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Feedback and Marking Policy

Moorhouse School Feedback and Marking Policy

September 2018

 

We constantly strive to be the best teachers and best learners we can be in order to make positive contributions to our local and global community.

 

We learn to live healthily and happily and love to learn in a fun and caring environment to secure successful futures for all.

 

In order to achieve this, we aim:

 

  1. To develop the school as a caring, sharing community, extending links into the local and wider community and to include an awareness and nurture a sense of justice and tolerance of other faiths in terms of equal opportunities for all.
  2. To provide for the children, through a well-balanced and well-planned curriculum in the school, with a sound basis on which they can build, in order to develop opportunities, responsibilities and experiences for an adult life.
  3. To ensure the best opportunities for children’s learning and progress by ensuring that planning and assessment of work is well-structured and reviewed.
  4. To promote British Values – Democracy, Rule of Law, Tolerance & Mutual Respect and Individual Liberty.

 

Our policy is underpinned by the evidence of best practice from the Education Endowment Foundation (EEF). Research into practice shows that feedback is effective when:

  • It re-directs or re-focuses either the teacher’s or the learner’s actions to achieve a goal.
  • It is specific, accurate and clear.
  • It encourages and supports further effort.
  • It provides specific guidance on how to improve and not just tell children when they are right or wrong.
  • effort and resilience is reinforced by feedback (Growth Mindset).

 

Our Feedback Policy has these core principles:

  • The sole purpose of feedback is to further pupils’ learning.
  • Feedback is given as close as possible to the learning episode, preferably in the lesson or in the following day’s feedback session.
  • Timely feedback is more powerful than that of a later date.
  • Feedback is provided both to pupils and to teachers as part of the assessment process in the classroom and takes many forms.
  • Feedback is part of Moorhouse Primary School’s assessment process which aims to provide the most appropriate level of challenge in lessons, allowing pupils to make good progress.
  • All pupils’ work should be reviewed by teachers at the earliest opportunity so that it will impact on future learning. This should be acknowledged in feedback books.
  • Feedback should be in line with Growth Mindset* principles. Effort, not ability, is praised (all teachers have a copy of the Growth Mindset Pocket Book) and pupils have lessons on this alongside Learning Powers (linked to Dojos).
 

What types of feedback do we expect at Moorhouse?

 

Type of Feedback

What it looks like

Evidence (for observers)

Immediate

  • Verbal from teacher, TA, peers
  • Annotations/ marking codes in books
  • Awarding class Dojos for using specific learning powers
  • Partner/ class talk around new learning / success criteria
  • It may change the focus of the teaching; pupils have grasped a concept quickly or need much more support
  • Play back of video during current lesson e.g. in drama / PE to discuss technique and improvement

 

  • High quality questioning from teacher, TA
  • Mini plenary
  • Pupil demonstration of concept or skill

 

 

Summary

  • Takes place at the end of a lesson or activity
  • Can involve groups or whole class
  • Provides the opportunity to evaluate learning in the lesson
  • May take the form of self or peer assessment against success criteria
  • Tests e.g. Grammar Hammer / spellings marked by TA and fed back quickly
  • Will inform teachers, TAs and pupils of next steps in learning

 

 

 

 

  • Lesson drop-ins, observations, learning walks
  • Self / peer assessment in books / verbal
  • Comments and feedback symbols in work books

Review

  • Takes place away from the point of teaching
  • Involve teachers looking at books and identifying strengths, basic errors, presentation issues and common misconceptions and noting these in feedback books.
  • Informs a whole class feedback session at the start of the next lesson.
  • Use of technology i.e. MP3 files for pupils to listen to teacher feeding back
  • Provides opportunities for the teacher to assess understanding / skills gained
  • Leads to adaptations of future lessons
  • Can lead to new targets set for pupils
  • Can result in a task for the pupil to respond to in the next lesson
  • Learning Conversations in designated time during singing assembly – individuals / small groups
  • Setting homework linked to next steps
  • Acknowledgement of work completed (ticks)
  • Verbal feedback acted upon by children
  • Adaptation to teaching sequence when compared to planning
  • Annotations on plans with changes
  • Moving pupils to new groups

 

*Growth Mindset

When you praise for effort, you encourage a growth mindset, the belief that intellectual ability can be developed through education and effort. Those with a growth mindset believe that they can get better at almost anything, as long as they spend the necessary time and energy. Instead of seeking to avoid mistakes, they see mistakes as an essential precursor of knowledge.

 

 

At Moorhouse Community School we will ensure that learners get the maximum benefit from their education through an entitlement to regular feedback from staff. This will enable them to understand their progress and achievement and apprise them of what they need to do next to improve. The methods used for marking and giving feedback will to be applied consistently throughout the school and will be linked to the policy on assessment, recording, and reporting. Our marking and feedback will include all the aspects of AFL (Assessment for Learning).

 

OBJECTIVES

 

  1. To monitor, evaluate and review learners’ current stages of progress, and identify their next steps for progress and improvement.
  2. To give learners accurate feedback on their progress and achievement.
  3. To promote a positive self-image for learners, in accordance with the school aims, and, through this, encourage them to value and take pride in their work.
  4. To celebrate and reward learners’ achievement and progress.
  5. To agree and set challenging targets for improvement.
  6. To standardise the marking procedures used throughout the school.
  7. To enable learners to self-evaluate their work and take responsibility for setting their own targets.
  8. To provide evidence for assessment, recording and reporting.

 

STRATEGIES

Our main strategy for marking is based on the ‘no written marking’ and ‘whole class feedback’ approach based on research by Clare Sealy, Joe Kirby, Daisy Christodoulou and Jo Facer.

 

Feedback books

 

Each teacher has a feedback book in which they make notes after each lessons in Maths and English and half termly for science, computing and topic. The feedback books include the following sections:

 

  • Work to praise/share- three examples of successful work.
  • Need further support- children who have struggled with the objectives and may eed further support- this may be a focus group for the class TA to work with during the next session.
  • Presentation notes- any issues with presentation such as handwriting or DUMNUMS.
  • Basic skill errors e.g. capital letters, times tables- these errors are not linked to the specific ‘New Learning.’
  • Common misconceptions and next lesson notes- more specific feedback on the lesson linked to the New Learning’ and success criteria.

 

Marking in children’s books will be kept to a minimum with only ticks, symbols or examples of scaffolding evident.

 

 

Whole class Feedback

 

Based on the notes made in feedback books, teachers will start the following lesson with a whole class feedback session. This involves working through the areas from the feedback book. An example of the structure of a feedback session is as follows:

 

 

  • Work to praise/share- teachers will spend a few minutes sharing good work and discussing why it has been a good example.
  • Basic skill errors- any basic skill errors that have been common (e.g. a spelling rule) should be recapped, practised and then the children are given an opportunity to edit this in their books where appropriate.
  • Common misconceptions and next lesson notes- specific feedback based around the previous ‘New learning’ is given, a WAGOLL modelled and then the children given the opportunity to check they have been successful in their work or to edit.

 

  1. Teachers’ and Teaching Assistants’ oral comments, which may be supplemented by marking symbols, will provide clear and easily understood feedback and encouragement for learners. This will be linked to the ‘New Learning’ and success criteria for the lesson.
  2. Where possible oral feedback should be given during lessons while the learners are engaged in the learning process.
  3. Each lesson will start with a feedback session (relating to the previous lesson) in which pupils will have the opportunity to respond to feedback by editing their work. Dedicated time is also set aside for Learning Conversations between teachers and pupils.
  4. Feedback and marking will result in clear targets being agreed for improvement.
  5. There will, whenever possible, be an opportunity for the child to participate in this process so that there is a shared perspective on feedback and marking, and target setting.
  6. Immediate verbal feedback is the most effective and will be evident in the books by the use of symbols.
  7. There will be consistency of approach through verbal feedback across the school.
  8. Stickers or appropriate stamps and other rewards should be given to celebrate and encourage achievement and progress, including showing work at Star Assemblies and going to Team Leaders, Headteacher and Deputy Headteacher to show their good work.
  9. All pupils will be involved in peer assessment at an appropriate level.

 

 

OUTCOMES

 

Marking and feedback will be carried out professionally and learners will benefit from its high quality. It will be used to encourage and celebrate learners’ achievement and progress. It will be used to underpin clear and accurate feedback to learners and parents. The marking policy will be reviewed on a regular basis by all staff to ensure that it is effective and workable.

 

The marking policy will be monitored through work scrutiny, lesson observations and feedback book monitoring.

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