Introduction

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.

Principles

Using the principles and processes of feedback, we aim to:

• focus on the quality of feedback and not the quantity
• focus of feedback relates to learning intent of the lesson
• monitor pupil progress and support learning
• recognise the achievements of pupils and inform them of these
• guide future planning

Feedback strategies

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):

• short celebratory or challenging written comments
• verbal feedback at the point of learning (after which the pupil writes V on their work)
• peer marking
• self-assessment
• steps to improve
• challenges
• reminders

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.

Feedback symbols

In order to ensure consistency across the school, staff should use the following symbols when providing feedback.

Support Documents

Teaching and Learning