Policies

All relevant school policies can be found here.

Federation Marking Policy

Shepeau Stow & Gedney Hill Church of England Primary School

Marking and Feedback Policy

Aims and objectives of the policy

  • To make explicit to the whole school community our approach to providing feedback on pupils’ work.
  • To encourage pupils to raise their achievement and to develop their self-esteem by giving feedback that is positive but developmental in nature.
  • To make pupils aware of the next steps in their learning.
  • To ensure consistency of practice.

Rationale

Feedback is the process whereby children are informed of what they have achieved at a particular time and what they need to do to improve further. Feedback is a positive communication based on learning objectives and success criteria. It can be verbal, written, pictorial or symbol based; and could be from teacher to child, child to teacher or child to child. Written feedback may take the form of Acknowledgement Marking or Quality Marking. Quality Marking is linked to the learning objective and success criteria. It provides positive comments on what has been completed and provides developmental points for improvement.

Principles

Marking and feedback should:

  • Be manageable for all teachers and teaching assistants
  • Involve all adults working with children in the classroom where appropriate
  • Give children opportunities to become aware of and reflect on their learning needs
  • Give recognition and appropriate praise for achievement
  • Inform future planning and individual target setting
  • Be accessible and inclusive
  • Be seen by children as positive in improving their learning
  • Relate to learning intentions and success criteria which have been shared with the children
  • Give clear strategies for improvement
  • Allow specific time for children to read, reflect and respond to marking
  • Involve children in the marking process, both as self-markers and in peer marking.

Verbal feedback

It is recognised that verbal feedback is a vital tool in raising achievement. It must be given in an environment where the children feel secure. Verbal feedback will be based on an adult’s understanding of the individual learner. Verbal feedback is a dialogue, using appropriate language and questions, with children having the opportunity to reflect and respond.

There will be a consistent approach to all forms of verbal feedback from all staff in that it will be specific and feedback will focus primarily on issues linked to the learning intentions and secondly, as a low priority, about other issues or features of the work.

Peer feedback and self assessment by pupils

Pupils will be encouraged to be aware of how well they are doing in their work through a number of self and peer assessment techniques. Teachers and teaching assistants will consider the age of the pupils when selecting the techniques to use.

Techniques for self-assessment (including Learning Logs) may include:

‘I can ………’ statements used as titles for pieces of work in all curriculum areas, where appropriate. These statements will be taken from the learning objective for the lesson. In Foundation Stage, Key Stage 1 and for less able children within Key Stage 2, these may be written by the teacher. 

Self- assessment at the end of whole class teaching sessions will be either:

  • ‘Thumbs’. Thumbs up = understood; thumbs horizontal = understood fairly well; thumbs down = need further teaching/support to understand this
  • Traffic light colour codes or cards
  • ‘Faces’. If children are using whiteboards they may draw a face to indicate their level of understanding. 

Techniques for peer-assessment and self-assessment may include:

  • ‘Three stars and a wish’. Children evaluate another pupil’s work through commenting on three parts that are good and making one suggestion about what could be improved – linked to Success Criteria . The use of stars and wishes may vary according to the age of the pupils and may be given verbally by younger children. The emphasis is always on the positive.  Black pens should be used in books for written comments and editing linked to self and peer assessment.

It is recognised that assessment of work is a skill which children will need to be taught. It will be modelled by teachers and teaching assistants using examples of work with the whole class.

Written Feedback

All written feedback will be done in green ink following the agreed code – Appendix A. The code will be accessible in all classrooms.

Supply teachers are responsible for marking all work delivered by them, following the school’s policy (see appendix A).

Marking

  • Up to 3 spelling errors will be identified with ‘Sp’ in the margin and the word underlined with a wiggly line (see appendix A) in the first Term (leading to Christmas).  Then ‘Sp’ will be placed in the margin and children will be responsible for locating and amending the spelling error. This should be linked to topic/focus words, learnt spelling rules or common exception words in the first instance.
  • Up to 3 punctuation errors will be identified according to the code (see appendix A), with ‘P’ in the margin and the error circled in the first term.  Thereafter ‘P’ will be in the margin and the children will be responsible for locating the error and amending it themselves. This will be linked to punctuation already taught.
  • Each teacher will tick the work to show it has been seen.
  • Where errors occur they can be marked by cross or a dot.
  • Where there are multiple errors in a piece of work, one inclusive cross can be given with an appropriate comment.
  • Time must be given for the children to respond.
  • Irrelevant, unnecessary or repetitive work can have a line drawn through it.
  • ‘Closing the gap’ comments may be used to show children how their work could be improved. These may take the form of
    • Reminder prompts e.g. what else could you say here?
    • Scaffold prompts e.g. describe the expression on the man’s face
    • Example prompts e.g. choose one of these or use your own: the man’s mouth fell open in surprise.
  • After quality marking, children should be given the appropriate time to respond and make the necessary improvements to their work. All pupil responses to teacher or teaching assistant marking will be in purple ink.
  • Pupil editing before marking will be in blue.

 

Eagles, Kingfishers and Swallows enjoyed a trip to Cadbury World last week. https://t.co/jyNkdK8XI1
Penguins had a great day out in Norfolk , including a ride on a steam train, on Wednesday. https://t.co/fMzqKWleGK
Everyone is welcome to join in this morning 10-11.30am http://t.co/5Lu7PmBX6e
The children, parents and staff ran a Race for Life last week. They have raised over £400 http://t.co/NbalJaiV2I
Penguins class won 1st prize in the Springfields daffodil growing competition. http://t.co/0idMAafYEi