Marking policy NAJS 2017How do we mark?

At Netley Abbey Junior School we acknowledge and value every piece of work completed by our children.

So What cycle

We deep mark in core subjects at least once a week.

We deep mark in foundation subjects at least once each unit.

We deep mark all extended pieces of writing in every subject.

When we deep mark, we tell the child something specific that they have done really well.

When we deep mark, we also given the child an actionable next step that they will complete in green

pen in the next session.

We ensure that our children are given planned in time to value and respond to our feedback in green pen.

Marking Model

Written feedback

What does this look like?

Spelling SP written and circled in the

margin for the child to identify the spelling and correct it themselves.

Up to three spellings identified in each piece of work through every subject.

Children to locate their misspelt word and look it up in the dictionary themselves.

Child to write out the correct spelling in the margin three times in green pen.

Child to then tick the circled SP in the margin to identify that they have corrected the error.

Marking to LO and SC We ensure that we are

making comments and next steps in our marking based around what the main learning point from the session was.

When using success criteria, this can help formulate what we write in your marking and what our next step comments might be.

Peer assessment Pupil who marks the work to

initial their feedback. Pupils mark in green pen. Pupils mark to the learning

objective or to success criteria provided that helps break down the learning objectives.

Self assessment Children to reflect on the

current position of their learning and the next steps they can take to progress their work.

Children write self-assessment in green pen.

Children initial their self-assessment.

A success criteria or a list is required to help the children to effectively assess how well they have done and to provide assistance as to where they could go next in their learning.

Ticking in margin. Teacher writes SP (Spelling)

CL (Missing Capital letter) FS (Missing Full-stop) in the margin on the line of the missing/ incorrect item.

Child corrects in green pen. Child ticks across the CL

when it is completed.

Next day step 1.2.3 We mark, writing the

childs next step as the task number that we would like to see them attempt the next day.

Next session we write the next steps on the board with numbers. The children attempt the appropriate one given to then from our marking in the previous session.

Group feedback typed On occasions where we

may write the same next steps in children’s books like in the picture, we print group feedback or next steps to cut time spent repeating ourselves.

NEXT STEPS MARKINGReview/Next/Extend

We use our next steps to give children actions to respond to in three different ways.

Our children are given time to respond to feedback within lessons.

REVIEW – Check over what you have done - edit.

NEXT – Try doing this part of the success criteria next.

EXTEND – Now try this extension to the days learning.

Shallow marking This could take a variety of forms but would still identify spellings for children to look up later. I have made some suggestions of what this common marking would look like.

Tick and initial to show the acknowledgement of the work

with spellings identified in margin for children to correct later.

A short comment identifying a positive element.

A short comment identifying an improvement.

A short comment identifying a future improvement.

Work ticked where good throughout with no comment.

Writing to the point. Effective use of time.

We try to say what we need to in as few words required. This helps us save time whilst marking books.

Kids tick in Maths – access to answers

We sometimes make answers available to children to self-mark within a lesson.

We then look over the work as the class teacher afterwards and comment on the work completed and give the children the next steps required.

Verbal feedback Occasionally when

something needs to be re-explained to a child in detail that would be too long to write, verbal feedback is the most effective method.

When we have fed back verbally to a child we write VF by the childs work and a word explaining what we fed

back to them about.

In class TA marking Teaching assistants mark

the work of the group that they are working with whilst in the lesson. As class teachers we ask them to do this.

Our teaching assistants initial work that they have marked.

Display expectations

Presentation expectations

Book feedback sheetNetley Abbey Junior School

Class(Year): Teacher:Last monitored: Date:Names of Pupils:

Usually Sometimes RarelyLearning Objectives consistent across the year groupLearning tasks consistent across the year groupBoth date and learning objective are underlined (DUMTUM)There is evidence of differentiation (e.g. keep up, catch up, enrich)Outcomes are suitably challenging and age appropriateWriting starts at the margin, on the line and one digit per square for Maths (including green pen)Book is well cared for (No graffiti)Joined up handwriting with finger spaces and consistent letter sizesRulers are used carefully, work ruled offMistakes are crossed through with a single lineWorksheets are pre-trimmed, folded and stuck in neatlyApproved pens are used, diagrams are drawn with a pencilMaths calculations are organised vertically, in two columns (question numbers circled)MarkingAll marking is up to datePositive ticks are evident and clearMarking indicates targets for improvementNext step comments effectively extend or explore pupil understanding, and require an actionPupils have responded to marking in greenChildren have initialled peer feedbackThe marking code is being used consistentlyActions Since Last Scrutiny:

Areas of Strength:

Areas for Development:

Pupil Interview Comments:

Signed:Review Date:

Book Review