Valley End Church of England (VC) Infant School

MARKING AND FEEDBACK POLICY

Summer 2019          

Review:  Summer 2021                                                                                         

1. RATIONALE:

At Valley End Infant School we believe that marking and feedback has a powerful impact on learning and that it plays a significant part in raising levels of achievement. Marking and feedback plays a meaningful part within the learning environment of the school.

2. PRINCIPLES:

Marking and feedback is a significant part of our assessment of the learning process.

Effective marking and feedback allows children to become aware of their own strengths and areas for development and helps them become more successful learners. Effective marking and feedback also allows the teacher to become aware of learners meeting or not meeting specific learning objectives. Marking and feedback allows children to take ownership of their learning so they can reflect; self-assess and assess each other’s learning.

3. PROCEDURES:

Effective assessment for learning depends on the teacher and child having absolute clarity about the learning objectives and the success criteria needed to meet them.

All planning and where possible, pieces of children’s work, will have specific learning objectives written on them, either in the form of a title or annotation. Teachers and children’s marking and feedback is set against these clear objectives and success criteria enabling both teacher and learner to focus on specific learning steps and how they can be met. All staff, including Higher Level Teaching Assistants and Teaching Assistants, adhere to this policy when marking pupils’ work.

3.1 Marking for Success and Improvement:

Marking highlights successes and the indication of improvements against a specific learning objective. Children are given time to reflect on their marked work in order to acknowledge success and to move on in their learning by focusing on any improvements suggested by the teacher. Teachers mark work according to the needs of individuals, groups and whole classes and this will vary from task to task and from cohort to cohort.

  Success and Improvement marking symbols – Writing (one piece every week).  
  Year Group   Symbol(s) of indicating success   Symbol(s) indicating area(s) for improvement  
  EYFS     From the second half of the Autumn term, targets for each piece of writing are stamped at the top of a piece of writing. These targets are symbolic. For example, a stamp with a capital letter symbol indicates that the child needs to remember to use capital letters in their writing.If the writing target has been met, this is indicated with a ‘trophy’ stamp.A smiley face in conjunction with a comment or a stamped symbol indicates any successes.If appropriate, stamped symbols may be used for self-assessment. For example, after discussion, a pupil may stamp their own writing with a ‘trophy’ to indicate that a target has been met.   Further targets are communicated verbally to the children.
Year 1   Target cards indicate a pupil’s on-going target.Pupils have an on-going writing target in the front of their writing book.A smiley face in conjunction with a comment or a stamped symbol indicates any successes.If appropriate, a traffic light system (green = I understand through to red = I do not understand) is used for self-assessment.Verbal feedback given whilst on task is indicated by a ‘V’.   A ‘T’ indicates any further targets to be worked on. This could be a written comment or a stamped symbol.
Year 2   Pupils have an on-going writing target in the front of their writing book.A smiley face in conjunction with a comment or a stamped symbol indicates any successes.A ‘talking’ face indicates that verbal feedback has been given.If appropriate, a traffic light system (green = I understand through to red = I do not understand) is used for self-assessment.     A ‘T’ indicates any further targets to be worked on. This could be a written comment or a stamped symbol.
  Success and Improvement marking symbols – Maths.  
  Year Group   Symbol(s) of indicating success   Symbol(s) indicating area(s) for improvement  
  EYFS     Pupils have individual maths targets.Verbal feedback is given against specific learning objectives.     Verbal feedback is given against specific learning objectives.  
Year 1   Pupils have weekly, individual maths targets.Verbal feedback is given against specific learning objectives.Pupils self-assess using a traffic light system.   Verbal feedback is given against specific learning objectives.  
Year 2   A smiley face in conjunction with a comment or a stamped symbol indicates any successes.A ‘talking’ face indicates that verbal feedback has been given.If appropriate, ‘traffic lights’ or verbal feedback may be used for self-assessment.   Verbal feedback and challenges are given against specific learning objectives.  

Religious Education:RE is marked against a specific learning objectivewith, if appropriate, any comments, annotations or challenges for further thinking. Year 2 children are given opportunities to reflect and respond to the marking and feedback within their RE work.

3.2 Success and Improvement through oral feedback.

It is acknowledged that the most effective feedback to the children is verbal. In this way children can hear about their next steps and be a part of a conversation about them. Children are able to ask questions and clarify terminology to help their understanding, and in this way can make faster progress. When working with individuals or groups of children, where appropriate, teachers give oral feedback against specific learning objectives, in order to show the children where they have been successful and how they might improve their learning.

3.3 Effective Self-Assessment:

In order for children to take ownership of their learning, children are given regular opportunities to assess their own learning against specific learning objectives. This would include highlighting successes and offering an improvement in a verbal format. This could be demonstrated by the ‘Traffic Light’ system, by underlining or highlighting successes or by a ‘thumbs up’.

3.4 Effective Peer-Assessment:

Children are also given opportunities to assess each other’s leaning against specific learning objectives and/or success criteria. Learners are trained to highlight each other’s successes and, if appropriate, make one suggestion for improvement. For example, a child may use a coloured pencil to underline peer’s successes and then suggest one further improvement either orally or in writing. In Year 2, for example, successes are indicated by two stars and improvements are indicated by ‘a wish’.

3.5 Acknowledgement Marking:

This style of marking takes place on written work not marked using the Success and Improvement style of marking. A tick is usually given against a specific learning objective that is written within a title or annotation. This style of marking still informs the teacher of a learner’s progress against specific learning objectives and/or success criteria. 

3.6 Emotional Marking:

This involves emotive comments written on appropriate pieces of work specific to the child to celebrate success and to encourage.

4. LINKS TO OTHER POLICIES:

Teaching for Learning

Assessment Policy

Special Needs Policy

Individual subject policies

Single Equalities

Special Educational Needs