Grindon Infant School

Marking & Feedback Policy


 This policy is additional to the Assessment, Record Keeping and Reporting policy which should be considered in conjunction with it.

This policy was amended and developed in consultation with all staff during September 2015.

It was presented to the Governing Body in November 2015

This policy will be reviewed in the Autumn of 2018

“Marking (feedback) has the potential to be the most powerful, manageable and useful ongoing diagnostic record of achievement.” (Shirley Clark, Targeting and Assessment in the Primary School)



Marking provides the opportunity for prompt and regular written or spoken dialogue with pupils in order to progress learning.

Marking should recognise, encourage and reward children’s effort and progress.

Children should be given clear feedback about strengths and constructive suggestions about ways to improve their work as required.

Children need time for reflection and to practise any specific improvement suggestions.

Marking should support, motivate and enable all pupils to improve.

It must reflect high expectations of all children and involve all staff.



Comments should be written in child speak.

Good handwriting should be modelled using agreed style.

Oral feedback should be given whenever possible and this should be recorded on the pupils work as VF, following which improvements should be evident (or explained in brackets if not)

Marked work should be signed by the member of staff responsible.

Examples, scaffolds and prompts should be provided to enable children to see their next steps clearly and support attempts to meet them. Refer appendix 1.

Children must be given time to respond.

Stamps should be used to indicate if the work is independent, teacher supported or teaching assistant supported. The PLP stamp is to be used to indicate links with targets on a child’s Personal Learning Plan.

A “think pink and gorgeous green “approach is to be developed beginning in the spring term in Reception. A “next steps” stamp will be used and followed up with “Practising next steps and Next steps achieved" comments.

In key stage 1 - children will be introduced to how to make improvements to their work following feedback using a green pen.

Self and peer assessment is to be developed and encouraged using writing tool kits and specific success criteria.

Pro formas colour coded in the EYFS to match books will be completed for short observations and “wow” moments. This will continue into key stage 1, where blue borders will indicate maths and green, literacy.

Children’s comments/reasoning  will be recorded on speech bubbles and post it notes

Staff should annotate work to support the assessment process as appropriate.

Staff are encouraged to use stickers/stamps and are asked to nominate a child for a special reward in a weekly Achievement Assembly.

The following symbols are to be used consistently throughout school:

Capital letters – Aa with an arrow pointing to the error.

Verbal feedback – vf

Full stop.

Sit on line -----on

Finger spaces – FS

Ascenders and descenders should be indicated using arrows..^v.......

Guided tasks will be indicated with G

Marking key to be displayed at the front of all books and on the classroom wall.

Children’s attention should be drawn to incorrect spelling, based on non-negotiables – so if a word has been taught within the year group expectations then it should be spelt correctly in all writing for those children working within age related expectations. Words incorrectly spelt should be written on a learning journal at the back of the child’s book alongside the strategy the child has chosen to help learn the correct spelling. This will be implemented in Year 2 with Year 1 children being introduced to strategies using the posters displayed in all classrooms until the summer term.


Tool Kits for Writing 

Tool kits are to be developed with the child following their cold piece of writing using the exemplar materials.  This should focus on areas for improvement and skills that the children should master.  No more than five areas to develop should be created and in Year 1 some action points may be developed orally and picture cues are to be used to support understanding.  Tool kits remain in books for the children to reference during other sessions until they are ready to write their green piece.  The tool kit is removed before independent writing task and will be stuck in to mark and assess against.



A marking key will be put in the front of all books.

EYFS books – Nursery children will have one book with a new section for each term. Reception children will have a new book each term, colour coded, red for Autumn, blue for Spring and green for Summer.

In Key Stage 1, children will have a squared book for maths and lined books for literacy. SEN pupils will have Learning Journals, where appropriate.

Children should be encouraged to keep their books neat and tidy and to take a pride in their work.

High standards and expectations should be evident with regards handwriting.

Objectives for the lesson are to be printed and attached to the child’s book, highlighted green if met and pink if not. These will be written as I can statements. The teacher or child will write on the appropriate date.

Year 2 children should write the full date and if necessary the title on each piece of work. Year 1 children will write the short date and in the summer term begin using the long date.

Younger / SEN children’s work should be dated by a member of staff, where necessary. Adult led objectives will be highlighted in pink or green.

Children should be encouraged to start the next piece in the appropriate place, without missing out whole pages.

Crossing out should be discouraged – children should put one line through a mistake or a cross next to it before trying again.

There should be limited use of work sheets, which should be effective in meeting the learning objective, provide appropriate challenge, be dated and stuck neatly into the child’s book. 



Samples of work from each class will be monitored at least once every half term to ensure the marking policy is consistently applied across the school.

Subject Leaders/senior managers will provide individual feedback on the quality and effectiveness of marking as well as producing a general report for all staff.



Suggested comments/prompts


Closing the gap prompts

Reminder prompt

How do you think the ...... felt here?

What did the monster look like?

Scaffold prompt

Describe the expression on his face.

Do you think he was annoyed? How do you think he might have shown this?

What would happen if?

He was so surprised he .....

He barked, running around feeling very................

Example prompt

Choose one of these or you own: He couldn’t believe his eyes! He ran around in circles looking for the rabbit, feeling very confused.

Whether reminder, scaffold or example prompts consist of:

Elaborating and extending (tell us more....)

Adding a word or sentence (add an adjective...)

Changing the text (find a better word...)

Justifying (why.....?)

Suggested Comments (written or verbal)

Please remember to.......      Don’t forget to......

How could you make this better?   

Please learn to.....


Rewrite or remodel an example 

52 – 38 =

50 – 30 = 20 child recorded

8 – 2 = 6

52 – 38 = 26


52 – 38 = corrected recording

52 – 30 = 22

22 – 2 – 6 = 14

Now you try this one ……


•    Can you see where you have made your mistake?

•    Check your ‘place value in question 5’

•    I make the answer to this question … check that I’m right

•    2 of your answers are wrong, spot which ones they are and correct them


Remember …..


•    one hundred and two is 102 not 1002

•    to count on from the larger number

Can you write down some multiples of 4?

I’ll start – 4, 8, 12, 16, 20, 24


Finishing a sentence ….. 

•    36 can be partitioned into ….. and ….

•    Two numbers less than 200 are …. and ….

•    All multiples of 5 end in … and …

•    Capacity can be measured in … or …

•    Rectangles have ……….. and ………………


Ask a closed question

•    If you start with 93 and count back in tens, would 14 be one of the numbers you say?

•    Put these numbers in order:

835, 535, 538, 388, 508.

What would the third number be?

•    Which of these numbers is closest to the answer of 342 – 119?

200  220  230  250  300

•    I buy books that cost £4.99 each.  How much will I pay to the nearest pound?

•    Which tens number is 57 closest to?

•    There are 28 children in the class.  3/7 are girls.  How many girls is this?

•    A film starts at 6.30pm and ends at 8.10pm.  How many minutes does the film last?

•    What is the difference between 1999 and 4003?

•    What number is 30 less than 64?

•    What is the missing digit? _ 

x 8



Ask an open question ….

•    Tell me two two-digit numbers with a difference of 12.

•    What even numbers lie between 10 and 20?

•    Find 3 ways of completing: …% of …= 30.

•    _ x _ = 20.  What could the missing numbers be?

•     Using 1, 4, 5 and +, -, /.  How many different calculations can you make?

•    These numbers are in order, largest to smallest.

56 _ 45 _  37 _ 33 _  Think of a number that could go into each of the boxes.

•    Draw a triangle with a line of symmetry that does not have a right angle.

•    What is the same about these shapes, what is different?

•    If 7 x 8 = 56 what is 0.07 x 8? Give some other decimal facts that are linked to this fact.

•    Give me 3 division questions that have a remainder of 1.

•    Suggest sensible units you might use to measure the height of your table.

•     What time could it be if the minute hand is pointing to 3?

•    Show me another way to make £1.07 using 3 different types of coins.

•    Tell me two lengths that together make 1 metre.

•    Write what the missing digits could be:  _  _  _  / 10 = _ 


 Ask for an explanation

•    Would a chocolate lover rather have ½ or 3/5 of a bar of chocolate? Explain your answer.

•    What tips would you give someone who is learning how to round numbers to the nearest 10 or 100?

•    Explain why a number which ends in ‘3’ cannot be a multiple of 4.

•    Explain why two of the three angles in my triangle can’t be obtuse.

•    Explain why 16 is a square number.

•    How could you subtract 37 from 82?

•    How could we test a number to see if it is divisible by 6?


Encouraging reflection

•    Could there be a quicker way of doing this?

•    Do you think that this would work with other numbers?

•    When could you use this strategy?

•     Have you thought of all the possibilities?  How can you be sure?

•    Why did you decide to use this method?

•    Can you think of another method that might have worked?

   Why did you decide to use this method?


Children’s Feedback


AL Adult Led

CI Child Initiated

H From Home

VF Verbal Feedback

I Independent

AS Adult Support Stamp

Ta or T assisted

SC Self chosen



NS Next steps

Practising next steps

Next step achieved

PLP – Working on PLP Target




Capital letters - A a with an arrow pointing to the error.

Verbal feedback - vf

Full stop - .

Sit on line - on    

Finger spaces - FS

Ascenders and descenders

should be indicated using arrows - ^  v

Guided tasks will be indicated with - G