Marking and Feedback Policy

/ Policy Document / Marking and Feedback Policy


Marking and Feedback should:

  • Be manageable for teachers
  • Relate to learning objectives which are knowledge (To know…) or skills based (To be able to …) and do not include the context or activity.

Oral Feedback

With oral feedback, in the course of a lesson, teachers’ comments to children should focus on issues about the learning objective and secondly, other features. The letters VF on the work will demonstrate verbal feedback has been given.
Ideas should be shared in the plenary and mini plenary.


Should take the form of positive and /or constructive comments.

It is expected that children will be told or shown how to improve a piece of work by a constructive comment at least once a week in both Mathematics and English.
When marking work connected to the foundation subjects it is expected that there will be evidence of marking on each piece of work but this need not be detailed, unless that work has replaced the English for the week. Some pieces will have questions that deepen children’s understanding of the subject.

Quality marking

Not all pieces of work can be quality marked. Teachers need to decide whether work will simply be acknowledged or given detailed attention. In English and Mathematics we aim to mark one piece of each child’s work in detail once a week. The emphasis in marking should be on both success against the learning objective and improvement needs against the learning objective.

At Hawkhurst we use ROSI marking. Each piece of marked work should show:

R Response (well done/ made me laugh etc)
O Objective (LO as title should be ticked if reached)
S Success (underline success in relation to the learning intention in pink (flushed with success) or green (for growth) highlighter or crayon
I Improvement

The Learning Objective should be highlighted in pink if it was achieved and highlighted in green if it requires further practice.

Focused comment should help the children in “closing the gap” between what they have achieved and what they could have achieved. With English narrative writing codes can save time and make the feedback more accessible to the child: highlight three things (maybe 2 or even 1 thing with younger children) in pink/green crayon which are best against the learning objective and put an arrow where improvement against the learning objective could take place, including a “closing the gap” comment. Where codes are inappropriate, success and improvement should be pointed out verbally or in written form. Useful closing the gap comments are:

  • A reminder prompt (What else could you say here?)
  • A scaffold prompt (What was the dog’s tail doing? The dog was angry so he ….” Describe the expression on the dog’s face.)
  • An example prompt e.g. Choose one of these or your own: “He ran in circles looking for the rabbit / the dog couldn’t believe his eyes.”

Marking should be accessible to children and manageable for teachers. Use codes against learning objectives wherever possible. (See code below.)
After work has been marked time should be given for children to read and then make one focused improvement based on the improvement suggestion (linked with an arrow when codes are used). In order for the marking to be formative, the information should be used and acted on by the children.
Teacher/TA to write all comments in green pen using cursive script in Key Stage 2.
Record who marks work if not class teacher e.g. TA = Teaching Assistant

Marking Secretarial errors

Spelling, punctuation and grammar should not be asked for in every piece of narrative writing because children cannot effectively focus on too many things in one space of time. When work is finished ask children to check for things they know are wrong in their work when they read it through. They should not be told to correct all spelling or they are likely to write further misspellings or waste time looking words up.
Only give children feedback about those things you have asked them to pay attention to. This will mean that some aspects of writing are unmarked but over time will be marked.

Sp in the margin or a green wavy line under a word denotes a spelling error. Depending on the ability of the child, the word may be spelled correctly for them or the first letter given if the teacher judges the child would not be able to find the spelling mistake. If the child is an able speller they will be left to judge if work is misspelt and correct it by using a dictionary.

A circle around the beginning of a word signals that a capital letter is needed. All other punctuation errors are highlighted in this way too.

// – new paragraph
^ – word missed out
/ – new line for speech

No tippex, labels or erasers to be used. If children make a mistake it should be crossed out with a single line, however some pupils in Years 1 or 2 may require the use of a rubber at the teacher’s discretion.

Paired marking

Before ends of lessons and as a mini plenary, children should sometimes be asked to mark work in pairs. The following points are important:

  • Paired marking should not be introduced until KS2 unless teachers feel younger children are ready for this
  • Children need to be trained to do this, through modelling with the whole class watching the paired marking in action
  • Ground rules to be explained (positive comment first, objective to help your partner)
  • Encourage dialogue between children rather than taking turns to be the “teacher”. They should discuss each other’s work together.
  • If children are required to comment on other children’s work they should use post its
  • Teacher to put together examples of work under visualiser as models of the marking process and teaching points to mark as a class. If this is done frequently enough children will be able to do this for themselves and their peers.

Marking, Assessment and Feedback in Maths

Sharing Goals

  • Learning objectives should be phrased as skills not activity based – must be presented in a way that improves children’s understanding
  • Learning Objectives should be provided on sticky labels or thought clouds that can be used for a whole week.
  • Children know how what they are learning fits into a bigger picture
  • Children know what they could do to improve and the teacher knows
  • Objectives set within a lesson or across a week (in child speech – translate technical words for children).

Immediate Feedback and Peer and Self-Assessment

Children need immediate feedback wherever possible, ways to do this include:

  • Use a calculator
  • Games (e.g. matching activities)
  • Use whiteboards
  • Self checking resources (e.g. clocks, number line etc)
  • Guided group work
  • Mini plenaries where children/teacher compare answers but they must be kept short.
  • Codes (answers that fit a picture or word e.g. dot to dot)

Marking and Feedback Strategies

  • Delineate incorrect answers by putting box next to answer for children to correct
  • Tick Learning Objective and highlight in pink or green


Policy written by Mrs H. Davidson and modified by all teaching staff