Feedback Policy

Policy Agreed: March 2017

Review Date: September 2017

Contents

1. Aims 2. Expectations 3. Monitoring4. Support5. Reporting and Review

1. AimsFeedback at Hatfield Academy is based on the belief that it should be used to develop and extend pupil’s learning. We

recognise feedback as both written and oral and value the importance of both.Aims of feedback at Hatfield include:

Recognition of achievement and progress Addressing of misconceptions Provide ongoing assessment to inform future planning Encourage pupils to reflect on their learning Raise attainment and achievement

2. ExpectationsCore SubjectsAll marking is to be meaningful, motivational and manageable.

All work acknowledged. Modelled correct formation of letters and joins in line with

the schools handwriting policy. Symbols used to identify specific areas of feedback. See

Appendix A which will be displayed in all classrooms. Green Highlighting/Ticks will make reference to the

learning intention/target being met. Annotated marking to be used in the margin to prompt

(pink pen) and praise (green pen) e.g. adverb or tense. Address age related misconceptions. Teachers will use

their professional judgements and knowledge of pupils to personalise live marking.

Target stickers from flight paths used to acknowledge whether targets have been applied in work (Green T) or further application is needed (Pink T)

Precision AfL will be used alongside feedback to inform future planning.

Precision AfL will be recorded on the back of planning and future planning changed to reflect the needs of the pupils.

Foundation Subjects

All marking is to be meaningful, motivational and manageable. All work acknowledged. Modelled correct formation of letters and joins in line with

the schools handwriting policy. Target stickers from flight paths used to acknowledge

whether targets have been applied in work (Green T) or further application is needed (Pink T)

Task/process and self-regulation level feedback stickers to be used to establish application of skills.- Task level: this includes feedback about how well the

task is being accomplished or performed.- Process level: This level includes feedback specific to

the processes underlying the tasks or relating and extending tasks.

- Self-Regulation level: This type of feedback supports to monitor, direct and regulate actions towards the learning goal.

Spellings

Corrections to misspellings will always be done at an age-appropriate level. Where a teacher wishes to draw attention to a misspelling this will be done in the margin using the code ‘sp’. Where a child is spelling many words incorrectly the teacher will use discretion in selecting which words should be highlighted.Y1, Y2 and Y3 – Words corrected should include:

those which have already been taught those which are contained on the Y1/2 or Y3 spelling list those which contain a taught phonic pattern which has not

been applied correctly. subject-specific vocabulary in foundation subjects

The teacher will model the correct spelling in the margin and the child will copy this accurately underneath.Y4, Y5 and Y6 – Words corrected should include:

those which have already been taught those which are contained on the Y4 or Y5/6 spelling list subject-specific vocabulary in foundation subjects

The National Curriculum for KS2 requires that children use dictionaries independently to check for spelling mistakes and

word meanings. From Y4, teachers should begin to expect children to correct some of their own words. This will be done by writing ‘sp’ only in the margin, to show which line contains the misspelling. The child will find the misspelling and correct it in the margin using class dictionaries or online tools. 3. Monitoring The AHT for Teaching and Learning and the Senior Leadership Team will monitor the quality of feedback/precision AFL through fortnightly year group coaching sessions. Drop ins will focus on the use of AFL/oral feedback and live marking happening at that time in the lesson. Discussions with teachers will be minuted using the school Minutes of Meeting proforma and agreed and signed. The AHT for teaching and learning/phase leaders will monitor the process in order to identify strengths and areas for development. Analysis of feedback will inform CPD planning and will provide supporting commentary for annual professional performance and development review. 4. SupportThe AHT for Teaching and Learning and the leadership team will develop and improve the quality of marking and feedback through planned CPD, focused intervention and targeted support. Teachers who do not meet the expected grade of good or better according to the Ofsted Section 5 statements on feedback will be provided with support matched to their individual needs. Teachers who do not act on their feedback will be invited to a meeting with their phase leader/AHT for teaching and learning to address any problems and action plans will be put into place.5. Reporting and ReviewThe AHT for Teaching and Learning will report on the policy to the Headteacher and the governing body as appropriate. Feedback and precision AfL will be considered as part of the teacher’s holistic observations and be reported on developmentally in the holistic observation feedback.

Appendix A

T Target

_____ Mistake Correctsp Spellingsc Self Correction CorrectionP Missing Punctuation^ Missed word Oral Feedback

C

F