Feedback Policy

Policy Agreed: May 2018Review Date: September 2018

Contents

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

1. Aims

Feedback 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. ExpectationsAll marking is to be meaningful, motivational and manageableHandwriting

All work to be acknowledged Green ticks/highlighting to show where pupils have made

good joins in line with the school handwriting policy Pink pen to model correct formation of letters and joins in

line with the schools handwriting policyReading

All work is to be acknowledged Green Highlighting make reference to pupils’ success on

the success criteria Green Highlightin/ticks make reference to pupils’ success

through the work Pink Highlighting/annotations will make reference to a

misconception/error through a pupil’s work Pink Highlighting will make reference to a

misconception/error/omission on the success critteria Pupil work is to be live marked in the lesson with instant

verbal/written feedback provided. Where live marking takes place, pupils will respond at the

point of feedback and will be evidenced in books Where live marking hasn’t been possible, distance

marking will take place with written feedback if necessary (teacher judgement).

English. All work is to be marked Green Highlighting make reference to pupils’ success on

the success criteria Green Highlighting/Ticks make reference to pupils’

success throughout the work Pink Highlighting will make reference to a

misconception/error/challenge on the success criteria Pink Highlighting/pink pen annotations will make reference

to a misconception/error/challenge throughout the work Pupil work is to be live marked in the lesson with instant

verbal/written feedback provided. Where live marking takes place, pupils will respond at the

point of feedback and will be evidenced in books Where live marking hasn’t been possible, distance

marking will take place with written feedback Pupils will use daily D.I.R.T time to respond to written

feedback Symbols used to identify specific areas of feedback. See

Appendix A which will be displayed in all classrooms. Pupils self/peer assess against the success criteria where

appropriate.

English Assessed writingAt the end of each unit of work pupils produce an independent piece of portfolio writing which is assessed by the teacher. DfE guidance states that “writing is not likely to be independent if it is too heavily modelled or scaffolded.” Therefore, for assessed writing only the following guidelines should be used:

Do not provide a planning frame – children may plan their writing using their own structure which they find useful.

Do not model any part of the assessment piece. Do not live mark. General written feedback may be given, for example, at

the end of the paragraph you may ask the child to check their spellings but do not indicate which spellings are wrong.

Work may be edited but this should be done independently without intervention from the teacher.

Maths

All work is to be marked Green Highlighting make reference to pupils’ success on

the success criteria Green Highlighting/Ticks make reference to pupils’

success throughout the work Pink Highlighting will make reference to a

misconception/error/challenge on the success criteria Pink Highlighting/pink pen annotations will make reference

to a misconception/error/challenge throughout the work Pupil work is to be live marked in the lesson with instant

verbal/written feedback provided Teacher will provide a marking box indicating whether

children need further practise or mastery Where live marking hasn’t been possible, distance

marking will take place with written feedback Feedback should guide children to correct

mistakes/misconceptions Pupils will use daily D.I.R.T time to respond to written

feedback Pupils self/peer assess against the success criteria where

appropriate.

Foundation SubjectsAll marking is to be meaningful, motivational and manageable.

All work acknowledged. All work to be marked for SPaG in pink and green pen In addition, Green Highlighting/Ticks will make reference

to the learning intention/target being met on the success criteria

Pink Highlighting/dialogue will make reference to a misconception/error against the success criteria

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 through lesson observations, drop-ins and book scrutinies. Developmental feedback will be provided to teachers half termly by subject with a date to which it will be re-checked. If a teacher fails to make improvements, they will be moved onto a 6 week informal capability plan. If improvements are still not made, this will lead to formal competency.

4. SupportTeachers are responsible for acting on the feedback provided to them with regard to their books, whether this is oral or written. Teachers are responsible for seeking out best practice in school and reflecting on their own practice.It is the responsibility of the teachers to seek out specific guidance/clarification for their professional development in this area.

5. Reporting and ReviewThe AHT for Teaching and Learning will report on the policy to the Headteacher and the governing body as appropriate.

Appendix A

T Target

_____ Mistake

Excellent Correctsp Spelling

T Target

_____ Mistake

Excellent Correctsp Spelling