Marking Policy

 

Our Vision:

 Through a positive caring environment, we challenge every child to reach their full potential. We embrace Christian values and ensure all children are ready for their next steps.

Rationale

Effective feedback is an essential part of the education process. At its heart, it is an interaction between teacher and pupil: a way of acknowledging pupils’ work, checking the outcomes and making decisions about what teachers and pupils need to do next, with the primary aim of driving pupil progress.

At Hartpury, the sole aim of feedback is to promote pupil progress and it is used to further pupil’s learning – this will be achieved by addressing misconceptions, consolidating understanding and deepening knowledge.

Methodology

At Hartpury, feedback varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers are encouraged to adjust their approach as necessary and are trusted to incorporate the outcomes into subsequent planning and teaching.

Feedback will usually take two forms: oral and written – teachers are clear about what feedback is trying to achieve and are therefore in the best position to adjudge what the best way of achieving it is.

Oral feedback, working with pupils in class, reading their work:

All these methods help teachers understand what pupils can do and understand. Teachers will utilise this information to further pupils learning. Teachers are not expected to record verbal feedback or discussions with children unless they feel it would help with promoting understanding and learning. When oral feedback is related to a particular piece of written work children will show their development in understanding by making any adjustments, corrections or developments using a green pen.

There is an expectation that teachers analyse pupils work daily and utilise this information to shape future learning for individuals or groups. Identification of misconceptions could be utilised to form small group tasks or even elements of whole class work in follow up sessions. Furthermore, analysis may identify children that may need additional support or even require the opportunity to develop understanding in more depth. There is no requirement to record this information; however the development of an individual’s learning should be clear from the work in their books and through discussion involving the pupil and teacher.

 Written Feedback:

It is a requirement that all pieces of work are acknowledged in pupil books. Teachers may choose to also write a positive comment that celebrates aspects of the work seen and in particular may focus on the effort that has been put in.

When written feedback is utilised to promote pupil learning it will be centred around the lesson focus. When necessary, teachers will also use their professional judgement to highlight errors, misconceptions and further areas for development in other aspects of the work that are beneficial to the individual.

Written Marking Procedures:

 Most written feedback is given using the following agreed procedure:

  • Marking is in relation to the focus of the lesson.
  • Tickled pink: where lesson foci have been met, teachers highlight in pink. In Maths and English this is done on the success criteria sheets stuck into books.
  • Sky Blue: Areas for improvement are highlighted in blue. Further advice on areas for improvement and next steps can be given next to a blue arrow at the end of the work.
  • Punctuation marking and comments by teachers are written in red.
  • As far as possible, feedback is done daily either during a lesson or when a piece of work is completed.
  • There may be times when a pupil marks their own work.

The following annotations are used by teachers when marking:

P Punctuation Error
C Capital letter
C Incorrect use of capital letter
. , ‘ ! ? “” : ; Missing punctuation marks
* Pupil indication of target
T Target achieved
Sp and underlined word Spelling error
~~~~ Check for sense
  • At times mistakes will be identified in a variety of other age appropriate methods that are clear to the children.
  • In all pieces, up to three spelling errors will be identified and children will be expected to copy them out three times.

Pupil Marking and Responses

 Children are to take an active part in the reviewing of their work. They are encouraged to evaluate their own work, taking into consideration the lesson focus. This includes using a RAG (Red, Amber, Green) assessment at the end of each piece of work to indicate how well they believe they have achieved their learning objectives.

It is also important that children are given time to reflect and respond to feedback within the timetable, to ensure learning. Any responses or corrections by children will be completed in green.

 Peer and self-assessment

At times, children will be encouraged to peer or self-assess their work using the same ‘tickled pink’ and ‘sky blue’ assessment methods. This could be done orally or in written form (with children using coloured pencils rather than highlighters) and forms an important part of the learning process.

At the beginning of each unit in Literacy/Maths in KS2 and when appropriate in KS1 the children complete an objectives grid. These provide an overview of the objectives to be covered within the unit; provide an opportunity for children to self-assess their current understanding and provide an outline of what each child needs to do to get better within the given topic. At the end of a unit the children reflect on their learning and self-assess once more.

Growth Mindset

Feedback considers all aspects of pupil’s learning, including the behaviours for learning that are being exhibited. Feedback will encourage children to be resilient, learn from mistakes, concentrate, persevere and build independence. At Hartpury this will be achieved through the promotion of ‘Gem Powers’.

Consistency

 Consistency across the school is seen as important, but this comes from consistent high standards, rather than unvarying practice. Shared expectations of marking helps everybody to be clear about what is required of them, but each subject and phase should be able to determine the practice in their areas, responding to the different demands of the age groups involved.

Monitoring

Senior management / Subject coordinators will monitor the effectiveness of feedback through:

  • Regular drop-ins that focus on the level of questioning and feedback.
  • Professional dialogue book looks (Termly) – meetings where teachers can talk through the feedback given and the impact it has made.
  • Pupil Conferencing (Termly) – Discussing the impact of feedback with children.