This policy statement relates to how the staff at Manor Junior School agree to make marking as effective as possible.

It refers to the physical marking of pupil’s work plus statements regarding the effective discussion surrounding children’s work. It should be read in conjunction with the Assessment Policy developed at the same time as this policy statement.

This policy also lays down guidelines for the materials (books) used in the school. (The Routines document is amended to include these issues).

The marking of work is an essential element of the feedback to children that is a contributory factor in moving learning on. The monitoring of pupil attainment, assessment of children and moving children on all impact on school improvement.

Children’s books form the continuous record of work in school and as such the books must stay in school and be available to teachers and colleagues undergoing monitoring tasks. e.g. Senior staff, Subject Leaders. IAS. Any audit of teacher assessment will require access to the evidence in the children’s books.

The marking policy will be monitored by the calling in of books from classes and/or visits to the classrooms.

Relevant section from the Teaching and Learning Policy:-

Feedback to pupils about their progress is achieved by regular marking of work. Effective marking

• helps children learn and comments aim to be positive and constructive not to find fault
• is often done with the child while the task is being carried out
• of written work varies according to age and ability and is used sensitively so that the child can assimilate a limited number of corrections.

Marking can take the form of:-

• tick, cross
• comments e.g. setting a target for future activities
• symbols
• verbal feedback

Books used in school

(NB. Old stock may need to be used up until purchasing can match this section).

• Science - Orange cover - Lined - A4
• Mathematics - Blue cover 7mm squares. Loose paper A4 1 cm²
• English - Yellow cover - A4
• Humanities - lined books History and Geography - A4
• R.E. - lined book - small ( ½ size)
• Handwriting book -
• Spelling book - (word book)
• Reading Record book -
• Sketch book -
• D&T/IT folder -
• Note book - near A5 size

Presentation related to books

• Any written work has margins. ( purchase books with margins in)
• Mathematics books - no margins. (match IPM project guidelines)
• All covers to be kept clear of graffiti, additional pictures . . . . (cover if necessary)
• Pencil to be used in mathematics books at all times.
• Standards of presentation demanded for work. - (see Standards section)
• Front cover - labels or clearly written information - Name, Subject, Class number
• Writing - children only allowed to use a handwriting pen when teacher moves them on.
• Handwriting pen - first one provided by school.
• Fountain pen allowed if teacher allows them to move on. (potentially messy)
• Biros not allowed until year 6 if children allowed to try them by teacher.
• Ink used should be blue.
• No felts for writing in books.
• Rubbing out discouraged. (used sparingly - children taught how to keep alterations ‘smart’)
• NO TIPPEX ALLOWED.
• All work to be dated - top left
• written work - whole date e.g. Wednesday 1st April 1998.
• mathematics work - number date e.g. 1 - 4 - 98.
• Dates to be underlined.
• All lines drawn with a ruler.
• Title of work under date and centred. All work titled.
• Title underlined.

Teacher’s marking

• Writing style should be clearly legible of the school style and appropriate to the age of the children and to the message given.
• Marking in Red.
• Symbols:- Agreed symbols related the English Project

Consistency in our marking will allow children to understand the system of marking support offered. Action of following up marking by the teacher is essential in order for children to understand the correction and to have an impact on their future work.

Comments

At least once a fortnight an evaluative comment on a piece of work for each child in the core subjects accompanied by a comment related to a future target.

Such a comment will be based on the assessment criteria from our schemes of work. Teachers follow up targets for subsequent weeks.

The setting of Mathematics in particular requires a consistent approach to marking. Supply staff will also need to be made aware of our systems. - Supply file.

• grading (e.g. marks out of 10) - used with great discretion
• Using children to mark - used as and when appropriate.

Standards

Teachers have high expectations of the presentation of work from the children in their class.

Dependent upon the ability of the child teachers will strive to adhere to basic presentation skills outlined in this document.

If work is not of a satisfactory standard teachers will need to address the issues by:-

• selective re-doing of part of the work. (or all of it if appropriate [used in exceptional cases]).
• Keeping of the old work ( not destroyed ) so that a comparison is kept.
• Constructive comments demanding better attempts. e.g. Concentrate Eric on your joined up writing using the lines carefully.

(avoid destructive comments e.g. This is rubbish)

Ensuring the pupil knows what is required when tackling the next piece of work.

The marking of children’s work is the cornerstone of changing children’s outcomes or encouraging the learning that has taken place. It can also provide a stimulus for future learning experience.