The purpose of this policy is to provide clear guidelines so that there is a consistent approach to feedback throughout our school.
All members of staff should have high, but realistic expectations of the work that each individual can achieve and ensure that the quality, quantity and presentation of work meets the standards required.
Feedback is a timely means of communication with pupils about their individual progress; it should inform the next step in their learning. This can include marking, but will mainly be verbal feedback during the lesson.
Why do we give good feedback during the lesson?:
By giving timely feedback, teachers demonstrate to children that their efforts are valued; this gives additional purpose to pupils’ work. If children are not given constructive, specific feedback, they will not know whether their work is good/bad/indifferent, and may lose interest or not produce work of such quality in future.
When do we feedback or mark?:
Ideally whilst the work is in progress
At least at the completion of a piece of work
As soon after the completion of the work as is possible
It is good practice for teachers to move around the room giving feedback, marking and commenting whilst the children are still working. (OF to be written in the margin at the point at which oral feedback is given.)
How to mark:
There are times when a piece of work is such that a tick to show that it has been seen is sufficient.
Pupils and teachers should know what is the particular focus that is being marked – accuracy, a specific grammatical point etc. If the teacher has been encouraging the use of descriptive language, then those words and phrases thought to have been well used could be highlighted, with a pen or a tick.
Once a week there will be a visible next step in a maths /Big Write book and Get Writing/English book. Once a half term there will be a relevant subject specific visible next step in all other books.
Spellings and how to mark them can create difficulties. As a general rule, teachers should underline the incorrect spelling and write the correct version so the child can see it. In work where there are many incorrect spellings, careful professional judgment is required in determining how many to correct so as not to demotivate the child.
When feeding back on children’s written work you should comment on the overall intention and effect of the piece, including a positive comment, any targets that have been achieved or partially achieved, and any targets still to be reached and how to move towards them.
Constructive feedback praises the positive aspects of the work and gives a maximum of three targets for improvement.
Some mistakes may require written correction or relearning, but this should not be a long repetitive process and positive statements about the child’s efforts should balance the need for correction wherever possible.
Has the child understood the task and responded appropriately?
What has the child positively achieved?
Is there evidence of achieving the target set for this piece of writing?
Are there targets not achieved?
Are there any other aspects on which action is needed?
Each piece of work should be dated.
Drafting of work on whiteboards etc is useful and to be encouraged. Children may realise their own mistakes when reading over their work, either to themselves, to their teacher or to the other children. Discussion by children on each other’s work can be a valuable exercise in assisting language development as well as increasing learning within a curriculum area. This is an ideal mini plenary activity.
There are times when it is appropriate and valuable for children to mark their own work, e.g. when going through mental maths work, Fred fingers work.
Oral feedback is aimed at helping the child attain a higher level and emphasises the good work already being achieved.
When marking formal tests, the given format is to be used.
Read, Write, Inc is to be marked according to the training.
When marking writing, highlight in yellow the words/phrases/sentences that meet the lesson objective, or are high quality, and highlight in a different colour the work that needs to be improved. NB. then give 2 minutes for improvements to happen at the start of the next lesson.
A process for marking against the learning objective:
Improvement prompts/next steps could be:
Feedback is aimed at what is right as much as what is wrong. Children, like all of us, respond better to praise for their achievements rather than criticism of their shortcomings.
We have a ‘next steps’ stamper and staff also use stampers and stickers relating to the symbols below.
Standard symbols to use:
Guided Work G
Supported Work S
Independent Work I
Checked by your teacher √
Whole class WC
Verbal feedback given OF
Supply teacher ST
Adult led AL
Child initiated CI
sp = spelling error
P = punctuation error
// = new paragraph