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Marking and Feedback Policy



Hillsborough Primary School


Feedback to children Policy



April 2012



Growing together, learning together.



At Hillsborough Primary School, feedback is defined as a response to children’s learning to provide academic guidance.  This can be marking, discussion and formal or informal progress meetings.  We believe that it is through effective feedback that formative assessment information can be utilised to support planning, target setting and achievements.  Feedback should be constructive, focussing on the successes and improvements to be made against the learning objectives.  Feedback should help children to become reflective learners and to close the gap between current and desired performance. 



          Feed back should:


  • Give children clear strategies on how they can improve their learning.


  • Encourage dialogue between children and adults regarding progress, success and areas to target


  • Relate to Learning Objectives (WALT), Remember to…(Success Criteria) and/or targets taught during the lesson.


  • Give children recognition and appropriate praise for the success of their work


  • Encourage children, by demonstrating the value of their learning.


  • Be accessible to children


  • Use consistent codes throughout the school


  • Measure progress against targets, school or national expectations


  • Provide a tool for teacher assessment – diagnostic, formative or summative


  • Help the teacher to evaluate teaching and inform future planning



Equal Opportunities


Every child at Hillsborough Primary School is entitled to have their efforts and achievements recognised regardless of gender, ability, race or cultural background. The appropriate method of feedback and the strategies used to help children understand and respond to it ensures this occurs.

Purposes of feedback

For children

  1. To raise attainment and help each individual reach their full potential.
  2. Provides a personal response.
  3. Acknowledges achievements.
  4. Encourages children to reflect upon their efforts to persevere and strive for excellence.
  5. Allows children to interact with the adult giving feedback.
  6. Teaches children that feedback on areas to develop or targets is a normal, positive step in learning new skills.
  7. Teaches children that feedback on their work is an essential element of the learning process designed to support positively and not to criticise destructively.
  8. To practise the skills taught and to correct/improve their learning.

For teachers

  1. Demonstrates children's knowledge and skills achieved.
  2. Indicates where revision or repetition is needed.
  3. Indicates the next step for learning.
  4. Sets the context in which the work was undertaken e.g. "you have worked well with your partner".
  5. Can sensitively indicate pupil's personal circumstances which may have a bearing upon work quality.
  6. Helps determine groups for learning.
  7. Provides a sense of achievement e.g. self assessment of success in

meeting teaching objectives.

  1. Indicates levels of achievement.
  2. Informs future planning.

10.  Informs changes in medium or short term planning.

11.  Provides a review of the range of achievement.

12. Establishes a teacher / pupil dialogue about learning.

For parents and other audiences

  1. Indicates points for individual development and progress.
  2. Shows what the school values in children's work.
  3. Demonstrates Hillsborough Primary School’s expectations.
  4. Shows how the teacher has worked with and acknowledged the efforts of their child.



Learning in children’s books will reflect a wide range of marking:



  • Children’s self assessment through traffic lights
  • Teacher’s marking – two stars and a wish
  • In KS2 - Children’s marking – two stars and a wish (individual or peer)
  • General teacher marks


  • positive formative comments
  • must contain next steps marking
  • corrections
  • notes for teacher’s own use
  • Spellings
  • In maths or other ‘question response’ learning – marking for correctness
  • Scaffolded tasks to ensure understanding or to move learning forward



All children’s learning will be marked in one of the above ways and all children will experience a range of marking types reflecting professional judgement.


Next Steps feedback – formative comments


As mentioned above, Teachers will give children various types of written feedback.  One particularly important way will be positive formative comments.  These comments will be used to inform the children of their next step within learning, their guidance for learning in the future and a ‘where to next’ linked to either their targets or a gap in their knowledge.  This will take place on a regular basis.

Paired response

Throughout the school, children are encouraged to work with their learning partner in order to support and further each others learning and achievement through guidance and collaboration.  It is expected that this type of feedback is regularly developed for the whole class with the use of visualisers. 


Process of written feedback

Written feedback will be given on children's work. The Learning Objective (WALT) and the Remember to… (Success Criteria) are shared with the children, according to the age and ability.  The children gain a clear purpose and focus for the lesson and understand how they are to achieve the set learning objective.  We encourage children to be actively involved in this process. The written feedback each child receives will be to improve learning further.

Achievement of the learning objective is recorded by the children as self-assessment

Children record


Children have fully understood the learning objective and they have made clear progress during the lesson



Children have limited understanding of the learning objective and some progress has been made during the lesson



Children have failed to understand the learning objective and they have made very little progress during the lesson


A written comment can be added to further clarify the assessment.  The use of the marking code should also support the feedback at this stage. 

All marking and guidance will be carried out using a green pen, except for final pieces that may be marked in pencil.



It is important that children see that spellings matter in all work and marking should reflect this.

Feedback for intelligibility:

In Key Stage 1/FS or in a small number of cases in Key Stage 2, teachers may need to correct spellings to make work intelligible for audiences other than the child. 

Feedback for improvement

When feeding back for improvement a small amount of spellings should be identified for the child to practise. These should be either:

  • appropriately challenging for the child or
  • frequent words that should be known

These should be identified and time put aside for practice or correcting.

A small number of other spelling errors may be corrected by the teacher within the text but these should be limited in number so as not to inhibit the child in future.


Marking Code

The marking code should be used to reflect on the success criteria and learning objective. It should be accessible to the children.  The code should be frequently discussed with children and explained or defined to parents so it is not misinterpreted.

I                            Independent learning/no support by an adult

S                           Supported by an adult


OF                         Oral Feedback to child – with a word/phrase

                             which was the reason for intervention



If children make a mistake within their learning, they will use one single line to cross through the error and continue their learning thereon.



Comments for improvement



Specifying attainment

 Identifying specific aspects of success

Specifying improvement

Identifying mistakes and how work can be improved.  There are three main type of prompt that can be used to support children:


* Reminder prompt

Most suitable for fast stream or more able children, it simply reminds the child of                what could be improved

Scaffold prompt

Most suitable for children who need more structure than a simple reminder as it provides more support


i.e. Question Can you describe how this person is a good person?


Directive describe something that happened which showed you the character was a good friend?



Unfinished sentence he showed me he was a good friend when…


                                ‘Growth mindset’ language

  • ‘Well done. You are learning to…’
  • ‘I’m really pleased you tried that.  Look what you achieved.’
  • ‘I like the way you…’
  • ‘Don’t give up.’
  • ‘What are you most proud of?’
  • ‘How are you more successful than before?’
  •  ‘Good learner’ instead of clever
  • ‘Be brave’
  • ‘Have a go – have another go’
  • Now try these



Verbal response/feedback


This method of feedback is key in the Foundation Stage and early Year 1.  All comments are reinforced by gesture, demonstration, including rewards. Verbal feedback is given, to individuals, groups and to the class as a whole. Comments take the form of constructing achievements and the way forward. Both develop a dialogue with children, encouraging them to assess their own work and providing strategies to support future development. Oral responses are planned for and adults act as role models, with the use of positive language. These discussions are normally recorded using the OF symbol.

Throughout the rest of the school, teachers will give the children Oral Feedback (OF) as an intervention during the lesson time, if a child requires a further prompt as a guidance, or to alter misconceptions. 

This method of feedback is used following observations of children to supporting the completion of the Foundation Profile and in other years the APP process.


Marking Policy on a Sheet

See sheet which is a summary of this policy and clearly sets out the expectations for marking across school.