In our school, we recognise that the most effective feedback for any individual is that which takes place whilst a task is being completed or immediately after. We endeavour to ensure that all feedback whether written or verbal is given to the pupil prior to the start of the next lesson in that subject; this ensures that the task is fresh in the mind of all those discussing it and enables feedback to be focused and immediately useful. Click here to view our policy or click here to read our “what is feedback?” appendix.
What does it look like?
Within our classrooms the feedback relating to a child’s work can be either verbal or written. We use the language of “learning conversations” with our children, where adults talk with children and offer instant feedback that moves learning forward. This is recorded in books as “LC” with a word or short annotation to explain what the conversation was about. Also, we recognise that where written feedback is used, it will take a variety of forms over time; staff use their professional judgement as to which is the most useful for the child and relevant to the task and time available. A range of symbols are used in pupils books and these can be viewed here.
What are the different types of marking?
- Correctional Marking
- Marking that makes reference to a pupils target
- Summary of pupils attainment or progress – at the end of a piece of work
- Next steps comment
- Questions or challenges that the pupil needs to respond to
- Deep marking – detailed marking which is evident throughout a piece of work
- Peer or self – marking
- Reward marking in the form of house points, stickers or comments that praise the pupil