Willingdon Primary School

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Jack Spencer
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improve our work and achieve our targets.

1 Willingdon Primary School This leaflet is an outline of our Marking Policy and Formative Assessment Formative Assessment Strategies to help us to improve our work and achieve our targets. Rapsons Road, Eastbourne, East Sussex. BN20 9RJ Tel:

2 RATIONALE Willingdon Primary School is committed to providing relevant and timely feedback to pupils, both orally and in writing. Marking intends to serve the purposes of valuing pupils learning, helping to diagnose areas for development or next steps, and evaluating how well the learning task has been understood. Marking should aim to be a process of creating a dialogue with the learner, through which feedback can be exchanged and questions asked; where the learner is actively involved in the process. Research shows that marking is the most important factor in pupil learning, so this policy is crucial for the school. Imagine what a difference it would make if all children knew what they were good at and knew what they needed to do to improve. AIMS We aim to: Assess children s learning Take learning forward Provide consistency and continuity in marking throughout the school so that children have a clear understanding of teacher expectations Use the marking system as a tool for formative on-going assessment Improve standards by encouraging children to give of their best and improve on their last piece of work Develop children s self-esteem through praise and valuing their achievements Create a dialogue which will aid progression Principles of Good Marking Good marking or annotation of children s work should: Be positive, motivating and constructive Be at the child s level of comprehension Not penalise children s attempts to expand their vocabulary Be written in handwriting that is legible and a model for the child, ensuring that the sentences are punctuated correctly with capital letters and full stops. Be frequent and regular Provide information for the teacher on the success of the teaching Relate to the Learning Objective of the lesson set but also relate to basic skills in English linked to handwriting and spelling Positively affect the child s progress Contain comments from the teacher which are particularly focused and diagnostic revealing very good subject knowledge Be accessible to all Relate to literacy targets in all written pieces particularly those linked to basic skills (Big Write targets should be used in all subjects where recording takes place) Ensure children can actively demonstrate understanding of targets set

3 Be consistent in all areas, throughout the school All teachers will adhere to the above principles and: Provide regular written and oral feedback Provide time in lessons to review work from previous lessons Adjust planning in the light of marking Make learning objectives explicit Involve children in the process from an early stage Ensure children are clear about the teachers expectations Use children s work as exemplars Inform future individual target setting Allow specific time for children to read, reflect and respond to the marking and feedback given Peer Marking and Assessment We recognise that the following are important points to consider when getting the children to mark their work collaboratively: Children need to be trained to do this, through modelling with the whole class and watching paired marking in action. Ground rules need to be set (e.g. listening, interruptions, confidentiality, etc.). Children should, alternately, point out what they like first, using the highlighter pen, and then suggest ways to improve the piece, but only against the learning intentions and not spellings, etc. Pairings should generally be ability based and where appropriate could be Learning Partners (e.g. two middle, two higher or one middle and one lower together.) Assessment for Learning Marking ~ Tickled Pink and Green for Growth 1. Close the gap marking is done through tickled pink and green for growth and relates only to the learning objective. 2. Highlighting should be done in a way which is clear to the child. 3. The children s work should not be dominated by highlighting and pink should outweigh green. 4. Written comments at the end of the child s work clarify for the child what was good (pink) and what could be improved or extended (green.) 5. Teachers use a range of agreed symbols (see below). 6. Children are actively encouraged to tick or respond to the teachers comment once they have read it or it has been read to them. Marking Keys and Editing Pink and Green shall be used for all marking. In addition, the following keys may help to speed up the process of effective marking and ensure that there is consistency throughout the school. Traffic lights (pink, yellow, green) to indicate for all involved what has been understood, partially understood or not understood. This needs to be related to the marking Tickled Pink and Green for Growth. Pink if achieved, yellow if not secure and needs consolidating, green if a child showed lack of any understanding and didn t meet the learning objectives set. I am learning to statements to be given or written out on the top of every piece of work, including non-core subjects e.g. DT, Art, Geography

4 Spellings should be altered next to the word at the discretion of the teacher (i.e. it may be just HFW that are changed, or words specifically given in a word bank etc). Sp should be written above the word when it is incorrect, and then the adult who is marking the work must write the correct spelling at the bottom of the piece of work. Marking symbols: KS1 Marking Code for Writing ABC Capital letters. Full stop Write on the line Sp Spelling Finger Spaces SA/PA T Class Teacher support Teaching Assistant Support Self-Assessment/Peer-Assessment Evidence of Target being worked on KS2 Marking Code for Writing // New Line Something is missing ( ) Unclear Meaning Sp Check your spelling Think and Change Class Teacher support Teaching Assistant Support SA/PA Self-Assessment/Peer-Assessment T Evidence of Target being worked on Marking Codes for Maths R SA or PA Pink If correct Green dot if incorrect Class teacher support Teaching assistant support Resources were used to achieve correct answer Self-Assessment or Peer- Assessment

5 The following points are intended as guidance for staff when considering how to organise and manage marking/ feedback: Where possible, provide opportunities for children to self-mark. Use some plenary sessions to go through work and mark it as a class. Flexibility is important, the time available and the nature of the task will influence whether staff are able to give feedback to the children within a lesson. When work has been marked away from the children, aim to set aside a few minutes for the children to read and respond to your marking. Monitoring and Evaluation Members of the Senior Leadership Team will review samples of work from each class to monitor the implementation of this policy. An analysis will be made and feedback given to staff. The desired outcomes for this policy are improvement in children s learning and greater clarity amongst children and parents concerning children s achievements and progress. The Performance Indicators will be: An improvement in children s attainment. Consistency in teacher s marking across the key stages and between year groups. A child friendly copy of these marking guidelines is available and shared regularly with the children of Willingdon Primary School and displays of Tinkled Pink and Green for Growth will be displayed around the school.

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the