Marking and Feedback Policy
Introduction and Aims
The aim of this guidance is to establish a consistent, manageable and purposeful approach to
marking and feedback which helps students to understand their achievements and their next steps
in learning. It needs to be read in conjunction with our school presentation policy.
English, Maths and Science
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Every piece of work needs to have learning objective and matching success criteria stuck into
books at the top of the page
The students should be taught to traffic light at the end of the session, red, amber or yellow
against the overall Learning objective at the bottom of their page, with an appropriate
comment being developed as the children moved up the school or are ready i.e. I am red
today because i did not understand the concept
They should then assess against the S.C. with a tick or dot. The teacher should then mark
against the LO with a tick or a dot and then tick and dot against the S.C.
Where necessary or appropriate the children should receive a wish comment detailing a
useful next step normally linked to the S.C. or L.O
Children should be encouraged to read these comments at the beginning of sessions
If you have worked with a group of children, all children will have already received verbal
feedback so the marking code VF can be added clearly at the bottom of the page and no
wish is required
If during the session there are opportunities for children to respond to verbal feedback –
this can be done within the lesson using a purple pen
Reviewed by DW: April 2016
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Marking codes can be used at any time and pupils should be encouraged to learn how to
respond to given marking codes.
English and Maths
The children should receive a weekly formative mark where feedback on what they did well and
what their next steps are clearly identified. Teacher should consider appendix 2 for a range of
different marking which may support this. Children should always respond to this marking in purple
pen and the teacher should then go back and dot or tick against this. Children who receive a dot
should be given additional teaching of the concept or have a conferencing session with the teacher
to ensure that they do not have a misconception
Marking Codes:
√
This work is correct
.
This is not correct
Sp
Sp Spelling mistake
Letter, or number facing the wrong direction
Does this make sense?
(wiggly
line)
tuEsdAy
Incorrect use of upper or lowercase letters
(letter
underlined)
^
Missing word
Finger space
P
Missing punctuation
∕∕
New paragraph needed
Date?
No date on work
L.O/title?
VF
No learning objective/title on work
Verbal Feedback Given
D.W.
(initials of
teacher)
LSA
S
Marked by my teacher
I had help from an LSA
Lesson was delivered/marked by supply teacher, or student teacher
Reviewed by DW: April 2016
Appendix 2 – Examples of Narrowing the Gap marking Comments (Literacy) for use
with 2 stars and a wish:
Reviewed by DW: April 2016
Range of Prompts
Learning Target
What the child
Wrote
Improvement
Prompt (AA-A)
Scaffold P
Why? Justifying a
statement
Your letter explains
your character’s feelings
‘It was dismal’
 Say why you
thought this.
 Why wa
Why did y
there?
How? Giving more
detail
Your story dilemma tells
the reader what your
character is thinking
‘Nobody believed
him’
 Say how you
think this made
him feel.
 How do
felt about
believed?
sentence t
Add something
Your account contains
effective adjectives and
adverbs.
The burglar ran
towards the car
park and drove off.
 Re-write this
sentence using a
better adjective for
sad and an adverb
here.
 Fill in th
adverb:
The burgl
towards th
drove off.
Change something
Your description uses
powerful adjectives
‘He was a bad
monster’.
 Think of a better
word than ‘bad’.
 What ki
he? Think
that means
and write
Tell us more
Your story opening
introduces the character.
‘James went to
school’
 Describe what
James is like.
 What ty
– good, ba
James was
What happens next?
Reviewed by DW: April 2016
Your story has a clear
ending
‘At last the merman
saw the mermaid’
 End this story
with a piece of
direct speech.
 What do
merman sa
before the
together?
Reviewed by DW: April 2016