Lime Tree Marking and Presentation Policy Governors Committee - PDF document

Lime Tree Marking and Presentation Policy Governors’ Committee Headteacher Responsible Status Non Statutory Review Cycle Annually Date Written April 2016 Last Review March 2018 Date of Next Review March 2019 At Lime Tree Primary, we believe that marking is an essential part of planning, assessment, teaching and learning. Through careful marking, we are able to assess what children have learnt, how they have learnt and what their strengths and weaknesses are. Responding to pupils' work acknowledges achievement, promotes positive attitudes and behaviour, and leads to an improvement in standards. Purpose At Lime Tree we believe that the purposes of marking are: • to inform planning • to provide information for assessment • to encourage, motivate, support and promote positive attitudes • to provide constructive feedback • to recognise achievement, presentation and effort • to show pupils that we value their work • to promote higher standards • to correct errors and clear up misunderstandings • to assist learning • to allow pupils to reflect on their performance and to set new targets together with the teacher. 1

Key Principles : At Lime Tree marking should: • be related to needs, attainment and ability • be related to specific learning objectives and curricular targets which the pupil should know in advance • where possible, be accompanied by verbal comments • follow consistent practice throughout the school • ensure that pupils know how well they are doing and what they need to improve to make further progress • provide pupils with opportunities to assess their own work and that of others Overview  Each child must receive a piece of next-step written feedback once a week in English and Maths.  All learning that does not receive next-step written feedback must be acknowledged through a tick and teacher’s initial.  Work is only ticked if it is correct and a dot is used for incorrect learning.  The child must respond to all next-step written feedback. The teacher must initial the pupil’s response to acknowledge that this has been looked at.  All next-step written feedback must use the school handwriting script.  Peer and self-assessment should also be part of the teaching and learning and referenced in books.  Feedback should be given throughout a lesson using a range of assessment strategies such as: verbal feedback, peer feedback and self-assessment.  All foundation subjects to receive one piece of next-step written feedback at the end of every unit.  Technical marking (using the Marking Code) must also be identified in all foundation subjects, in addition to English and maths.  Home learning and home reading books must be acknowledged. 2

Next-Step Guidelines Next steps should refer to supporting a child who has a misconception or extending their learning on. E.g.. What is the largest decimal number you can make using the digits 512? What is the smallest number you can make using the same digits? Find the difference between two numbers. When to mark Marking should be done during, or as soon as possible after the completion of the task and always before the next teaching session of that subject. Teaching Assistants TAs should only tick work produced by their group of pupils and this should only be done within the session to give immediate feedback. They should then inform the teacher of the progress and problems from that piece of work. It is not the role of the TA to complete any other marking for the teacher. PPA/Supply Teachers We expect PPA/supply teachers to mark learning. They should tick and initial the child’s learning. Success Criteria We know our policy is working if:  there is evidence that children’s learning is given next-step written feedback consistently and children are responding and improving their learning  that the feedback is applied in future learning  marking informs future planning Monitoring We will ensure that these guidelines are being used consistently throughout the school by carrying out Book Scrutiny. This will be the responsibility of the Leadership Team when carrying out monitoring activities. Feedback on the implementation of the policy will be given during staff meetings or with individual members of staff. The Governing body will monitor the implementation of the policy. 3

Reviewing the policy We will review our policy annually as per the date above in order to reinforce it with established staff and familiarise new staff with it. Specific Details on Year Groups At Lime Tree we accept that written feedback of work has to be tailored to meet the ability and age of each child and the subject being marked. This policy will be used throughout the school but the details below will guide teachers in specific year groups as to any particular applications for pupils within their area. Foundation Stage  Annotate in gold or silver pen  Evidence of a range of resources and strategies being used (Eg. pattern in SSM, PD, EAD, ETC)  Coverage chart filled in as work is stuck in; to include characteristics of effective learning  The learning is dated with the area of learning  Photos show the learning that has taken place and links directly to the annotation.  Child’s voice is in speech marks  Wherever appropriate we provide the child with a next step either verbally or written.  Marking key used when annotating. On all pieces of work it is indicated whether the child has completed the work independently or with some assistance: I - Independent work T.A. – Work supported by teaching assistant T. - Work supported by teacher * Children always receive verbal feedback 4

Key Stage 1 • In Year 1 and Year 2 learning is often marked and discussed with the child present (as much as possible). Sometimes, VF (Verbal Feedback) will be written against the work as opposed to marking. • The level of marking will depend on the ability of the child. • The teacher will circle the learning objective to show if the child has worked independently, with a teaching assistant or in a guided group. • The Lime Tree Marking Code will be used when a teacher feels that the child will be able to understand the marks made. • Child friendly sy mbols for targets may be used to show pupils how to progress. • In Year 1 , writing will be annotated and one spelling error will be identified in a piece of work. Pupils will write out this spelling three times. • In Year 2, up to t hree spelling errors will be identified in a piece of work. Pupils will write out this spelling three times. Key Stage 2 • The Lime Tree Marking Code is organised progressively.The teacher will only use the symbols that they feel are appropriate to move the learning forward. These symbols will be explained to the pupils before the teacher starts to use them. • Spelling errors will normally be kept to a maximum of three errors per piece of work. Pupils will be asked to correct these spelling errors by adding them to their spelling journal. Presentation Guidelines Lime Tree Primary places great importance on the children presenting their work clearly and with care. Together we are striving towards the highest possible standards of presentation. The following guidelines provide a consistent approach throughout the school. Please see expectations below. On top of those relating to the Key Stage, adults will ensure: 1. No scribbling/pictures on covers of books. 2. Children to write “up to the margin”. 3. Handwriting- expectations of care to be taken in order to present writing that is legible to an audience. This is also true for displays and notices where consistency in presentation is needed. 4. Pictures - to be titled and labelled where appropriate (with a ruler) 5. Cutting out - to be done with scissors or paper cutter. Worksheets need to be trimmed prior to sticking into books. No sheet will hang out from the book and should be stuck in, in line with the margin for writing books, or two squares in for maths book. 5