Tower Hill Primary School
At Tower Hill Primary School, we believe that giving children feedback about their work is an integral part of the teaching and learning process. It has been proven that feedback and target setting are crucial to the progression and development of a child, no matter their age. It is important to feedback because:
- It shows we value children’s work, recognise effort and encourage high expectations of all;
- It informs children of their progress;
- It helps children learn from their mistakes;
- It enables teachers to evaluate and track what each child is capable of and assists in planning what should be taught next in order to move learning forward;
- It helps pinpoint problems that are common to more than one child and helps teachers address these.
1) Feedback can be verbal or written – it is the quality of the feedback that is important in order for it to be purposeful for a child;
2) Feedback and recording allows teachers to move children’s learning forward referring to an individual’s effort and outcome;
3) Feedback for every piece of work is essential to let a child know what they have produced has not been a waste of time;
4) Feedback should not limit a child within a certain expectation but encourage aspiration by all;
5) Feedback must have a positive impact on the child’s attitude, motivation and self-esteem;
6) Feedback is most effective when done during the lesson with the child or in preparation for the next lesson.
7) Feedback, when written, must be legible and showcase best presentation – if it is expected of children, it is imperative from adults.
8) Feedback, whilst appropriate to age, ability and personality, should be consistent throughout the school to make it easier for the children to understand the feedback given to them and should adhere to this policy.
9) Feedback will demonstrate a teacher’s professional judgement as to how and in what detail the work of any individual child is marked.
Our Feedback System
The following information outlines how we at Tower Hill Primary School give feedback to children for their work. For reference, the next pages will include:
- A step by step guide to our feedback system;
- A key showing the accepted symbols to be used;
- Examples of work showcasing the written feedback.
A Step by Step Guide
- Tick positive/correct work in GREEN.
- Circle mistakes in PINK (correct where necessary)
- Underline spellings in PINK – quantity dependent on the child; never more than four, with the correct spellings written beneath the work so that the child can copy it out three times.
- Use a GREEN tick to show your judgement of the child’s work.
- Use a PINK thought bubble to show the target/next steps.
- Write a GREEN ‘Achieved’ or a PINK ‘Working Towards’ next to the Learning Objective. In Key Stage One, it is suitable to use a GREEN star or a PINK dot as opposed to the written word.
- Any narrative marking should be colour appropriate ie; ‘praise/recognition’ in green and ‘think again’ in pink.
- A target does not have to be a direct progression. It can be a next step such as letter formation or presentation.
- The amount of targets given will depend on the ability of the child and the professional judgement of the teacher (1 per child per week as a minimum). For example, it may not be feasible or realistic to give a lower attaining child 5 English and 5 Maths targets in one week.
- Spellings can be practised whenever is convenient for the teacher so as to not hinder the progress of a lesson.
- All children will be encouraged to respond to marking, which may be in written form depending on the age and/or ability of the child.
- Feedback can be given which directly relates to the Must, Could, Should, ‘No Ceiling’ Success Criteria in order that all children aspire to achieve the highest outcomes.
- If a child has received support then the letter ‘S’ (support) will be written in PINK at the end of the piece of work or where the support ends.
- If the work has been completed without support ie: independently, then the letter ‘I’ should be written in GREEN at the end of the piece of the work.
Symbols to be used
Specific symbols to be used when marking. This continuity will allow for understanding to develop across the school as the concepts behind this Feedback Policy become ingrained. This will aid transition between year groups and will therefore support progression and development.
To represent effort. Positive comments to be written in green next to a green tick.
A pink thought bubble to show the child’s target/next step with the target written in pink.
Underlined Up to four spellings to be underlined and written at the end of the work for children to correct.
Any corrections or mistakes to be circled in pink. It may be appropriate to write the correction on occasion.
I A green ‘I’ indicates that the work was completed independently.
S A pink ‘S’ indicates that the work was completed with support.
Achieved Working Towards To provide an assessment tool for the teacher to establish whether or not the child has met the learning objective.
- The children are to use the above symbols to self assess. They choose a smiley, straight or sad face which they will draw next to the learning objective at the end of each lesson. These do not represent Dojo Points – see explanation below.
- Children should use RED pan when either Peer marking or Self Editing.
- When children are responding to comments written by a teacher they are to do this in handwriting pencil or pen depending on age and subject.
- A smiley face is equal to one Dojo point.
- More than one Dojo point may be awarded for very good work, effort or behaviour;
- Once a smiley face has been awarded, a child or an adult can enter a Dojo point onto the class website.
- Once entered, the smiley face must be ticked through and initialled by an adult.
- Dojo points cannot be taken away once awarded.
- All children will be grouped into a Dojo House.
- Certificates will be awarded in Celebration assembly for multiples of 25 Dojo points.
- 25 – Novice Dojo
- 50 – Apprentice Dojo
- 75 – Expert Dojo
- 100 – Master Dojo
- 125 – Grand Master Dojo
- 150 – Sensei Dojo
ü As display work is used as a model for other children and to celebrate achievement, all display work should be a final copy following a redraft.
ü Children should know that only the best work is displayed to nurture high expectations of self and boost self-esteem when seeing their work chosen.