Feedback Policy

Policy Agreed: September 2018

Review Date: December 2018

Contents

1. Aims

2. Expectations

3. Monitoring

4. Support

5. 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 and meet their targets Raise attainment and achievement

2. Expectations

All staff responses to be written in green pen for praise and pink pen for misconceptions/error/challenge using the school’s handwriting policy.

Children have DIRT (directed improvement and response time) time to respond marking daily. Staff to scribe for EYFS/Y1)

Children’s responses to marking are completed in purple pen.

Where verbal feedback is given, notes are made in pink pen in the child’s book which summarise the feedback given and this is marked as OF.

Edit Marking

Where edit marking is required, the symbols shown in appendix A will be used.

Children should be taught what these symbols mean and be able to recognise their meaning in their work.

Handwriting

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 policy

Reading

All work is to be acknowledged Green Highlighting/ticks make reference to pupils’ success through the

work and on the success criteria. Pink Highlighting/annotations will make reference to a

misconception/error through a pupil’s work and on the success criteria. Edit marking to be used Next steps can be given All marking to be responded to in the in purple pen in the next session.

English (Y2-6).

Targets

• Targets need to be referred to daily by the teachers and the children. Children need to have autonomy of them.

• When a target has been given, the children will copy them onto their target sheet.

• When children feel they have met the target they should write T in a circle, in purple pen. This can be confirmed with by an adult with a green tick.

• During DIRT Time, children should find their green target ticks ask for a didi dot to put on their target sheet. When a target has been met 5 times a new target can be given.

• Targets are used to highlight assessment sheets in the back of the children’s books. The assessment sheets are a working document for the teachers – the target sheets are a working document for the child.

Non writing outcomes in English (e.g planning sheet) marking

Read-Green ticks/annotations for praise-Pink pen for edit marking-Seesaw stickers-Highlighted S.C

Analyse-Green ticks/annotations-Pink pen edit marking-Pink pen to address misconceptions-Pink pen for non-negotiables marking

-Highlighted S.C

-Responded to in purple pen

Writing outcome marking in English

Praise

• Didi dots for met targets• Green Highlighting/ticks and annotations to be received in all

writing pieces.• Green Highlighting/ticks and a positive comment to be received

in all extended writing pieces.

Improvements/corrections

• All work will be edit marked in pink pen. This can be live with oral feedback and a summary.

• Highlighting will make reference to a misconception/error through a pupil’s work and on the success criteria.

• Pink pen will be used to provide written feedback for all writing pieces.

• Where a child has not achieved the learning intention because they have not met all the success criteria points, teachers will provide a model to achieve at least one.

• Where a child has achieved the learning intention, next-step-for-depth or challenge comments will be given.

• Where a child has achieved the learning intention, but has not met a target, a comment scaffolding the integration of their target can be given.

• All pink comments to be responded to in purple pen.

English Assessed writing(in best writing book)

At the end of each half term, pupils produce an independent piece of 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. Work may be edited but this should be done independently without

intervention from the teacher. Children can meet their targets in independent writing. Teachers will use the year group specific assessment sheets to assess the

writing.

Read Write Inc Marking (1-2)

Edit marking. Praise using green pen and highlighter. Corrections using pink pen and highlighter. Children given a pink comment only when an error can be fixed and

learnt from e.g letter formation, missed punctuation etc.

English Target marking will start for Y2 when moved from RWI.

Maths

All work is to be marked as correct (green pen tick) or incorrect (pink pen dot).

6 books a day are given next steps comments, with a task to be completed. The comment will either scaffold the child’s learning to achieve the LI (if that is achievable) or move their thinking forward (giving reasons for their answer/ completing a problem that is more challenging- see NCETM assessing for mastery document that will give examples). This can be done live during the lesson and oral feedback is encouraged (OF with a summary).

A Success Criteria sheet will be stuck in at the beginning of every piece of work and the teacher will highlight the steps in green or pink as appropriate.

The teacher will provide a marking box indicating whether children need further practise or mastery (Y1 from Christmas).

Pupils will use daily D.I.R.T time to respond to written feedback in purple pen.

Topic, Science and RE

• Green ticks/annotations to be used for praise.

• 6 books a lesson are given next steps comments in pink pen, with a task to be completed in purple pen.

• All writing should be edit marked in pink pen.

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, Y3 and Y4 – 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 3 times.

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 Y5, teachers should begin to expect children to correct some of their own words. This will be done by writing ‘sp’ 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.

EYFS Marking

Green pen to praise, annotate in books.

Green highlighter to mark objectives achieved.

Pink pen to note improvements and next steps.

Pink highlighter to mark objectives that are targets/ next steps.

I - independent work

WS - with support

OF - oral feedback given

EYFS Learning Journeys

Mixture of short observations, post-it notes, children’s work and photos to document children’s learning.

Work to be annotated with child’s voice.

Observations and photos to be linked up to statements from development matters. (Codes)

Opportunities for parents and child’s voice.

Maths

Objectives taken from development matters stuck in books with a blue border.

Writing books

Objectives taken from development matters stuck in books with a purple border.

Displays

Child’s voice to be evidenced in speech bubbles. Celebration of the learning process.

3. Monitoring

The Vice Principal, Assistant Head Teachers and the wider 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. Support

Teachers 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 Review

The Vice Principal will report on the policy to the Principal as appropriate.

Appendix A Target

_____ MistakeT

Target

_____ Mistake

C

F