The purpose of this policy is to provide clear guidelines so that there is a consistent approach to feedback throughout our school. At Carleton Endowed CE (VA) Primary School we believe that 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 means of communication with pupils about their individual progress and should inform their next steps of learning. This can include marking, but will mainly be verbal feedback during the lesson as this is the most powerful form of feedback.
- Relate to learning challenges and success criteria.
- Include and involve all adults working with children in the classroom.
- Give children continuous opportunities to become aware of and reflect upon their learning needs.
- Inform future planning and individual target setting.
- Be underpinned by the confidence that every student can reach their full potential.
- Be seen by children as a positive means to improving their learning.
- Give recognition and appropriate praise for achievement.
- Give clear, unambiguous strategies for improvement.
- Involve quality marking on a weekly basis.
- Be manageable for the teaching team.
We recognise that many feedback strategies need to be used on a regular basis to enable teachers to move children on in their learning. At Carleton Endowed Primary School we aim to 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 work as possible
3.1 Verbal Feedback
It is good practice for teachers to move around the room giving feedback and commenting whilst the children are working. At our school, the verbal feedback strategy will include:
- Verbal comments from the teacher or other member of the teaching team.
- Focused on the learning challenge and success criteria.
- Given at an individual, group or whole class level.
The use of the Verbal Feedback stamp or code (VFG) in the children’s book. 3.2 Written Feedback
There are times when a tick to show that piece of work has been seen is sufficient. Usually however, each piece of work will be thoughtfully assessed, discussed with the child if present and appropriate and encouraging comments fed back. At our school, the teaching team will engage in four main types of marking.
- Quality marking:
- Quality marking includes:
- Verbal comments during the lesson and/or after the lesson.
- Assessing against the learning challenge and success criteria.
- Using the school marking code to mark in red pen- no comments need to be written at the bottom
- Use a dot for an incorrect answer.
- In Literacy one or two spellings for pupils to improve. As a general rule, teachers will underline the incorrect spelling and record the correct spelling in the margin in purple pen. Children will then record the correct spelling at the bottom of their page
- Getting there: Pupils have shown some understanding but not understand fully or be able to complete independently.
- Secure: Pupils have achieved the learning challenge and have demonstrated the success criteria independently.
- Greater Depth: Pupils have a greater understanding of the learning challenge and are able to confidently use it in different contexts.
Self and peer marking:
There are times when it is appropriate and valuable for children to mark their own or a partner’s work. Self and peer marking includes:
- Involving children in analysing and providing constructive criticism regarding their own or another’s work.
- Children using a blue pen to put any written comments on their own or another’s work.
Closed task marking
This type of marking is associated with tasks such as class spellings and times tables test. Closed task marking includes:
- A tick to indicate a correct answer in purple pen.
- A dot to indicate an incorrect answer.
- Wherever possible, children will self-mark these activities or work will be marked as a class or in groups.
Once a week constructive marking will take place in the children’s Literacy and Numeracy books. Constructive feedback praises a positive aspect of the work and gives one target for improvement. Constructive marking includes:
- The teaching team using a constructive marking stamper.
- A written comment about one positive aspect of the work.
- One written target for improvement using a prompt such as a reminder, a question or an unfinished sentence.
4. Monitoring and Review
To monitor and review the expectations stated in the policy
- The headteacher and subject leaders will monitor and review the implementation of the policy.
- Work scrutiny and book sampling monitoring exercises will be carried out by the headteacher and subject leaders.
- Parents will be regularly briefed about the school’s feedback system at parent consultation sessions throughout the school year.
To be reviewed A