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Marking Policy



Marking and Feedback Policy


Key Stages 1-4

Marking responds to pupils’ work, whether in conversation or through writing. Staff use the Learning Objective or WALT to focus marking to feedback to the child on how successfully (s)he has met the objective.

The purpose of marking is to improve progress and achievement across all subjects. In following the Fairley House Marking Policy, pupils will have consistency and be able to make improvements in their work.

When marking pupils work all teachers and therapists will;

avoid making too many corrections on the pupil’s work

limit the correction of spellings to subject specific vocabulary, high frequency words and target spelling words – words to be underlined and written out at the bottom of the work

take into account the pupil’s ability to read comments

build time into lessons for pupils to review and respond to / act on comments

link marking to the WALT/Learning Objective, which will be included on every piece of work

take into account IEP targets, where possible

ensure that marking and feedback guides and motivates the pupil to make the best progress possible- think of the pupil’s overall well-being and mark appropriately for that student – this will raise self-confidence and progress will follow as a result

Subject Specific Marking

Core and foundation subjects:

 Oral feedback is given to students and is ongoing

All work is acknowledged – at least a tick, initialled and dated

Relevant homework is set and marked weekly

Marking should involve students and they should be given in class opportunities to act on comments

Marking should follow ‘What Went Well’ (WWW) and ‘Even Better If’ (EBI) format for standard work

 Drama, Music, Art, DT, PE and Games:

Oral feedback is given continually throughout the lesson to aid performance, motivation and progress

 As with all other subject areas, any written work should be marked following ‘What Went Well’ (WWW) and ‘Even Better If’ (EBI) format for standard work

 Self-Marking and Peer Marking

Where appropriate, teachers and therapists will provide opportunities for pupils to review and self-correct their own work


Peer marking can be used in addition to teacher feedback and would typically be orally given in class – it would be appropriate for this to follow the ‘What Went Well’ and ‘Even Better If’ format


 Credits/Personal House Points are given for good work/effort

Marking Code

The following marking code is used to demonstrate what support the pupil was given in order to complete the task and how feedback was given;

VF- verbal feedback given

S- support given by the teacher or therapist

TA- support given by the teaching assistant

As part of the schools monitoring and evaluation policy, Subject Coordinators and the Senior Leadership Team carry out termly work scrutiny.

Reviewed October 2015 MT

Reviewed January 2016 by Katie Read and Alex Benkreira