Frith Manor School

Feedback and Assessment Policy

Date Review DateFebruary 2018

March 2019

Rationale

At Frith Manor, Primary School, we mark for the pupil to support, encourage, extend and challenge.

We provide feedback to our children which is specific, accurate and clear. Our feedback should encourage and support further effort so that it is meaningful. Our feedback provides specific guidance on how to improve.

John Hattie 2007 “Feedback is one of the most powerful influences on learning and achievement”

For feedback to have a positive impact “feedback must answer

Where am I going? (What are the goals)

How am I doing (What progress is being made toward the goal?)

Where to next? (What activities need to be undertaken to make better progress?)

Processes:

Light marking of work using a yellow and green highlighter. Acknowledging and recognising attainment and / or progress, success and / or completion of pupil’s work. (could include stamps, VF, peer marking, sticker, initials, highlighting of challenge met simple comments, next steps developmental comments are not required).

Developmental marking (Hard making using a yellow and green highlighter), in which feedback on attainment and success is given and response from pupils is required to strengthen the teaching and learning process to accelerate and deepen learning. In English and Maths all pupils should have at least one piece of work marked developmentally (hard) by their work in any given week.

Marking Procedures:All pupils’ work is to be at least light marked by the teacher or support staff. – Light marked can just

mean green highlight and not necessarily a comment.

No work should go unmarked.

Frith Manor School

Writing

• When children are working on an on-going piece of writing (the build-up – at least one piece will have developmental marking) The final piece should inform your planning and pupils’ next steps and therefore requires a light mark.

• Positive – highlighting examples (selective) of where the learning objective has been achieved (green) or by ticking excellent sentences/paragraphs. Yellow highlighting to help children improve their writing should be used.Examples from KS1 and KS2 below:

Frith Manor School

Frith Manor School

• Points for Improvement - Feedback needs to be simple and specific, highlighting the word/sentence/section where editing/improving can take place.

• Feedback at the end of a piece of work. A comment will be made at the end of the piece of work. Green Forward Slash It will praise the child for their successes Yellow Forward Slash will show children what they can do to improve their work and help them make the “next step” in their learning. These comments may take different forms: Feedback will be given using these codes (Appendices 2) until children can read longer comments (aim towards the end of year 2)

A reminder – e.g. remember that proper nouns have capital letters A scaffold comment – e.g. could you choose two of your shorter sentences and combine

them to make a complex sentence? An example prompt / next steps (impact marking) e.g. instead of using the word ‘said’, I

might have used ‘muttered’, ‘whispered’ or ‘grumbled’. Which one do you think would be the best choice?

• Children must be given time to edit and up level their writing following written feedback, during the next writing session or live in session. From Y2 this feedback must be in purple pen. See examples above.

• Children should be told explicitly to look at the marking before starting writing. • If a child persistently forgets to use full stops then a large full stop can be drawn on a post it

notes. The child then positions the yellow post it notes on the second line of the page they are writing on and when they write and reach that line it will act as a reminder that they need to check that they have used full stops correctly.

• Skills lessons should be adapted to explicitly teach the skills the class needs to improve their writing.

• Teachers’ handwriting must be legible and in blue (KS1) red (KS2) and feedback should be in child-friendly language.

• Marking should be interactive – a dialogue between teacher and pupil. • If a member of staff other than the class teacher marks pupils’ work, they must sign or initial

at the end of the work.

Maths

All work needs to be marked. All marking should include the success ticket having the challenge that the child has worked on

highlight

Frith Manor School Green highlighter to show where maths is correct and yellow to show where corrections are

needed. Children should be given an opportunity daily in KS2 to ‘fix’ mistakes / misconceptions. (Light mark)

Deep marking should occur at least once a week. Green Forward Slash will praise the child for their successes Yellow Forward Slash will show children what they can do to improve their work and help them make the “next step” in their learning. These comments may take different forms: can include reference to learning objective, moving on comment or challenge questions. This could include target questions which children work on at the beginning of the next lesson. (see appendices 3). Questions like, ‘What went wrong?’ actively encourage children to explain mistakes. Skills lessons should be adapted to explicitly teach the skills the class needs to develop their targets or work on misconceptions.

Examples from KS1 and KS2 below:

Frith Manor School

Frith Manor School

Pen colour

Children writing in black ink. Marking in all books should be done in blue ink (KS1) and red ink (KS2) Children’s editing should be done in purple ink.

End of Year Expectations (EoYE)

1. Children should have End of Year Expectations for both writing and maths which should be readily available in their writing and maths books

2. EoYE which have been met will be highlighted in green. EoYE which have been assessed but not yet met will be highlighted in yellow.

Steps to Success Criteria

Success Criteria should be stuck flat on the page. Every piece of work in KS1 and KS2 needs to have an LO. In Maths challenge 1,2, and 3 must also be included. In Writing the success ticket should include steps to success (KS2) or challenges 1,2,3 in KS1 It must look like the ones below. Choice to be made if wish to have self, peer and teacher column

or just teacher. This template is on the server. Pupils stick them in the books. Presentation is

Frith Manor Schoolkey, and these tickets need to be trimmed and neat and pupils need to be taught to stick in carefully.

KS1: English

Date: Thursday 4th January 2018LO: To orally rehearse sentences and sequence sentences to build

stamina for writingChallenge 1: I can write a simple sentence using an adjective, noun and

verbChallenge 2: I can write a sentence using an adjective, noun and verbChallenge 3: I can write an alliterative sentence using an adjective, noun

and verb

KS1: Maths

Date: 4.1.18LO: Count, read and write numbers to 20 in numerals and wordsChallenge 1: I can read, count and represent numbers to 20 with supportChallenge 2: I can read, count and represent numbers to 20 Challenge 3: I can read, count and represent numbers to 20 in numerals

and words

KS2: English

Date: Thursday 4 th January 2018 Self Peer TeacherLO; To use a range of descriptive language for precision to create a poem Steps to success:

I can use adventurous, well-chosen adjectives. I can use effective similes I can edit words, phrases and ideas into a flowing list poem I can keep in one tense throughout I can perform my poem with a partner

KS2: MathsDate: 4.1.18 Self Peer TeacherLO; To multiply 2 digits and 3-digit numbers by a 1-digit number using a

formal written layoutChallenge 1 I can multiply 2 digits by 1 digit using a formal written

layout

Frith Manor SchoolChallenge 2 I can multiply 3 digits by 1 digit using a formal written

layoutChallenge 3 I can generate my own numbers beyond 3 digits using a

dice and multiply one digit

1. These should be designed to take a child ‘step by step’ through the process they are working on and be used as an aide memoir for the children.

The checklist can be ticked but this should be optional. 4. During marking, teachers should give a brief example of what this next step looks like to assist

understanding for the child. (KS2).5. If the work has been carried out in a focus group, please use the code FG in a circle near the top

of the page.

Marking Codes In KS1 and KS2 marking codes (appendices 2) will be stuck in the front of all exercise books. All English books to include class, setting, skills books, theme of enquiry and Science books. These codes will be referred to by class teachers, TA’s, and supply teachers. All children will be taught what the visual code means.

Headteacher:Leigh Carmichael

Date: 25.2.18

Chair of Governing Body: Wendy Kravetz Date: 25.2.18

Appendix 2 - Marking Codes

Teachers (TAs short mark only) will mark in blue in KS1 and in red in KS2

Frith Manor SchoolFG – Focus group work

VF – Verbal Feedback

FS – Finger spaces

CL – Capital letters

P – Punctuation

V – Vocabulary – i.e. adjectives, adverbs, similes etc

O – Openers

C – Connectives

Sp – Spelling

// - New paragraph

RR – Reread

Pieces of work that have an extended mark with have;

* Good examples highlighted in green (linked to the success ticket).

* ‘Fix its’ highlighted in yellow (once fixed it can be gone over in green).

/ - At the end of the piece of work there will be a green forward slash praising the child for their successes (linked to the steps to success)

/ - Yellow forward slash will show children what they can do to improve their work and help them make the “next step” in their learning.

Children will respond in purple pen (Year 2 onwards).

Appendix 3: Examples of English feedback prompts requesting response

Writing – Vocabulary, Grammar and Punctuation

Read your work. Can you:

Add the full stops where you missed them out? Show me where you should have used a question mark? Show me where you should have used capital letters? Find the sentence where you should have used an exclamation mark? Find the names of people/places/days and check that they all have a capital letter? Mark all the places in your writing where you should have used a finger space/paragraph?

Writing – Transcription

Read your work. Can you:

Frith Manor School Find all the letters that have not been formed correctly and show me how they should be written? Check where you have written the word ‘flower’. How many were there? What letter do we add to show that there are more than

one? Check where you have used the word ‘longer’. Is that the right way to explain it? Try using a different suffix and then read it to

check that it makes better sense. Check that you have used the correct spelling rule when you wrote the word ‘wen’? Does it need a different spelling rule e.g. why

or ph.? Check that you have used the correct digraphs and trigraphs. What could they be changed to? Use the sound chart to help you.

Writing – Composition

Read your work. Can you:

Find the sentence that doesn’t make sense? What could you do to change it so that it does? Read your work aloud to our group? Is there anything you would like to change? Check that your story has an ending? I want to know what is going to happen! Check if there is an even more exciting word that you could have used to describe that? Is there a different connective you could have used to show WHEN that happened in your story? Is there another way to write this information (highlight sentence)? Find another way to write this in a shorter sentence? Finish this sentence…? Fill in the blanks…? Highlight the sentence where you have used. (adverbials, conjunctions, correct punctuation, speech marks, etc)

Reading – Comprehension (Pleasure in reading)

Read your work. Can you:

Write down what you like about the poem? Is there anything that you don’t like? Think of a different ending to Goldilocks and the Three Bears? Tell me what you think this new word means? Is there another word that the author could have used? Think of a time when you did something like the character in the story? Can you tell me about it?

Reading – Comprehension (Understanding)

Read your work. Can you:

Write down two new words that you have learnt this week and tell me what they mean? Write down why you think Goldilocks was so cheeky? Write down another title for this book? What else could it have been called? Write down if you would like to be one of the ‘Midnight Pirates’? Imagine if Super Daisy came to our school. What do you think would happen?

Appendix 3: Examples of Maths feedback prompts requesting response

General

Look back at your work – can you add… (Your method, a number line)? How could you check this? Can you find where you went wrong? Now try these (extension questions/consolidation questions)? If the answer was … what could the question be? Is there another way you could do this? Can you find a quicker way of doing this?

Frith Manor School Finish this…and explain your work? Fill in the blank…e.g. 2 + 6 = 6 Highlight where you have used …column method, grid method, etc.

Number and Place Value

Let’s practice reading all these numbers 14, 16, 18, 12, 17. How did you work out what they were? What is the rule for the ‘teen’ numbers?

Can you write down the number that is one greater than…? Can you write me a number pattern, counting in 2s only, starting from 10 and finishing at 20? What is the difference between these numbers e.g. 4 and 10?

Addition and Subtraction

Can you show me three ways to make 5/10/20? Can you solve these equations? Can you solve this missing number problem e.g. 7 =? – 3 If 14 – 6 = 8 what is 6 + 8? Check your answers using an opposite operation e.g. 9 + 3 = 12 – ask children to check using the opposite operation 12 – 3 = 9.

Multiplication and Division

Can you write down all the double numbers for 2, 3, 4 and 5? There are four children at a birthday party. There are 12 fairy cakes. How many cakes will they get each?

Fractions

Can you chop all these shapes in half? What is half of twenty? How could you find a quarter?

Measurement

Can you tell me what the date will be on Friday? Can you make these times on the clock faces and show me? Can you go and find me three objects in our classroom that are shorter than my pen? Show me what coins I could use to buy something that costs 46p? Is there another way to it? Write down what happens at school on a Friday using the words first, next, before and after.

Geometry

Can you draw me a square and a rectangle using a ruler? Can you name all these shapes? Tell me a shape fact about a pyramid. Sort all these shapes and tell me why you made those choices. Write down how many vertices these shapes have. What shapes make up the faces of a cylinder? Can you blindfold your friend and give them directions to get to the door of our classroom from our desk?