To reduce the fear of having to remark a whole load of questions, suggest to your teachers that they mark three papers in full before moderation.
If there is an adjustment needed, then at least they can then go on to mark the rest of the papers using the new advice. Teachers can always double-check on the next couple they mark to confirm they are doing it right. This whole process is great professional development for teachers of all experience whilst building a supportive culture doing without adding workload.
Follow up actions:
Keep it simple. Where possible, limit the amount that needs to be remarked. Does it even need remarking? Maybe an action to do paired marking would support a teacher better next time.
Is there a lack of subject knowledge causing an issue? If so, then encourage the teacher to decide a specific action to improve it.
If a large number of papers or questions have already been marked and need to be re-marked, it does not necessarily mean that all need to be remarked. Is it an essential exam to be remarked? Could the marks for all papers be increased by a fixed amount, just as the exam board would? If there is a lot of remarking, consider splitting the papers across the team to show all have a stake in it getting it consistent across the team. Turn it into a learning task: get the students to remark the starred question in a class activity using the mark scheme and after having some training.
Department of one?
There are so many subject specialist groups on Facebook and Twitter that are a great area for support. Try posting a question or two in these groups to ask what mark others would give. You’ll be amazed at the response you will get!
TM Icons organise free CPD days and are a great way to meet other teachers in the same subject area. Their social media networks are a fantastic way to get in touch with other supportive teachers. Why not put it out there that you are looking for a moderation pair?