FEEDBACK AND MARKING POLICY

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1 Clore Shalom School Sheree Oxenham, Headteacher Hugo Gryn Way, Shenley Hertfordshire WD7 9BL Tel: Fax: FEEDBACK AND MARKING POLICY Date: September 2014 Responsibility: Mrs Sheree Oxenham Review Date: September 2015 Monitoring: Mrs Sheree Oxenham

2 Clore Shalom School Feedback and Marking Policy 2014 Rationale Clore Shalom School is committed to providing positive, consistent, relevant and timely feedback to pupils, both orally and in writing. Feedback and marking serve the purposes of valuing pupils learning, helping to diagnose areas for development, evaluating how well the learning task has been understood and identifying the next steps in learning. Feedback should be a process of dialogue in which both the teacher and the learner comment, raise questions and make suggestions for improvement. Marking and feedback will also be used as a public record of children s progress that will be shared with parents. We aim to Provide consistency and continuity in feedback and marking throughout the school so that children have a clear understanding of teacher expectations Involve children in the process from an early stage Use the marking system as a tool for formative ongoing 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 constructive praise, which appreciates and values their efforts and achievements while acknowledging and encouraging improvement Use marking feedback as a record of ongoing formative assessment Feedback is most effective when It is consistent It is continuous as the learning is happening It is motivating and constructive and impacts positively on pupil progress It is directly related to the learning intention and success criteria Both teachers and pupils model success and improvements, sharing examples with the whole class, e.g. under the visualiser Opportunities are planned for self and peer feedback and evaluation Mini plenaries feature throughout the lesson Changes and new thinking are applied as the learning is in progress Pupils have the opportunity to evaluate, improve and comment on their own and other pupils work Time for improvement is planned for and built into lessons It supports the teacher to evaluate the teaching and is recorded to inform future planning Marking is most effective when it is done alongside the child(ren) so that distance marking is minimal It is particularly detailed as skills are being applied or brought together e.g. at the end of a unit Comments are focused and diagnostic because of the teacher s strong subject knowledge Comments are written legibly in handwriting that is a model for the child Next steps in learning Targets are set which are challenging, personalised and regularly reviewed Children can actively demonstrate their understanding of the targets set Children are able to verbalise and demonstrate the next steps in their learning

3 What will marking look like? Work may be acknowledge marked i.e. ticked or initialled by the teacher Next steps comments will link the child s learning to their target, to the learning objective and/or to the success criteria Written feedback will be delivered in a way that is appropriate to the task e.g. an ongoing commentary, question prompts etc. Work that has met the objective will be highlighted in pink. Work that requires improvement will be highlighted in green Children will respond to teacher s comments in a dark green pen. There will be a balance between written and informal feedback, with verbal feedback and group observations being used as appropriate. Improvement will be evident in the work that follows. Monitoring and evaluating this policy This policy will be monitored through consultation with staff and through planned reviews. Children s workbooks will be monitored by the SLT group and subject leaders, with written and verbal feedback given to individual members of staff as appropriate. Where appropriate, subject leaders will highlight good practice and areas for development, in a summary document, for all staff to consider and discuss. Subject leaders will monitor subject specific marking as part of their monitoring role.

4 Guidelines Types of Comments Closing the gap what else could you say about the prince? Reminder What word can you use instead of and? Scaffold The dog was angry so he Example choose one of these or your own.. models a choice of possible improvements. Reminder reiterate the LO. Encouraging self-esteem well done for.; you are learning to ; now Marking in relation to Steps to Success The marking of all subjects (whether written or oral) should relate to the LO ( We are learning to ) and the SC ( Steps to success ) which must be shared with the children so that they have an understanding of the processes they must complete in order to achieve the learning objective. These steps enable progressive differentiation to be evident in their book. Regular time slots should be given to children to read, reflect and respond to marking. Whether the Teacher or the child marks their work they will use a highlighter/coloured pen to show two areas of success in relation to the Steps to success and with a next steps comment. It should use the following consistent codes throughout the school Teacher/LSA to use a pink pen to acknowledge areas of success in the work Teacher/LSA to use a light green pen to identify areas of required improvement. It should include opportunities for self-assessment and reflection with a response partner. When work is self or peer assessed children will use a yellow highlighter. Children will write the next step comment in their blue writing pen signing their name at the end of the comment. Only the Teacher/LSA or the child should amend/annotate the child s work. Work will be amended in green pen. Therefore when working with a response partner they should discuss their work together and then the child should edit their work themselves. Teacher/LSA to point out 2 or 3 spellings, (marked S.P.) starting with any common words; technical or familiar vocabulary, to be learnt and subsequently spelt correctly All marking should take into consideration the school s presentation policy. Children will draw a face before and after their learning objective to show how they feel before a lesson and after, showing their view of their progress in the lesson. Marking Codes VF Verbal Feedback given GW Guided Work, led by a member of staff WS With Support, done with adult support OA Other adult (e.g.supply) PA Peer assessed SA Self assessed by the pupil SP Spelling practice NS Next steps (when being written by a child) NC This work is not completed, due to the pupil leaving the lesson. E.g music lesson; Sports event; medical. Children s Input Foundation stage: Children can be asked to comment verbally on their work and this will be recorded by the teacher/lsa. All learners are taught to use the following symbols at the beginning and end of their lesson.

5 I feel confident that I will be able to achieve the steps to success. I understood this learning and I have achieved all of the steps to success I feel unsure about how confidently I will be able to achieve the steps to success. I understood some of this learning and I have achieved part of the steps to success. I do not feel confident about being able to achieve the steps to success. I found it hard to do this learning and I will need further help. In addition children in uppers may make a written evaluative comment, which describes whether they have achieved the learning objective and what they need to work on next. Children in middles may write NS with a brief note about what they think they need to work on next. Response partner marking: During lessons children will sometimes be asked to mark work in pairs. The following points will have been taken into account: Children need to be trained for this, through modelling with the whole class, watching paired marking in action. Ground rules are discussed, agreed and displayed in the class. e.g. listening, confidentiality. Children will have the opportunity to work with different partners. In Reception children are invited to positively comment on each other s week. Children will be encouraged to discuss each other s work together rather than taking turns to be the teacher. Mathematics and Science In Science the learning objective may be a question. Correct work should be ticked. Mistakes should be identified by circling. Reversed digits will be corrected at the discretion of the teacher taking into account of the age and relative ability of the children being taught. Errors in the spelling of technical vocabulary or scientific words will be corrected sensitively with the teacher exercising their professional discretion. Correct nomination of units should be emphasised e.g. 21cm / 100ml English, Science, Topic including Jewish Studies Spelling errors should be underlined. Corrected words should be written in the margin, or if not possible or appropriate, close to the original error. Age appropriate high frequency words should, at the discretion of the teacher be corrected. Words crucial to the meaning or sense of a text should be corrected. Spelling should be marked sensitively so as not to discourage or dishearten children (3 5 spellings depending on the age of the child and length of the work). Hebrew Marking will focus on

6 Correct formation of letters Sentence structure (gender, grammar etc.) Spelling Special Needs Refer to the individual targets set and adapt marking and feedback in an appropriate manner Distance Marking Ensure pupils can read your comments (ie. Model clear consistent handwriting) Ensure pupils understand your comments. Ensure children get time to read the comments. Ensure children get time to act on the comments. Ensure children transfer improvement suggestions in a new context. Responding to marking All pupils should have regular opportunities to be responding to marking and next steps: On average once or twice a week in English and Maths in KS1 On average twice a week in English and Maths in KS2 On average 2-3 times per topic in other areas Presentation The complete date is written/stuck with LO e.g. Monday 10th November 2015 in all written work except Maths where the digital date dd/mm/yy is used. Pencil will be used for all mathematics work. Pen will be used in all classes in all other lessons. Number work will adhere to the one digit one square rule. All learning objectives, dates and titles will be underlined with a ruler. When starting the next piece of work each child should underline after the last piece and continue on the page that they were on. All work should begin by the margin.