference. I never actually had to escalate anything, but having that support in the background gave me real confidence throughout the moderation sessions.
Collaborative conversations that put writing at the heart
One of the biggest strengths of the remote model is the way it puts the writing front and centre. Every participant could view the children’s work clearly on their screen – no squinting over someone’s shoulder or passing around one book, and certainly no photocopying! This meant we could have incredibly focused and fluid conversations.
Teachers brought thoughtful insights about their pupils’ journeys, and we could ‘zoom in’, literally and figuratively, on specific pieces or aspects of writing as we talked. Despite not being in the same physical room, the sessions felt warm and collegiate. We found our rhythm quickly, and the discussion never felt rushed.
There was genuine space to celebrate the writing we were looking at, to acknowledge what children had achieved, and to talk meaningfully about standards in a way that felt supportive rather than scrutinising.
It was also great to see leaders from multi-academy trusts able to dip in and out of sessions, something that would have been much harder to coordinate in person. Their involvement added another valuable layer to the process.
Efficient, accessible and still personal
Logistically, remote moderation was a breath of fresh air. No travel. No parking dramas. No battling with a satnav to find an unfamiliar school. Everything I needed was right there in my own workspace, meaning I could focus fully on the conversations at hand.
And yet, despite the convenience, the experience didn’t feel transactional or clinical. The tone set by the moderation manager, the clarity of the structure, and the shared sense of purpose created a genuinely collaborative atmosphere. It was personal, professional, and purposeful; everything you’d want moderation to be.
Final thoughts
Moderation should never be about catching people out. It should be about shared understanding, celebrating writing, and supporting professional judgement. That’s exactly what Pobble’s remote approach achieves, and it does so with integrity, flexibility, and a real respect for the work schools are doing.
If you’re a school or trust weighing up how to approach moderation, I’d wholeheartedly recommend considering the remote model. It’s efficient, well supported, and most importantly, it places trust, collaboration, and children’s writing at the centre of the process.