Assessment & Feedback

Changes to the way your child’s work is marked

Recent research from the Department for Education and the Education Endowment Foundation shows that meaningful feedback that improves pupils’ work does not have to be written and, often, is more effective when delivered verbally.

Feedback is an essential element of teaching, but too often it can be ineffective when it serves other purposes, such as demonstrating teacher performance or satisfying other, adult audiences such as Ofsted.

The focus in everything we do should always be on the benefit it will bring to your child’s learning.

For this reason, we are changing the way we mark your child’s work. They will continue to receive feedback that is meaningful, manageable and motivating, but this will take a different form and will not be as visible in their books.

What to expect:

• Teachers will look at every piece of work after the lesson and will gather information around common misconceptions as well as individual errors and will identify where learning is secure or where concepts have not been understood.

• Teachers will provide dedicated in-class time to addressing common mistakes and misconceptions, praising and sharing good examples of work, and allowing pupils to edit and redraft their work.

• Pupils will develop valuable skills of independent learning and self-correction, which will help them as they continue through education and into the world of work.

• Pupils achieving higher or lower will have further, in-class assistance to help them reach their full potential.

We are confident the above changes will be beneficial for pupils and the children are already reporting to us that they find this form of feedback helpful.

If you have any specific questions or queries around this, please contact Mrs Johnson.