Christ`s School Feedback Policy Rationale for the Feedback Policy The writing of this policy involved the

opinions of a variety of stakeholders at the school including core leaders and student voice. A school improvement group was created to ensure the views and opinions of all departments were consulted and considered. The provision of effective feedback has a profound effect on the motivation and self-esteem of students, both of which are crucial influences on learning. All members of staff will be familiar with the policy. It will be applied consistently when giving both written and verbal feedback so that pupils feel valued and they have a clear understanding of how much progress they are making. The basic principle for the framework for feedback is that students need to know where they are, where they are going and how to get there. Assessment for Learning (AFL) is the process of seeking and interpreting evidence for use by students and their teachers, to decide where students are in their learning, where they need to go and how best to get there. J.Rowe 2007 Aims To encourage a growth mindset in all students To give the correct praise (credible/specific/focus on actions) to all students and encourage continual progress To provide a point of discussion for students through self/peer feedback To encourage self esteem To contribute to the assessment of students work To inform teachers for future planning

Feedback should: Unite and record both written and verbal feedback Be manageable for the teaching team and accessible to the students Relate to the learning intention Involve the staff team working with the students Give recognition and praise for achievement Provide clear strategies for improvement Allow time for students to read, reflect and respond to marking where appropriate

Respond to individual needs, taking opportunities to mark face -to-face and be recorded appropriately Inform future planning and in doing so, extend learning Be seen by the students as a positive, constructive approach to improve their learning

Strategies 1. How often Work will be marked regularly by the teacher (every 2-3 weeks) unless stated specifically by individual subjects. 2. Formative/Summative Marking Not all pieces of work can be quality marked. Teachers will decide whether work will be acknowledged or given detailed attention. Acknowledgement should relate to the learning intention and should always include a target which will always be highlighted by: T 3. A written formative comment should: Be concise and written in language that is accessible for students. Highlight achievement. Be diagnostic, commenting on the work that a student has done. Identify specific development areas, based on that work. Indicate how improvement can be achieved, usually consisting of one or two next steps. Be personal by using the students first name. Encourage and support the student in a constructive way. Encourage students to take ownership of their learning.

4. Attainment Levels and grades are not always necessary. They can be meaningless given the size/nature of the task, and distract from improvement comments. Levels and grades can undermine confidence in some students and result in complacency for others. However, it is still imperative for teachers, parents and students to periodically know how much progress the learner is making and how they will improve. Levels and grades will not be given for effort and attainment on every piece of work. Levels and grades should be translated into student speak and shared with students.

Key pieces of work or learning milestones will be awarded an attainment grade in terms of an interim Key Stage level or grade. At the end of a unit, a formal assessment will take place and a Key Stage level or grade will be awarded (Please see separate department policies for more details)

Students need to be clear about what they need to do to progress from one level/grade to the next, and should equally be clear about the expected progress they should be making through the Key Stage through the use of formative and summative assessment. 5. Effort Students across the year groups reported that they want to see their effort acknowledged more regularly. Effort is crucial for learning success and although it is distinct from attainment levels, it is very personal to the individual. Effort should be acknowledged by the awarding of house point stickers. House point stickers should be awarded using the following guidelines:

Contribution
Excellent group work Leading/coaching groups or teams Significant contribution to a lesson Attendance at clubs Helping on Open Evening/ After school event etc. Charity work/ fund raising Representing the school Participating in assembly Representing the form 6. Colour of Ink

Resilience
Persevering Risk taking Responding positively to feedback Showing resilience when faced with a challenge 100% attendance per term 100% punctuality per term Taking pride in work

Being outstanding
Exceptional effort Above and beyond target grade work Outstanding homework Outstanding progress in test results Outstanding classwork Sustained high level of progress Winning sporting event/ extracurricular Exceptional personal quality

Students and staff reported that there is no concern about the use of red ink for marking. Red ink or one that contrasts with that used by the pupil will be used to mark all books. 7. Literacy Every subject will mark all work for literacy errors. Students will be set literacy targets where necessary and students will be expected to correct errors in DIRT (See below)

Basic literacy errors: Spelling - commonly used words (including connectives homophones) Spelling - subject specific words Grammar sentences (syntax*) Grammar - paragraphs Punctuation full stops, commas, apostrophes etc. and

SPAG (Spelling, Punctuation and Grammar) Key:

Spelling

Punctuation The grammar (word or sentence) is confusing therefore meaning is not clear. Paragraph A word is missing from the sentence. The wrong word has been used and/ or incorrect tense. A word needs to be divided into two words.

Underline and write sp in margin. (If a word is particularly challenging, you may need to occasionally correct it for the student). Student will be expected to write in the correct spelling to show progress. Circle mistake or space where it is needed. Underline and write ? in margin // = new paragraph needed Write ^ on the line, in between the two words where it needs to go. Underline with a squiggle ~~~~~ Insert a vertical separation line I between appropriate letters. E.g.: alot becomes a lot.

8) DIRT (Directed Improvement and Reflection Time) DIRT is a continuous formative process within lesson time to raise standards of literacy through targeted and smart use of peer and self-assessment, combined with skilled oral feedback. Teachers will have on-going formative discussions with students during DIRT; particularly during longer writing tasks. DIRT time set aside in lessons is at the teacher`s discretion and can be anything from 2-30mins. It is a focused attempt to hone in on proofreading and written accuracy using shared approaches. It will balance peer and self-assessment and will be strategically guided by the teacher. This approach will occur throughout KS3 & KS4 Teachers will provide literacy mats to support self/peer feedback.

During DIRT the following activities can take place:

8a) Peer/Self-Assessment Students will use highlighter pens when undertaking proofreading/feedback. Students will use yellow highlighters to indicate what needs improvement. Students will use any other colour to indicate positive elements of work.

8b) Verbal Feedback In a survey carried out across the school, students reported that they found verbal feedback to be a highly effective tool enabling them to evaluate their work effectively. We have adapted our feedback policy to serve our students by creating a system that records verbal feedback more systematically in the student`s book and ensures oral dialogue between teacher and student is at the heart of the feedback process.

When students are given verbal feedback, (teacher or student) their books will be stamped with a verbal feedback and a 2 stars and a wish stamper.

Crucially, it is the student who then listens carefully to the feedback and writes 2 things (stars) which they did well and one target (wishing wand) to improve. This will embed the praise so that students know what they are doing well and it will also enable them to think carefully about what they have to improve. The verbal feedback then becomes written feedback which the student can reflect on during DIRT.

9) Student Response To ensure effective communication between staff and student, and for teachers to gauge student understanding, it is essential that students respond to teacher feedback. Acknowledgement by students should relate to the feedback given by staff and when a response is necessary it will be highlighted by: R:

Departmental Policies

Art, Design & Technology Key Stage 3 The department will mark work every 3 weeks with summative assessment. This will allow the department to extend practical workings to be included in the assessment. Teachers will grade work according to the National Curriculum grades every half term in their tracking along with notes and comments in the department assessment folders for each individual student. Students will not be given grades every marking but comments to help them move their work forward.This is to encourage them to engage in discussion with the teacher and to read comments for improvement rather than just look at grades. We will also use effective questioning, class and homework reviews, self and peer assessment , written assessment and verbal assessment from teachers. We will use all the information we gather on the students to report to parents at parents evening and on formal reports every year. Key stage 4 The department uses personal learning plans for each student in the GCSE and BTEC groups. The PLP will be used at least twice every unit of work to inform students about their progress. We will use the PLP's to inform students individually of their progress and attainment in that unit. We will add progress comments as well as encouraging students to comment and assess their own work in order to achieve and extend their target grades .

We will familiarise the students with the exam board mark scheme throughout the course. Peer and self assessment are encouraged as well as informal verbal assessment from the teachers. Humantities Year 7 Currently Year 7 are taught once a week in the Humanities subjects so books will be marked at least once every half term. Year 8 and 9 Year 8 and 9 are taught twice a week in History and Geography, therefore books will be marked at least twice every half term. Pupils get one lesson a week in RE and Citizenship so books will be marked at least once every half term. GCSE students Years 10 and 11 will have their work marked more regularly, with a focus on the extended pieces of writing they produce and answers to exam questions. Humanities teachers will use comment marking to address what went well within pieces of work and to set individual targets. Pupils in years 8-11 will have at least one formal assessment every half term. Year 7s will have one at least every term. These assessments will be awarded national curriculum levels. Physical Education Theory and classroom work is marked in accordance with the school marking policy. This is supported by a comment giving feedback on performance in terms of standard and how it might be improved as well as any additional general advice e.g. presentation. Internal exams are marked as a percentage and practical work is graded according to EDEXCEL coursework criteria. GCSE Physical Education In the practical component, students are graded out of ten in each practical activity. Their best four marks are submitted as coursework alongside a Personal Exercise Plan in accordance with the EDEXCEL specifications.

In the theory component students work is marked in line with school policy. Formative comments are given in written work, and they clearly recognise the strength of the work that is produced and it also gives clear and specific targets for students in order to successfully improve areas requiring further development.

Monitoring, Evaluation and Review The school will review this policy annually and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the school.

Written by: Sarah Bromly October 2013