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Feedback and Presentation Policy

Stoke Primary School

Feedback and Presentation Policy


Date Reviewed by Governors


Spring 2018

Next Review Date Spring 2020

Appendices included:

1. Marking Symbols EYFS

2. Marking Symbols Years 1 - 6

3. Quality Assurance Sheet


Complete page by page review of policy




There are two main reasons why teachers should mark pupils work:


  • For ongoing assessment – to update pupil records, to inform future planning
  • To give pupils feedback – of attainment, targets for improvement and progress thus enabling pupils to achieve well


In order for the marking to be meaningful, children must be given time to read the comments and time to reflect and if appropriate correct the work. The expectation is that all marking is up to date in order to inform Assessment for Learning and enable children to improve.


In all year groups, marking will be done in blue/black/purple pen and supply teachers will be expected to mark in green. Think pinks may be written in pink.


All staff will encourage high expectations of presentation; which will also be reflected in their own marking. All writing styles should follow the Letter Join font. Staff will write comments neatly and in joined writing so as to show a good example of the expected handwriting. Where necessary for the individual needs of a child, staff will model correct letter formation in their marking, as per the Letter Join font.



Marking of children’s work


All work that children do must be acknowledged in some form. For all subjects, a variety of basic skills should always be corrected at the level appropriate for that child.


ALL work is to be acknowledged in the form of a We are Learning to (WALT) being highlighted. This must accurately reflect the achievement of the child within the lesson.


A green WALT means it has been achieved

A yellow WALT is partly achieved

A pink WALT is not achieved.


Effort and success could additionally be acknowledged in the form of a sticker, stamp tick or comment where it is beneficial to the individual child to do this.


In foundation subjects, work will be acknowledgment marked. However, if a child repeatedly is not achieving the WALT, improvement actions must be taken to address this.



Spelling corrections:


A selection of ability appropriate words (no more than 5) should be picked out. In KS1 children will rewrite the word 3 times. In KS2 they will do this the 1st time but if they continue to misspell the word in later pieces of work the teacher will address this.


Developmental marking


In core subjects, English, Maths and Science, if a piece of work has been given a yellow or pink WALT then it must have an improvement action to address the misconception. These could be a think pink (which is acknowledged by the teacher with a tick or a cross), verbal feedback or LSA/group intervention. Whichever is used, this needs to be clearly evidenced in the child’s book for example through use of marking symbols, a comment and impact on the child’s learning.


In English, throughout a learning journey where a piece of work is given a yellow/pink WALT, it must be developmentally marked. The final writing outcome for the learning journey must have a success criteria and work must be marked against this for success only. If a success criteria is included, it must be highlighted green, yellow or pink. In addition staff may choose to highlight successes in the body of the work. A 'next time' symbol and comment or an improvement action must be used if any element of the success criteria is partially or not achieved, or a key skill has been missed.


Peer and self-assessment


On a regular basis, pupils will be encouraged to assess their own work. It may also be appropriate to include peer assessment marking however pupils will need to be coached as to how this will be done effectively. This allows children to share good practice, learning from each other and encourages independent reflection. In any case, this does not replace the teachers own marking as per this policy.




  1. are agreed symbols which provide instant feedback to pupils who quickly become familiar with their meaning regardless of their ability. These symbols are also on display in the classrooms and in the appendices (EYFS - appendix 1) and Year 1-6 appendix 2)


Standards of presentation


In all work when a pupil makes a mistake and either a rubber is not used or the work is in pen, a single line will be drawn through the work with a ruler.


In years 3 to 6 pupils will use pencil unless they have been granted ‘a licence’ to use a pen.


The majority of work is to be completed in books and should be headed in the following way:


In English, Science and all foundation subjects


Wednesday 21st May

The WALT or title underneath (underlined)


Leave a line then begin the work.


Where appropriate the WALT may be pre-printed & stuck in. Children in Key Stage 1 will be introduced to writing and underlining the date and WALT when appropriate.


In Maths, SPAG,Spelling & Phonics


The short date will be written

21.01.18 or 21/01/18

The WALT or title underneath (underlined)


Leave a line then begin the work


In Maths every digit should be in its own box – the books have been ordered with different size squares to reflect the age and/or ability of the pupils.


When the work is completed the child can begin the next piece of work directly underneath the last piece if there is sufficient space on the page. Children will need guidance in setting out their work on a regular basis and a reminder will take place in every year group at the beginning of the year. Where work is done on sheets of paper, the above presentation will be expected & the work stuck in their books by the children.


General guidelines


Each year group will have specific books to use for each subject as agreed by staff.

Staff will name books – using computer generated labels. Graffiti on covers or inside books will not be tolerated.


Where books are the same colour teachers will stick a coloured label on the spine.




Marking will be monitored through the feedback QA (see appendix 3)


Appendix 1

Marking Symbols EYFS


S   = Supported work

I    = Independent work

CI  = Child initiated

V   = Verbal feedback given

smiley = To acknowledge very good work or effort



Appendix 2

Marking Symbols Years 1 - 6



WALT = Achieved


WALT = Partly achieved


WALT = Not achieved


A = Apparatus used (detail in Maths)


LSA = LSA intervention


NT = Next Time


P+ = Good presentation (1 smiley)


P- = Poor presentation (re-write in own time)


S = Supported (by an adult)


'eye image' = See me


V = Verbal feedback given


PINK = ‘Think’ }

Highlighting children’s work (optional)

GREEN = ‘Good’ }



When you have spoken to or seen the child a tick should be drawn through the symbol



Appendix 3


Quality Assurance: Monitoring Checklist


Monitored by: Class Teacher: Date:

Evidence base: Children’s books:







(Where a yellow or red grade has been given then a comment must be made to explain this).





Is the marking up to date?



Are the school coding system (WALTs highlighted Pink, Yellow or Green) and marking symbols used correctly?


Where yellow/pink is used an improvement action must be indicated.



Does marking identify the child’s strengths making explicit what they have done well?



Does the developmental marking provide explicit guidance for the child on how to improve or address misconceptions?



Is there evidence of impact on learning following appropriate improvement actions, which are carried out and checked?



Is there evidence of appropriate child self-assessment and/or peer-assessment?



Are basic skills corrected at the level appropriate for that child?





Areas for development
























Targets Agreed:







Signed (monitor): Signed (teacher):