Marking Policy

Hindsford CE Primary School

Name of policy: Marking

Statement of Intent:

At Hindsford CE Primary, we recognise that Marking is an integral part of assessment and feedback. Marking is used to inform planning and teaching and enhances children’s learning by offering guidance on how work can be improved and by providing opportunities to extend their thinking. Marking through Quality Marking allows for self-assessment because it helps the child to recognise their difficulties and mistakes and encourages them to accept help/guidance from others.


At our school we strive to mark positively whenever possible to enhance self-esteem and confidence.

Our aims are to:

  • Give feedback to children and to inform them of their achievements and the next steps in

their learning

  • Show work is valued
  • Demonstrate appreciation of children’s effort
  • Inform future planning and learning
  • Evaluate and assess children’s learning
  • To highlight the importance of accurate spelling and grammar use


  • To provide feedback for all independent work, through quality marking, oral feedback or acknowledgement marking
  • To provide children with a range of feedback across the week
  • To provide time for children to respond to marking by making improvements or completing a challenge
  • To mark clearly and consistently, following whole-school guidelines

Inclusion and Equal Opportunities

All children are given a range of feedback. In accordance with Dyslexia-Friendly good practise, a balance of quality marking, oral feedback and acknowledgement marking ensures that all children can access feedback and understand how to improve. The colour of teachers’ marking and the annotations used are kept consistent to further aid children’s understanding of their marked work. Practitioners make use of pictures and symbols for those children who are not yet fluent at reading or otherwise find it hard to interpret written feedback. Differentiated quality marking enables teachers to provide either extra support or extension, catering for all pupils.

Approaches to Marking and Feedback

English/ Maths:

All independent work in English and Maths books should be marked against the learning objective (which should be the title) or success criteria.

Work done in guided groups is initialled by the teacher/ TA without further comment if oral feedback has occurred.

One independent group per lesson may be identified as a monitored group. This group will have annotated comments based on any oral feedback that is given by the teacher.

Independent marking should begin with a stamp to show if the objective has/ has not been achieved, followed by a differentiated improvement prompt which will allow the pupil to respond:

There are three main types of improvement prompts:

The reminder prompt ~Simply reiterates the learning objective.(HAPs)

The scaffolded prompt ~Involves the teacher making a suggestion on what could be written and giving it back to the child. (LA)

The example prompt ~Models a choice of possible improvements, but asks if the child has an idea of his or her own. (MA)

Teachers will ensure that time is allocated within the week for pupils to respond to their written / oral comments by the class teachers in order to act upon the development points.

Answers should be ticked if correct and dotted if incorrect.

Any presentation issues must be addressed.


All independent work in books should be marked against the learning objective (which should be the title).

As with the core subjects, marking in non-core books should begin with a stamp to reflect success against the learning objective. This should be followed by a question which will allow the pupil to reflect on their learning and develop their thinking. There may be evidence of a monitored group which will have annotated comments based on any oral feedback that is given by the teacher.

Addressing grammatical and spelling errors in all books

Any omissions in grammar or other grammatical errors which the teacher considers to be key skills for the pupil should be circled for the pupil to check.

Unclear or confusing sentences/ passages should be denoted by a question mark.

Any incorrect basic key spellings which the child is expected to know should be underlined once for the child to correct without having to consult a dictionary. Any words containing rules or patterns that have been covered which the teacher really wants pupils to be able to spell should be underlined twice. The children should use spelling sound chart/spelling logs/ dictionaries to correct in their work and record in the “words to log and learn” section of their spelling lo, with the tricky bit circled. Any adventurous or ambitious vocabulary that is misspelt should be identified with a wavy line and celebrated but the correct spelling should be provided in the margin.Ch should record such words in the “new words” section of spelling log.

Teachers’ marking will appear in black ink. Children’s responses to marking will appear in green ink (younger children may respond in pencil until they are confident at writing using a pen).

Monitoring and Review

The improvements in marking have been lead by CB (2013/14). Marking continues to be monitored by CB and the rest of the SLT and reviewed via half-termly book scrutinies of both core and non-core exercise books and learning walks. Good practise is shared at feedback sessions within Staff meetings after book scrutinies have taken place.

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