Marking Feedback

Perry Court E-ACT Academy

Marking & Feedback Policy

Department Owner

Operations (National)

Section Owner



E-ACT Education & Personnel Committee

Date Approved

July 2015

Review Date

July 2018


Marking & Feedback Policy

1.     Aims of feedback and marking


Feedback and marking is an integral part of assessment.  We aim to provide a system that is consistent and continuous across each stage within our school.  Feedback and marking will inform planning, be diagnostic and enhance children’s learning by offering guidance on how work can be improved.  Quality feedback and marking allows for self-assessment where the child can recognise their difficulties and mistakes/areas of development and encourage them to accept help/guidance from others.  Furthermore, to reinforce learning through reflection.  We do this positively to enhance self-esteem and confidence.  Children will be encouraged to read through their work before presenting it to be marked, as a strategy to develop self–reflection and self–evaluation, against personal targets and learning objectives.


2.     Purpose of feedback and marking


·        To assist learning

·        To provide information for assessment

·        To encourage, motivate, support and promote positive attitudes

·        To inform planning

·        To promote higher standards

·        To correct errors and clear up misunderstandings

·        To recognise achievement, presentation and effort

·        To provide constructive and focussed feedback

·        To show pupils that we value their work

·        To allow pupils to reflect and improve on their past performances and to set new targets/next steps together with the teacher


3.     Principles of feedback and marking


At Perry Court E-ACT Academy marking should be done in accordance with the appended Marking Guidelines.


·        Be related to specific learning objectives which the pupil will know in advance

·        Be constructive e.g. Next time I expect to see / In order to improve / It would be lovely if

·        Use questions as prompts for children to answer as a way to extend learning

·        Be related to needs, attainment and ability

·        Follow consistent practice throughout the school

·        Ensure that pupils know how well they are doing and what they need to improve to make further progress

·        Provide pupils with opportunities to assess their own work and that of others


4.     Rewards


These will be in accordance with our behaviour policy


5.     Professional Judgement


5.1  Corrections should support the child’s learning and it should be remembered that too many can overwhelm and demoralise the pupil. The ability of the individual pupil and the effort that they have put into a piece of work will always need to be taken into account when providing feedback and marking. Teachers must use their professional judgement when deciding how many corrections to mark.


5.2  Teachers may plan to mark groups of work, so that they can focus on developing particular skills with targeted groups.


5.3  Feedback and marking is for the direct benefit and improvement of the children’s work. It is therefore undertaken by the teachers to inform the child of the progress they are making and the targets they need to work towards.


5.4  At KS2, children should be given the opportunity to respond to marking at least twice a week.  At KS1 this could be done in conjunction with an adult.


6.     Marking code


6.1  Whilst accepting that written marking of work has to be tailored to meet the abilities and ages of each child and the subject being marked, we believe that a common framework is helpful and have provided this in appendix A.


6.2  The following agreed code will be displayed in every KS2 classroom so that all children are aware of the meanings of the various markings.


6.3  KS1 teachers will use the code as an aide memoir as appropriate to the ability of the child.


6.4  Comments should be written whenever possible, giving targets for future work.


6.5  We will ensure that time is allocated within the teaching day for pupils to respond to their written /oral comments by the class teacher in order that they can act upon development points.


7.     Presentation


7.1  We have high standards in presenting all work in school – display and the teacher’s writing (see separate Handwriting Policy).


7.2  We expect the children to:


·        Always do their best

·        Follow instructions

·        Position themselves correctly on chairs e.g. left hander

·        Lay out work as explained by the adult

·        Use sharp pencils, appropriate pens

·        Do all maths work in pencil and write in squares

·        Do all diagrams in pencil


7.3  What we will accept :




·        The children’s best work

·        To correct written work neatly by placing a ruled line through the mistakes

·        Use of polishing pen to edit and improve work



·        Ask the children to copy out work for display

·        Low quality work if the child’s work is not up to standard for health / social reasons

·        Low quality presentation if content is more important



·        Scribble

·        Defacing / cutting of books

·        Crossing out by scribbling

·        Altering one letter by over – writing

·        Doodling

·        Filling in letters

·        Giant full stops

·        Felt tip pens used for writing

·        Writing on top of writing

·        Going over letters

·        Writing on others’ work (unless peer marking)



Appendix A: Marking Guidelines


                           Marking Guidelines





Guidelines and Strategies

for Close Marking


·        Feedback needs to be specific: the learner needs to know exactly what has been done well, by highlighting both evidence and toolkit in GREEN.

·        Feedback needs to indicate what has been less successful.  PINK highlighting is to be used to indicate an area for improvement. Both evidence and toolkit need to be highlighted.

·        Feedback needs to indicate how improvement can be made (‘CLOSING THE GAP’ AND IMPROVEMENT PROMPT)             and these needs to be linked to the PINK highlighting. Only one area for improvement to be indicated in most cases.

·        Learners must be given time to absorb and act upon or consolidate the feedback comments (RESPONSE TIME). For example, early morning work, beginning of a lesson.

·        Opportunities for Response Time are to be made daily, so the groups whose books are marked today will be the group who respond in the afternoon or the next lesson.

·        Teachers may make additional general comments about handwriting and spelling. Spellings that we want a child to correct need to be indicated with a pink dot.

·        All responses by pupils must be acknowledged with a tick, date or smiley face

·        Any verbal feedback that happened can be indicated with a (V).

·        Work marked by TA’s and supply teachers must be initialled.

·        Responses/corrections should be evident with writing on original work and not rubbing out.

·        In Key Stage 1, pictorial stamps will be used for marking so all children know what is expected of them linked to either the Toolkit, or the Tiny, Tickable Target.

·        In Upper Key Stage 2, a sticker is used on in each piece of extended writing to show number of ticks and when a Tiny, Tickable Target is achieved.



·        Each teacher will close mark at least 2 groups of work daily on a rotational basis after a lesson using the school marking guidelines. Teachers may decide to close mark all the books at least twice a week instead.

·        All the other books for the day must be acknowledged with ticks on the tool kit (and an initial if marked by anyone other than the class teacher).

·        All work must be marked.

·        In Literacy, all books must be close marked; to age related expectations on the completion of a unit of work containing a writing outcome (Big write) as this will inform future planning and assessment.

·        In Key Stage 1, children use polishing pens to respond to marking.

·        In Lower Key and Upper Stage 2, polishing pens are used for minor corrections, but a pencil is used for a sentence/ paragraph follow up.



·        ALL work must be marked with ‘Green & Pink’ and not √ or × every day.

·        Each teacher will close mark at least 2 groups of work daily, on a rotational bases after a lesson using the school marking guidelines. Teachers may decide to close mark all the books at least twice a week instead.

·        The feedback for close marked books must either include:

1.      Marking corrections.

2.      Extension/challenges.

3.      Examples to be done independently where they were supported the previous day.

·        When children are responding to marking, all original work and answers must remain with no rubbing out.

·        Purple polishing pens will be used for responding to marking.



·        Teachers mark all work and highlight the tool kit against the specific skill

·        Each child will have their work close marked twice a week.

·        Only pink comments are used in reading books



·        In KS1 tool kits are used.  Worked is marked against the tool kit.

·        In year 1 phonics all work must be marked with ‘Green & Pink’ and follow ups set for each child twice a week.

·        In KS2 there are no tool kits. Work is marked daily with a tick.  Comments are only made where there are mistakes in the task which need addressing.



·        Teachers mark the work with a tick and/or a sticker, any tool kits will need to be highlighted and additional comments can be made if relevant.

·        Books are close marked for all SC1 assessments.


Foundation Subjects

·        Teachers mark the work with tick and/or a sticker, any tool kits will need to be highlighted and additional comments can be made if relevant.

·        Ongoing quality verbal feedback must be given to the children.

·        Redrafted/published work also needs to be recognised by the teacher with at least a tick.