January 2017

FEEDBACK POLICY

INTRODUCTION

At Greentrees Primary School we believe that high quality, consistent and timely feedback enhances children’s learning by engaging the children as active participants in their learning and by providing personalised help and guidance. All feedback should be Manageable, Meaningful and Motivating.

1. Aims:

We offer feedback in order to:

·  show that we value the pupil’s work, and encourage them to do the same;

·  boost self-esteem and aspirations, through use of praise and encouragement;

·  give a clear general picture of how far they have come in their learning, and what the next steps are;

·  promote self-assessment, recognise their difficulties and accept guidance;

·  share expectations;

·  gauge their understanding, and identify any misconceptions;

·  provide a basis both for summative and formative assessment and inform individual tracking of progress;

·  to inform future lesson-planning.

2. Principles of marking and feedback:

2.1 The process of offering feedback should be a positive one.

2.2 The feedback should include clear reference to the WILF (What I’m Looking For) of the lesson. The feedback will also reference the requirements of the new curriculum

2.3 Comments should be appropriate to the age and ability of the child.

2.4 Children should be encouraged to self and peer assess.

2.5 The best feedback is the dialogue that takes place between teacher and pupil while the task is being completed.

3. General Guidance to teachers

Assessment and feedback during the Lesson

3.1 The teacher will share the WILF (What I’m Looking For) which, where possible, will be differentiated.

3.2 The teacher will discuss the WILF/ Success Criteria at the start of and during the lesson (e.g. in mini plenaries), sometimes, having made an observation as to the children's progress, drawing the children together to address a misconception or move learning on where progress is good.

3.3 The children will be encouraged to assess their learning against the WILF/ Success Criteria, usually as part of the plenary. They will try to identify their ‘next steps’ in learning.

3.4 When appropriate, children may give feedback on their own or another child’s work.

Assessment & Feedback after the lesson

3.5 The teacher will give feedback against the WILF / Success Criteria.

3.6 Teachers will comment on spelling and grammar where appropriate

3.7 The teacher should aim to give feedback prior to the next lesson.

Guidance on feedback and evidence

3.8 The feedback will be given by the teacher or teaching assistant, either verbally or written, or a mixture of both. Pupils will need opportunities to respond to the feedback.

There will be a continual dialogue between pupil and teacher through feedback.

How will the evidence of feedback be seen in the children’s learning?

3.9 Evidence will be seen in the way in which children improve their learning as a direct and immediate response to feedback. The evidence of impact will also be seen in the following piece of work or subsequent pieces. There could also be evidence in planning to reflect the changes made in light of the feedback given.

Feedback at the end of a unit will need to be written, so that it can be referred back to in future units of work.

4. Symbols and Abbreviations:

The following symbols/ abbreviations are used in all year groups:

I = independent (when appropriate)

TA = Supported by Teaching Assistant

T= Supported by Teacher

Steps (symbol) - indicates a 'Next Step' task or improvement prompt

Additional codes and symbols, agreed by and understood by staff and pupils, may be used in some year groups.

5. Conclusion:

This policy's principles and practice have been agreed by the staff of Greentrees School and monitoring and evaluation will take place periodically to ensure that it is applied consistently throughout the school.

Renewal date July 2019

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