Burton Agnes C of E Primary School Marking Policy Date of last Review: March 2015 Review in: March 2017 Signed: (Chair of Governors) (Headteacher)
Burton Agnes CE Primary School Marking Policy Rationale he marking of children s work provides feedback which leads to children recognising their next steps and how to take them. he provision of effective feedback has a profound effect on the motivation and self esteem of pupils, both of which are crucial influences on learning and outcomes. Purpose: o have a shared policy across school, managed by the head teacher and implemented consistently by all class teachers, which is a key part of an effective teaching and learning process. o acknowledge effort and attainment. o provide constructive feedback. o give suggestions for improving learning. o correct mistakes and offer encouragement. o assess children s learning against stated learning objectives, success criteria and targets. Guidelines Marking is a form of assessment. When teaching and learning is good, teachers will be assessing pupils progress regularly and accurately and discussing assessments with them so that pupils know how well they have done and what they need to improve. eachers are expected to use information from this assessment process to determine the content of lessons and to focus on key aspects of learning. For outstanding teaching and learning, marking and constructive feedback from teachers and pupils should be frequent and of a consistently high quality, leading to high levels of engagement and interest. A dialogue between pupils and staff raises aspirations and can help pupils achieve beyond their expectations. At Butron Agnes CE Primary our marking will take on the following:- Depending on the nature of the task set, all pupils work should receive some feedback from the teacher in written and/or verbal form. Every third piece of work should be quality marked. his means giving the pupil detailed marking with a clear indication of next steps, what they need to do to improve their wok further. More feedback will be verbal for younger pupils, & where this is the case, it should be indicated by the symbol VF in their recorded work. Feedback should relate back to the objectives of the lesson &/or the pupil s own targets and /or success criteria. It should also challenge and move them on. Wherever possible, written feedback should be in the form of a positive statement, which will be written in pink to highlight that we are tickled pink with what they have done and at least one point to improve, build on and work towards next time. his will be written in green to highlight that it is green to grow. he feedback should combine evaluation, advice and manageable action points. his written feedback should be clear for the pupil to see, either alongside/at the end of their work or, if possible, before where they will start their next piece of work.
ime should be made for the pupil to read/discuss the feedback. Formal time will be set aside for pupils to have time to read, reflect and act on the advice given. In EYFS and KS1 this will be after a piece of work has been been completed or before a new piece of work is started. In KS2 this will be every morning at the start of the day. During this time pupils will spend time talking with the teacher and looking at the feedback that has been given to them. Pupils will initial the teachers comments in their books to show that they have read the comment. Where possible pupils should respond to the comment with a message and are encouraged to find evidence to show when they have achieved this next step. Some feedback will be given by pupils themselves in their own self-assessment, & by pupils to each other through the process of peer assessment; regular opportunities should be provided for this and pupils are taught the necessary skills to engage in this process constructively. hey are trained to assess work against success criteria. o support pupils in this process, the school will use success criteria which will be generated by the teachers or further up the school by the pupils themselves. Children will write comments using the tickled pink and green for growth system. Pupils will self assess their own work using the traffic light system. Red I need more help, amber almost there Green I ve got it! Pupils will improve their work using Polishing pens. he will be purple so it is easy to identify where improvements have been made. In addition to the above, some subject-specific marking is undertaken: In English: from Y1-6 Writing argets placed at the front of the workbook provide reminders for individual targets and progress towards them to improve writing; these are updated as they are achieved. Pupils in KS2 will take a shared responsibility for checking they have achieved their targets and work with the class teacher to set new ones. he writing targets should be transferable across the curriculum regardless of the subject that is being written for. Spellings & punctuation errors: Not all errors will be corrected. he amount of correction will depend on the age/ability of the child and the task objective. When spelling is a focus, an incorrect word will be underlined and the correct spelling will be written above the word, or in the margin. Symbols used: See Appendix 1 and 2 In Maths: work will be marked correct using a tick, a dot where a correction is needed (seen as more positive than a cross) & a tick and a C to denote that the correction is now accurate. Half ermly targets should be recorded in pupils books & referred back to as part of the selfassessment process. hese will be based on Instant Recall Mission requirements. In other Curriculum Subjects: marking & feedback should follow the above points in all subject areas, unless the outcome is very practical (e.g. in Art, Music, Drama & PE) when feedback will be verbal. In EYFS some feedback is given in pupils Foundation Stage Profiles, where feedback from parents is also recorded and contributes to teacher assessment.
Assessment against EYFS standards is continual for all Reception pupils, with observations recorded in teacher records and the Foundation Stage Profile. In EYFS and early KS1 much of the feedback pupils receive will be verbal. eachers will use this feedback to further enhance the children s learning. eaching staff have a set of non negotiables to raise standards. he following is linked to marking and targets and must be adhered to. Is marking and feedback showing impact on pupils learning? Is time given to pupils to reflect on their feedback and take stock of the progress they have made. Is written feedback expressed in such a way as to help learners to improve their work? Is the marking linked to the learning objective and is it consistent through the key stage? Is there evidence to show Reflection time is in use KS2 and verbal feedback is given in ks1? Is there good opportunity for learners to use self assessment procedures(tickled pinks and growing greens, success criteria etc) Is there any evidence of peer marking. Can you see progress as a result of feedback? Are targets being used effectively to support learning? Are learners aware of how to use targets in order to support their learning? Are targets set out in a user friendly way at the front of children s books or on a readily available card? Are targets reviewed and changed regularly to take account of improved learning? Are KS2 children involved in evidencing meeting their targets? Are learners able to talk about their targets, why they need them and explain what they need to do to meet them? Policy review March 2017
Burton Agnes CE Primary Marking Symbols KS2 Symbol?? VF Meaning arget met Remember your target Verbal feedback given Wow I like this! Make a change here I m looking for Add more detail here please sp // hw Check your spelling Start a new paragraph Please improve your handwriting App.1
Burton Agnes CE Primary Marking Symbols EYFS and KS1 Symbol?? VF Meaning arget met Remember your target Verbal feedback given Wow I like this! Make a change here I m looking for Add more detail here please sp Check your spelling Finger spaces needed App 2