Northwick Park Primary and Nursery Academy. Responding to children s work. Spring 2017

Transcription

1 Northwick Park Primary and Nursery Academy Responding to children s work Spring 2017 This policy document was adopted by the staff of Northwick Park Primary and Nursery Academy. This policy outlines the guiding principles by which this school responds to children s work. It is intended to provide a consistent framework for all staff to adhere to in order to create a unified approach when responding to children s work. 1. Aims Provide consistency and continuity in marking and feedback throughout the school so that pupils have a clear understanding of teacher expectations and to support teacher workload. To set out our expectations for high quality but manageable feedback and provide a coherent picture of outstanding practice in marking. To use marking as a tool for formative ongoing assessment, ensure children are effectively challenged and visible progress is evident through a dialogue which aids progression. To give teachers, teaching assistants and peers the skills for effective feedback. To develop positive attitudes to learning and achievement. 2. Key Principles Our policy has at its core a number of principles; The sole purpose of feedback and marking should be to further children s learning. Feedback delivered closest to the point of action is most effective, and as such feedback delivered in lessons is more effective than comments provided at a later date. Pupils should be involved in the assessment process, through self-assessment, or dialogue with teachers or peers. Written comments should be accessible to children according to age and ability. Feedback is provided to both teachers and pupils as part of assessment processes in the classroom and can take many forms. Pupils should recognise their successes and achievements within their work.

2 3. Responding to children s work at Northwick Park Primary and Nursery Academy. Our school has adopted the Tickled Pink and Green for Growth marking initiative. This is displayed in each learning space. (See appendix) Teachers respond using pink pen to indicate pupils successes and achievements. Green pen is used to provide structured feedback that will enable children to grow in their learning. Nursery Tickled Pink and Green for Growth is introduced to our youngest children through our target boards. Staff use pink and green to evaluate activities and make assessments. Reception Where possible, children s work should be responded to using the Tickled Pink and Green for Growth initiative during the lesson to have an immediate impact on pupils learning. Green pen is used to provide next steps and areas for practice which are communicated verbally to the children. Pink pen is used to celebrate success and achievement. Key Stage 1 and Key Stage 2 English and Mathematics All children s work should be responded to using the Tickled Pink and Green for Growth initiative, where possible, during the lesson to have an immediate impact on pupils learning. Where learning intentions (WALT) are recorded, these can be highlighted in pink to show success. When learning intentions are not recorded a specific pink comment will be written that refers to the learning intention. Pink pen can also be used to highlight parts of the work to illustrate where a child has been successful. We believe that verbal feedback has the most impact on children s learning. The discussions between adults and pupils provides an opportunity to challenge misconceptions at the point of learning. There is no need for a long written comment, indication of the discussion should be shown with VF and a

3 key word/phrase at the point of interaction within the work. Subsequent work in the same lesson should show the impact of this feedback. Green pen is used within the lesson to model, support, scaffold, reinforce, identify misconceptions and further challenge. The appropriate marking key will be followed using green pen and will be displayed prominently in all learning spaces. (See appendix) Basic skills should be corrected consistently in line with the marking key. Spelling is high priority across the school, so in all pieces of work spellings should be corrected in line with the ability of the child. Where possible spellings should be corrected at the point of writing to have an immediate impact. Word banks/mats and dictionaries are key tools to encourage selfcorrection. All children should be encouraged to take pride in the presentation of their work. Green pen is used to provide guidance. Green pen could be used after the lesson to: model, remind, give an opportunity to practice, consolidate learning or provide further challenge. Where feedback is given without the child present a sticky tab should be applied to that page indicating to the child that they need to respond. Time needs to be allocated for the child to action the feedback. Children are encouraged to self-assess their work so that success, reflection and improvement becomes a natural part of the process of learning. Pink positive Growth Mindset comments can be used alongside the highlighted learning intention to build and encourage self-esteem. Top up Mathematics sessions are an immediate intervention, normally carried out on the same day. Where possible, this work should be completed in maths books to show the progression from the lesson. Additional adults should date and initial this work. Purple pen can be used by children for self-marking, editing, peer marking and feedback. Key Stage 1 and Key Stage 2 Science and Foundation Subjects All children s work should be responded to using the Tickled Pink and Green for Growth initiative, where possible, during the lesson to have an immediate impact on pupils learning.

4 Where learning intentions (WALT) are recorded, these can be highlighted in pink to show success. When learning intentions are not recorded a specific pink comment will be written that refers to the learning intention. We believe that verbal feedback has the most impact on children s learning. The discussions between adults and pupils provides an opportunity to challenge misconceptions at the point of learning. There is no need for a long written comment, indication of the discussion should be shown with VF and a key word/phrase at the point of interaction within the work. Subsequent work in the same lesson should show the impact of this feedback. Green pen is used within the lesson to model, support, scaffold, reinforce key English skills and identify misconceptions. The appropriate marking key will be followed using green pen and will be displayed prominently in all learning spaces. (See appendix) Basic skills should be corrected consistently in line with the marking key. Spelling is high priority across the school, so in all pieces of work spellings should be corrected in line with the ability of the child. Where possible spellings should be corrected at the point of writing to have an immediate impact. Word banks/mats and dictionaries are key tools to encourage selfcorrection. Green pen could be used after the lesson to reinforce key English skills and give reminders about presentation. When feedback is given relating to key English skills after the lesson a sticky tab should be applied to that page indicating to the child that they need to respond. Time needs to be allocated for the child to action the feedback as soon as possible, this could be early work the following morning, Pink positive Growth Mindset comments can be used alongside the highlighted learning intention to build and encourage self-esteem. Additional guidance Teachers handwriting must be legible for the child to read and follow the schools handwriting script that is appropriate for the key stage. Each piece of work should indicate if it has been completed with adult support. Stamps should be used to show work marked by a student or cover teacher.

5 Additional adults are vital within the lesson to provide immediate feedback to pupils. This should be done using green following the guidance of the class teacher. 4. Monitoring and Evaluation When staff are monitoring books, a copy of this policy should be used as reference and it is expected that staff will adhere to its contents. Ratified by the Governing Body / / Signed Position Review date September 2018 Appendix

6 KS1 Marking Key

7 Finger space Missing punctuation Incorrect spelling (if appropriate use dots and dashes as an aid) Missing word Reminder to check to ensure it makes sense Mathematical error KS2 Marking Key

8 This marking key will be used as appropriate. Changes will be made in Year 6 in line with the expectations for moderated writing. Missing punctuation Incorrect spelling New paragraph Missing word Reminder to check to ensure it makes sense Mathematical error