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Ambergate Primary School
Policy for marking
We mark work to assure children that we value their work, and to motivate them. We mark to assess each individual’s work, to identify problems and to help us plan for the future. Increasingly we share the criteria for marking with the children. Marking is one method in which we feedback to the children about their work. Sharing the criteria for assessment and setting targets for improvement ensures a greater degree of success. These procedures are not possible for every piece of work, but they remain a goal to be achieved as often as possible.
The degree of maturity and ability of the child will affect the form and nature of marking. We mark not only to correct errors but also to celebrate successes and point a way forward. We mark for the benefit of the children, to keep parents informed and as a reminder to all adults working with the children of what they need to work on. We have a consistent approach to marking throughout the school.
What do we mark and how?
Staff mark all subjects in blue ink.
TAs and supply teachers mark in green ink.
Symbols used for correcting work are consistent throughout the school.
For an extended piece of writing the objectives will be shared with the children. The marking will reflect effort and achievement. It will also include a target for improvement.
Oral response to children’s work is a powerful form of feedback. We ensure this feedback includes evaluative comments on the extent to which they are achieving the objectives and how well they are tackling the task, and how to develop and improve. The letters VF will be put next the work where verbal feedback has been given.
In class 3: √√ Good work. √√√ Excellent work. A Learning objective achieved. E edit work.
In class 1, 2 & 3: VF for verbal feedback, I for independent, S – supported, T – target, R for response required by children
When work is returned to children in class 2 and 3 they will be given a short time to read comments, think about targets and do corrections.
Peer and Self Evaluation: Engages the children in assessing their progress and identifying next steps in their learning. During peer evaluation the children will usually work in pairs to reflect on how well they have progressed towards the success criteria. These evaluation skills are taught progressively throughout the school and include respect for each other’s work, making positive suggestions and giving encouragement whilst pointing out areas for improvement.
SSelf-evaluationaims to involve children in being able to identify their achievements and also reflect on how their work can be improved. Time is built into some lessons for reflection in a structured and supported way.
Rewards for children for their effort and work include
A visit to the head teacher or other teachers for commendation
Public praise in front of school, class parents or teachers.
Use of school reports to comment favourably on academic achievement.
Stickers and/or special box.
Assessments are carried out throughout the school year. Test papers are marked and scored. Results and analysis are kept by the head teacher and shared with staff.
The Head teacher will ensure;
marking is consistent throughout the school.
The marking policy is effectively implemented.
Monitor the quality of marking through work scrutiny and monitoring of the quality of teaching.