"Safeguarding is a stength of the school" - OFSTED

Marking and Feedback Policy

Aims and Rationale

Marking is meaningful and supports learning. At BWJPS we believe that children should be clear:

  • About what they have done well
  • Whether they’ve met the learning objective (LO)
  • About what they need to do NEXT to further and deepen their understanding

Teaching and Learning

Marking should be done daily. The emphasis in the foundation Stage and Key Stage 1 is on verbal feedback. Symbols are used by all staff (Appendix 1). There is a gradual increase in written feedback as they reach the end of Key Stage 1. This should be neat and legible, in green pen.

Focused Quality Marking (FQM)

Each extended write/ cross curricular topic writing is marked to the LO. It includes at least one positive comment and 1 improvement point in ‘child-friendly’ language. Highlighting pens are used along with symbols. Where the LO has been hidden, to create a challenge for the children, it will be stated in the teacher’s feedback.

Marking Writing

  • Respond to what they have written
  • Bullet points for positive aspects
  • → to show next steps, tips or target

Marking Maths

  • Children who don’t have a next step/ improvement may only have a smiley
  • Children may have a smiley and next step/ improvement

Moving on/ Response Time

Children are also given the opportunity to go back and improve a piece of work after the first draft. They respond to marking in a different colour pen. Children must do their corrections in their maths work. A dot is used by the incorrect response, not a cross. In Maths, a smiley face is used if the LO is achieved.

Personal Targets

Children can also see their progress and targets from their target cards. A tick is given each time a pupil meets a target. Targets are only changed when all/ the vast majority of targets are met. Each child gets a sticker and house-point when they achieve their targets.

Self and Peer Assessment

Self and peer assessment provides pupils with immediate feedbacks and helps them to understand and appreciate that errors are part of the learning process. All children’s own marking and corrections are to be done in a different colour pen, other than green. This is done during the last 5 minutes of a lesson, when children are checking their work.

Further Guidance – Spelling/ Presentation

It must be noted that when marking pupils’ writing, teachers always give priority to the LO. Presentation, grammatical skills and spellings are marked according to the teachers’ professional judgement and relevant to the pupils’ needs. This means that not all spelling mistakes in a piece of writing will be marked.

If a common or important spelling error occurs across the class, then the class teacher would address this in a SPAG lesson. If a child spells a word, that they should know, incorrectly:

  • Underline up to 3 words
  • The child looks at the word during response time and writes it in their word book
  • The children should then learn the words in their word book for a monthly peer test

Good work can be rewarded with house points, stickers, class points or rewards. When a child has produced a particularly good piece of work, they can also be sent to the Head-teacher for praise.


We recognise the need to cater for a range of abilities in each year group and strive to provide suitable learning opportunities to match the needs of all children. Children experiencing difficulties will be assessed by the class teacher/ SENCO and put forward for appropriate intervention programmes. Targets will be set on children’s provision maps and APDR grids.   

Equal Opportunities/ EAL

All teaching and learning activities are carried out in adherence to the school’s Equal Opportunities Policy. Children with English as an additional language will be encouraged to participate in all lessons, with the class teacher and support staff aiding their experience as much as possible in order to maximise understanding.


  • Day to day marking symbols


Claire Simon