Stoke Primary School
Feedback and Presentation Policy
Date Reviewed by Governors
|Next Review Date||Autumn 2023|
All teachers at Stoke Primary have the responsibility to lead learning for their pupils in line with expectations set in the National Curriculum and to provide high quality feedback which enables them to make progress. Stoke considers feedback to be an integral part of the learning progress. Teachers are the lead practitioner in feeding back to all pupils in a way which enables them to make progress in their learning and this should be done in partnership with the pupils.
This policy will outline the range of systems used to feedback to pupils about their learning.
Using the principles and processes of feedback, we aim to:
Feedback should be meaningful, manageable and motivating for both teachers and pupils. At Stoke we recognise that feedback will vary by ability, age group, subject and what works best in relation to the individual piece of work. Teachers are encouraged to adjust their approach to feedback as necessary. Feedback should be proportionate to the task and staff should consider the frequency and complexity of written feedback alongside the benefit to the pupils.
Feedback strategies could include (but are not limited to):
If verbal feedback is used, the child then records a V in their book after the discussion has taken place. It is the teacher’s responsibility to ensure the child understands the feedback and is able to articulate their learning and the feedback they received.
Feedback should link to the 5-box sequence or learning for the lesson which are shared with the pupils.
Where questions are wrong, for example in maths or reading, these will be marked with a cross. If appropriate, the child will then be expected to go back to correct the question next to it following feedback from the teacher.
Where appropriate, feedback should be completed before the next lesson and in time to effectively inform future planning. Where feedback is written and gives actions for the pupil to complete, time must be given for this before the next lesson.
Marking is done in blue pen by teachers and LSAs and in green pen by supply teachers.
Monitoring of provision
Quality of feedback provision will be monitored through book trawls, pupil conversations and during lesson observations.
In order to ensure consistency across the school, staff should use the following symbols when providing feedback.
V (written by child where appropriate)
Exceptional presentation/presentation improvement – 1 smiley token awarded
Work not of acceptable standard – to be redone
Teaching and Learning