Feedback and Marking

Dear Parents and carers,

The staff at Park Hill are constantly striving to improve teaching and learning for your child. This term, we have reassessed how we give feedback to the children, and after a lot of research, we have adopted a new approach.  We have moved away from mainly written marking and feedback in books, for a number of reasons:

  • Young children in school are unable to read the marking comments and / or seldom fully understand what has been written;
  • If the marking is to improve the piece work, time must be provided to respond to the marking, which may have a negative impact through time constraints during subsequent lessons;
  • Marking is often completed remotely, away from the pupils. Once returned to the pupils it can be hours or even a day or two later, meaning the children have moved onto new learning;
  • There is little evidence, through research, that extensive written comments on every piece of work improves pupil outcomes in the long run.

What is feedback (rather than marking)?

Feedback is an important form of communication between the teacher and pupil through:

  • Diagnostic comments to support making improvement(s).
  • Verbal discussion between an adult and child, or between children.

We have introduced an increase in live marking and live feedback, undertaken whilst the work is being completed, in class. Feedback may verbal or written, formal or informal.

Reasons for live feedback:

  • To provide dialogue between teacher and pupil;
  • To provide appropriate, immediate feedback about strengths and areas to improve in their work;
  • To indicate how a piece of work could be improved;
  • To identify pupils who may need additional support or more challenging work;
  • To address errors and misconceptions, immediately;
  • To close-in on specific areas to improve (with the improvement being immediate);
  • To develop quality through systematic feedback which is acted upon by the child.

I would encourage you to watch this video, where a school in Peterborough has adopted a similar approach:

We continually strive to provide the best education we can for the children, and feel positive about this new approach.


Yours sincerely,

Ryan Lawrence

Deputy Headteacher


Children’s and teacher’s opinions about ‘Live Marking’

“We used to only get told what was wrong and how to improve it, but now good work is highlighted to us and the rest of the class too. Negative things are still picked up, and sometimes I’ve made the same mistakes as my friend so I know how to improve it.”

A Year Six pupil.

“I love the new feedback because you get to share your good work and it makes me happy for my friends to see it. When your work needs improving, the teacher and my friends help!”

A Year Four pupil.

“I have gained a quicker understanding of all children in my class, their abilities and most importantly their areas for development. The children respond positively to sharing work at the beginning of the lesson and this gives them drive and motivation to challenge themselves during lessons. The marking has allowed us to adapt our planning where needed and offer direct support to children who need it.”

Miss Norcliffe, Year 2 teacher and Reception and KS1 Phase Leader.

“It is an effective way of giving children next steps at the time they need them – during the lesson. This way has an immediate impact on their work and helps the children move forward in their learning. The children really enjoy learning from each other’s work through praise and highlighting mistakes together. They also enjoy spending extra time with the teacher, talking through the work that they have done.”

Mrs Roper, Year 3 teacher and Lower Key Stage 2 Phase Leader.

“Through using this new method of marking, children are identified instantly and targeted interventions are put in place promptly which means children are able to progress with their learning. Through targeted feedback, all children feel challenged with their learning and they enjoy their work being picked for ‘praise and share’.”


Mrs Willacy, Year 6 teacher and Upper Key Stage 2 Phase Leader.

Posted in: Headteacher, SLT, Year Five, Year Four, Year One, Year Six, Year Three, Year Two

Leave a Reply

Skip to toolbar