Our Lady of Lourdes Marking and Feedback Policy

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1 Our Lady of Lourdes Marking and Feedback Policy

2 At Our Lady of Lourdes, marking is an integral part of assessment. Our marking and Feedback Policy has been agreed by all members of the teaching and support staff. All pupils, parents and governors will be made aware of this policy which offers guidance on the purpose, types and frequency of marking. Our Aims We strive to: Mark children s work positively reflecting the nurturing ethos of our school Enhance self -esteem and confidence of our pupils Mark written work regularly and consistently highlighting strengths and areas for development using child friendly approaches Provide a system for marking which is consistent across all areas in our school Ensure our marking informs all teachers in their planning of future activities and enhances pupil s learning by offering advice on areas to be improved. Enable children to clearly recognise their difficulties and mistakes. Provide children with clearly identifiable next steps they need to take in their learning. Why do we mark children s work? To help staff to monitor pupil s progress and diagnose what has not been understood. This assists future planning and learning. To provide helpful feedback to children so that: Their needs are identified and we can discuss the areas of their work they find difficult. Children are clearly aware of what they need to do next to improve. Their achievements are recognised and their confidence is nurtured. Pupils are aware that their work is valued. Staff can ensure that set tasks have been carried out and progress has clearly been made.

3 Effective marking should: Provide children with clear feedback about the strengths and weaknesses of their work Ensure ALL marking relates to the learning objectives set at the beginning of the lesson. Recognise, encourage and reward children s efforts and progress. Encourage children to strive to improve. Direct children to the next steps they need to take to improve their work. Help parents/carers to understand strengths and weaknesses in their child s work. Give pupils time to access the comments made and next steps in their learning. Through pupil conferencing enable all children to review/renew their targets. Marking Procedures All staff (including supply) will refer to the Marking Scheme (to be displayed throughout school and in the front of planning files) Teachers will mark with a green pen Teaching Assistants will mark using a blue pen. Supply teachers or students will use red pen When children peer assess, they will use a pencil. Marking may sometimes take place within the lesson which allows for immediate feedback All work is to be marked prior to the next session unless the work is a long term project which may not be marked until completion. (Children will be informed in advance if this is the case) All written work must be acknowledged (although not all may be marked in depth) and annotated with I= Worked independently or TA= Guided session with the teaching assistant. Marking will always be related to a clear learning objective which has been shared and explained with the children. Children will write this learning objective at the beginning of their piece of work from Year 2 to Year 6. Spelling mistakes, presentation and grammatical errors may not always be corrected. The LESSON OBJECTIVE IS THE SKILL TO BE TAUGHT AND LEARNED NOT THE ACTIVITY. When appropriate the children may assess their own work or that of a partner against a class generated Success Criteria. Good presentation is always expected. However, children should be actively encouraged not to be ashamed of mistakes and to self-edit if necessary.

4 Corrections have their place in marking but only if they contribute directly to an improvement in a child s work. Errors must be pointed out if a child is to improve his/her work. Which errors and how many will depend on many factors. Where corrections are called for, there should be evidence of marked response. Marking will celebrate success wherever possible in order to raise self-esteem and encourage all children to work to their full potential. Constructive criticism may be used to improve children s work. Appropriate comments or prompt questions will be written in language that the child understands. Non-readers may need comments read to them or verbal feedback which should be recorded in their book as VF given. Every effort must be made to allow children time to reflect on comments written and then edit/improve their work. Target cards for Maths and English are kept on children s books or close by on tables and these are annotated/dated to show progress. Target cards are monitored by the SMT alongside children s work during book and planning scrutiny. Marking may be done by: Teacher alone Teacher alongside child Child alone or with other children (teacher will review this marking) Teaching Assistants Supply Teacher ALL marking will be done in accordance with the school s Marking Scheme. Marking Symbols: See Appendix: Marking Scheme

5 OLOL Mark Scheme Teaching Staff - Comments and marking in GREEN pen Teaching Assistants - Comments and marking in BLUE pen Supply Staff/Students - Comments and marking in RED pen Peer Assessments- Pencil Pupil worked independently Guided session with TA Guided session with teacher Verbal feedback given Target for next time Symbol to be used I TA CT VF T New paragraph required // Spelling mistake (where appropriate write the correct spelling in the margin so that pupil may practice it) Word underlined or Sp

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