Old Fletton Primary School
!"#$%&'()*)$'+&(#(,)+-)-"')"'+&-)./)
.0&)!1234#(,)5.660(#-7
Marking Policy
Version 8
OUR ASPIRATION FOR OLD FLETTON PRIMARY SCHOOL
STANDARDS
The level of learning for our pupils
ADULT’S ROLES
All staff are responsible for feedback to pupils on their
learning achievements
We are acutely aware of the need to provide work for children that
provides challenge and support that enables them to aim high and
achieve greater standards - recognising OFSTED will evaluate if teaching
is outstanding in school by paying attention to ‘Teachers provide pupils
with incisive feedback, in line with school’s assessment policy, about what
pupils can do to improve their knowledge, understanding and skills.
(July ’15)
Pupils use this feedback effectively.
‘Teachers identify and support any pupil who is falling behind, and enable
almost all to catch up.’
Our aim is for all children to receive high quality oral and written feedback
during and after a particular lesson; supporting the pupil with their next
steps in achieving greater standards in their learning
CHILDREN’S ROLES
Children to engage in the marking process
Why is there a need for a marking policy
Our ultimate aim if for all children to be able to respond to marking
regularly in a positive and meaningful way that demonstrates their
understanding of what is expected of them and yet a way that is not
constantly demanding and that inhibits them enjoying the satisfaction of
completion in a learning experience
! Although much of an adult’s time is spent dealing directly with
children, there is a huge opportunity to impact on their
learning achievements through marking, which, when done
well, can impact greatly. However there is a need to be
mindful of work/life balance for staff in order for them ti fulfil all
other professional duties
What is the policy for?
! The policy is for all members of the Old Fletton Primary
Who has devised and contributed to this
policy
! This policy has been initially devised by the Senior leadership
How will this policy be communicated?
✓ This policy is available in both the head’s and school office –
How will this policy be monitored?
! 3 Weekly monitoring by SLT through book scrutiny
! Termly updates on marking standards will be reported by the
School community so that there is common understanding
about what we expect from everyone - meaningful
interaction with pupils about learning, during and after a
learning experience.
team - in consultation with teachers in the school. Reviewed
in a staff interested ‘Marking Working Party’ - TAs, NQTs,
Phase Leaders, Class Teachers (KS1 & 2) represented.
! Pupil voice was also sought (October 2014)
and is online on the school’s website. -
head teacher through the SEF
! Policy will be reviewed in line with other linked policies in the
Autumn
! Governors will be able to look at randomly selected books as
part of their linked phase work
Page 1 of 4
Marking Policy V8 May 2016
80&9.:';)
<0&)6+&=#(,)9.$#57)+#6:)-.)9&.6.-').0&)5.&')>+$0':)./)!123?)@#-")9+&A50$+&)&'/'&'(5')-.)5'$'B&+A(,):055'::)+(%)+#6#(,)
"#,"CCC)
))))))))))))))))))))))))))))))))))))))))))))D
)
E'):-&.(,$7)B'$#'>')-"+-)6+&=#(,):".0$%)5'$'B&+-')+)5"#$%F:)$'+&(#(,)+5"#'>'6'(-:)+(%)6.>')-"'6)/.&@+&%)#()-"'#&)('G-):-'9:)
./)$'+&(#(,?)!"#$%&'%($$')*#+,'-'.-+-,*-)$*'/012*%%'310'&"*'-45$&%'#+61$6*47'89:;<=>'?@<A9B'C9AB<'DEFFG)
H"')&'@+&%#(,)./)'I.&-)#:)(.-)./)9&#6+&7)5.(5'&()+(%):.)B+(+$)5.66'(-:):05")+:)J@'$$)%.(')7.0)"+>')@.&='%)"+&%)-.%+7K)
@#$$)(.-)B')+55'9-+B$'?)+$-".0,")@')@#$$)+5=(.@$'%,')'G5'9A.(+$)'I.&-)+$.(,:#%')$'+&(#(,)+5"#'>'6'(-:C)
1$$)5"#$%&'()+&')'(A-$'%)-.)&',0$+&)+(%)5.69&'"'(:#>')/''%B+5=).()-"'#&)$'+&(#(,C)
H"'&'/.&')+$$)-'+5"'&:)@#$$)6+&=)@.&=)+(%),#>')/''%B+5=)+:)+()'::'(A+$)9+&-)./)-"')+::'::6'(-)9&.5'::C)1%0$-:):".0$%)
&'6'6B'&)-"+-):A5='&:)+(%):-+&:)#()-"'6:'$>':)%.)(.-"#(,)-.)5$.:'),+9:)#()0(%'&:-+(%#(,?).&)-.)B&#(,)+B.0-)#69&.>'6'(-:)
+(%)-"0:):".0$%).($7)B')0:'%)@"'()+)6'+(#(,/0$)%#+$.,0')"+:)-+='()9$+5')+B.0-)-"')$'+&(#(,)-"+-)"+:)B''()+5"#'>'%C)
E')@#$$)/.50:).0&)6+&=#(,).()-"')$'+&(#(,).BL'5A>'):'-?)".@'>'&)#().&%'&)-.)&+#:'):-+(%+&%:)+(%)'(5.0&+,')
5"#$%&'()-.)9&.%05')@.&=)./)+)5.(:#:-'(-$7)"#,"):-+(%+&%:)-'+5"'&:)@#$$)5.66'(-).():9'$$#(,?),&+66+&?)
"+(%@&#A(,)*)9&':'(-+A.()#/)-"')-'+5"'&)B'$#'>':)-"')5"#$%)"+:)(.-)+99$#'%)=(.@$'%,').&):=#$$:)-"'7):".0$%)=(.@C)
H"')6+#().BL'5A>')./)6+&=#(,)+(%)/''%B+5=)#:)(.-)-.)M(%)/+0$-?)B0-)-.)"'$9)5"#$%&'()$'+&(C)N/)5"#$%&'(F:)@.&=)#:)@'$$)
6+-5"'%)-.)-"'#&)+B#$#A':?)-"'()'&&.&:)-"+-)(''%)-.)B')5.&&'5-'%)@#$$)(.-)B'):.)(06'&.0:)+:)-.)+I'5-)-"'#&):'$/)
':-''6C)H"')$'+&(#(,)'G9'&#'(5'):".0$%)B')5"+$$'(,#(,)'(.0,")-"+-)'&&.&:)6+7).550&)+:)('@),&.0(%)#:)5.>'&'%?)
B0-)(.-):.)5"+$$'(,#(,)-"+-)5"#$%&'().($7)'G9'&#'(5')/+#$0&')#()+))-+:=C)
1-)<$%)O$'P.()@')>+$0')-"')9&./'::#.(+$)L0%,'6'(-)./)-"')+%0$-:)@.&=#(,)@#-")-"')5"#$%&'()+(%)-"0:)-"')'G-'(-)./)
-"')&':9.(:')-.)+)9#'5')./)@.&=)#:)%'-'&6#('%)(.-)B7)-"')(06B'&)./)'&&.&:)/.0(%)#()#-?)B0-)B7)-"')=(.@$'%,')-"+-)
-"')+%0$-)"+:)+B.0-)+)9+&A50$+&)5"#$%C)!.(:#%'&+A.()#:),#>'()-.)@"+-)+)9+&A50$+&)5"#$%)#:)5+9+B$')./?)@"+-)-"')('G-)
$'+&(#(,):-+,':)#(>.$>'?)+(%)@"+-):".0$%)(.@)"+>')9&#.&#-7C)
N/)-"')5"#$%)"+:)B''()-+0,"-)-"+-):'::#.()B7)+()+%0$-).&)@"'&')+)5"#$%F:)(''%:)&'Q0#&')>'&B+$)/''%B+5=)@#$$)B'),#>'()
&+-"'&)-"+()'G-'(:#>')@&#P'()5.66'(-:C)
R..=:)@#$$)B')6.(#-.&'%)B7)-"')S'+%)*)%'90-7).()+)T)@''=$7)B+:#:)#().&%'&)-.)Q0+$#-7)+::0&')-"')6+&=#(,)#():5"..$)
+(%)-.)9&.>#%')/''%B+5=)-.)5.$$'+,0':).I'&#(,)),0#%+(5')*):099.&-)@"'&')('5'::+&7C)U.>'&(.&:)@#$$)+$:.)6.(#-.&)
-"')9.$#57)+(%)@#$$)&'5'#>')09%+-':)/&.6)-"')"'+%-'+5"'&)+:)&'Q0#&'%).&)&'Q0':-'%?)0:0+$$7)9+&-)./)-"')V3O)*)
-'&6$7)S'+%F:)&'9.&-:)
<().&%'&)-.)B+$+(5')-"')(''%)/.&)&#,.0&)+(%)%&#>')-.@+&%:)'G5'$$'(5')*)+$:.)6''A(,)+)-'+5"'&F:)@'$$4B'#(,)+(%)
@.&=4$#/')B+$+(5')@')+5=(.@$'%,')-"+-)%#I'&'(-)@.&=)&'Q0#&':)+)%#I'&'(-)$'>'$)./)6+&=#(,)+:).0-$#('%)B'$.@;)
Literacy Books
Page 2 of 4
Marking Policy V8 May 2016
Blue (Teacher guided sessions) &
Yellow (TA guided sessions)
Most importantly is incisive formative Assessment and feedback
during the session. At the end of the lesson, identification of
amended learning journey if required (Literacy the term
“revisit” (which is addressed in a timely manner—within 2
weeks) Adult to initial the session. The class teacher is
expected to talk with or review the yellow learning session to
moderate the assessment judgement.
Green Red Yellow (when not adult led)
C - Incisive comment about the best aspect of the work with
clearly identified examples underlined in pink.
R - Picking out a presentation or spelling error - children will
need to respond to this the next morning.
E -Identifying a misconception (precise) and providing an
opportunity for the children to address this.
When identifying errors for children to respond to the error will
be: identified precisely (lower ability), have the line identified
with a mark in the margin (middle ability), have the error
identified but no guidance given on where the error is (higher
ability).
Recorded assessment on a teacher’s mark sheet
Maths Books
Blue (Teacher guided sessions) &
Yellow (TA guided sessions)
Most importantly is incisive formative Assessment and feedback
during the session. At the end of the lesson, identification of
amended learning journey if required (Maths the next colour/
learning experience (which is addressed in a timely manner—
within 2 weeks) Adult to initial the session. The class teacher is
expected to talk with or review the yellow learning session to
moderate the assessment judgement.
Green Red Yellow (when not adult led)
C - Incisive comment about the best aspect of the work with
clearly identified examples underlined in pink.
R - Picking out a presentation or spelling error - children will
need to respond to this the next morning.
E -Identifying a misconception (precise) and providing an
opportunity for the children to address this.
When identifying errors for children to respond to, the error
will be: identified precisely (lower ability), have the line identified
with a mark in the margin (middle ability), have the error
identified but no guidance given on where the error is (higher
ability).
Recorded assessment on a teacher’s mark sheet
Science & Theme Books
Blue (Teacher guided sessions) &
Yellow (TA guided sessions)
Most importantly is incisive formative Assessment and feedback
during the session. At the end of the lesson, identification of
amended learning journey if required. Adult to initial the
session.
Green Red Yellow (when not adult led)
C - Incisive comment about the best aspect of the work with
clearly identified examples underlined in pink.
R - Picking out a presentation or spelling error - children will
need to respond to this the next morning.
Recorded summative assessment on a teacher’s mark sheet
Page 3 of 4
Marking Policy V8 May 2016
CLOOS
All Literacy
Celebrating a learning success linked to LO, noting how well
certain Literacy skills have been applied with clearly identified
examples underlined in pink.
Key to quality will be comments on, progress, knowledge,
understanding and application.
All Maths
Traditional, basic marking of questions
correct answers and . or - to mark errors
If appropriate ask for some to be corrected for the next time
Page 4 of 4
Marking Policy V8 May 2016