Appendices:

1. Definitions:
a. ‘’The pupil premium is additional funding for publicly funded schools in England to
raise the attainment of disadvantaged pupils of all abilities and to close the gaps
between them and their peers.’’ (Gov.uk, 2017)
b. OFSTED – The office for Standards in Education, Children’s Services and Skills
c. SEND – Special Educational Needs and Disabilities
d. EAL – English as and Additional Language

2. Assessment policy from the school where observations and interviews were carried out.

Mathematics Department
Assessment and Marking Policy
2017 – 2018
Rationale:

It is important to provide constructive feedback to students, focusing on success and improvement

needs against learning intentions. This enables students to become reflective learners and helps
them to close the gap between what they can currently do and what we would like them to be able
to do.

Marking and feedback should:

 be manageable for teachers and accessible to students; relate to the learning intention and
comment on previous attainment within the context of the learning intention;
 give recognition and praise for achievement and clear strategies for improvement;
 allow specific time for students to read, reflect and respond to marking; respond to
individual learning needs, marking face to face with some and at a distance with others;
 be seen by students as a positive approach to improving their learning.

Marking

Marking/Feedback can be shown three main forms:

1) Oral feedback
It is important for students to have oral feedback from the teacher working with them. The member
of staff might initially talk to the student about how they have met the learning intention and then
question the student about a specific part of the work. This may be to correct a student’s
understanding or to extend the student’s learning.
Students of all ages need oral feedback from time to time.

2) Summative marking/feedback
This usually consists of ticks and circles and is associated with closed tasks or exercises where the
answer is either right or wrong. This can also be marked by the students, as a class or in groups using
peer or self assessment. There should be evidence of ‘green pen corrections’ in pupils books to show
progress.

3) Formative marking/feedback
Not all pieces of work can be ‘quality marked’. Teachers need to decide whether work will simply be
acknowledged or given detailed attention. Acknowledgement should always relate to the learning
intention.

Students’ work needs to be marked in a colour that can be clearly seen.

Quality Marking

It is department policy is to have a minimum of 2 quality marked pieces per half term, consisting
of homeworks and assessments.

When ‘quality marking’ teachers should:

 Highlight examples of where the student has met the learning intention;
 Highlight areas of the work which could be improved;
 Provide a focused comment which should help the student to ‘close the gap’
between what they have achieved and what they could have achieved.

When work has been ‘quality marked’, time should be given during
the following lesson for students to read, correct and then make ‘next steps’ improvements, in
green pen, focused on the areas highlighted by the teacher.

When ‘next steps’ improvements have been completed, they should be stapled onto the piece of
work to make it clear for pupils which areas they improved, from the assessment piece.

There are a range of different ‘next steps’ activities for you to use in the following folder:
Staff /Maths/ next steps activities

Homework

1. Compulsory Homework

From September 2015 there will be a compulsory piece of homework each learner will be required to
complete every term. Each homework will be provided by the Key stage coordinator on the dates specified in
the assessment calendar. Each homework will be based on the milestone assessment for that term and will
enable the learner to see clear progress being made between assessments.

Homework scores should be entered into the specific spread sheet as soon as possible.

2. Regular Homework

Homework should be set twice a week by the class teacher on the days specified by the homework calendar
(available from September 2017). Any pieces of homework set should be recorded on Show My Homework
with details of what the piece is, when it is due and a copy of the homework should be attached (if possible).

Milestone Assessments

Milestone assessments are a formal review of progress. Such assessments must be taken by all learners
following the same curriculum. Milestone assessments take place once every term on the dates specified in
the assessment calendar. The content of each assessment is outlined in the curriculum overview, located in
each scheme of work.

Milestone assessment scores should be entered into the specific spread sheet as soon as possible.

If the compulsory homework or milestone assessment is being used as a piece of formative

feedback, it should be quality marked.
Key Stage 3

During 2015 a system of flight paths replaced sub-level assessment at KS3.

Learners are assigned to one of three flight paths calculated from key stage 2 attainments. Each flight path
includes 3 steps which describe readiness to achieve GCSE grades at a certain standard (emerging, secure and
advanced).

Feedback during quality marking will include an effort grade and current attainment level, (Bronze, Silver,
Gold) from within the learner’s flight path.

Assessment and Marking Policy Summary

Each member of the department needs to:

 Quality mark two pieces of work per half term, one homework and one assessment.
 Set regular homework for each class and record them on Show My Homework
 Distribute and mark the compulsory homework and milestone assessment as per the
assessment calendar and record marks on the spreadsheets.
 Ensure Next steps improvements are stapled or glued onto the assessed piece, to make it
clear for pupils which areas they have improved.
 Ensure pupil corrections are completed in green pen and should be evident in books and on
quality marked pieces.
 Mark pupils work in a colour that can be clearly seen (not green)