At Overchurch Infant School, we use marking and feedback to help children understand how they’re doing and what they need to do next. This helps every child make progress and take responsibility for improving their work, with support where needed.
We use a consistent approach across the school. Teachers mark in black pen, and children write in pencil. Each piece of work includes a learning intention (often referred to by children as an “I can…”) and clear success criteria, which are adapted to suit each child’s needs and ability.
Feedback takes different forms – it may be verbal, written, or both – and it always focuses on helping children move forward in their learning. In lessons, we build in ‘target time’ so children can respond to feedback with support from an adult if needed.
English
For written tasks in English, we use ‘I can’ strips that include four key success criteria: letter formation, phonics, spaces between words, and tricky words. Children and teachers both assess these using smiley or straight faces, and teachers mark against these using ticks and arrows.
Next steps are highlighted in the child’s writing and then corrected for them to practise during target time. Children respond in pencil, and teachers use professional judgement to decide what to focus on.
As children become more independent, they begin using our ‘gold dust sheets’ to assess their own writing and then peer-assess with a friend. Teachers use these sheets to mark extended writing, identifying 1–2 next steps. Children who meet all criteria on the gold dust sheet earn gold star stickers, working towards a special ‘wizard’ sticker when they collect five.
To celebrate great handwriting and presentation, we award Neat Ninja stickers and a weekly handwriting trophy in Year 2.
Maths
Maths tasks also use learning intention slips with space for children to assess themselves. Teachers mark in black pen and highlight errors using a dot or arrow. From Spring in Year 2, children are encouraged to spot and correct their own mistakes.
Incorrect number formation is always marked with a wavy underline and corrected at the bottom of the page. Teachers use their markings to decide which children may benefit from extra ‘Keep Up’ sessions in the afternoon.
Learning Journals (KS1)
Children record their Science and foundation subject learning in individual journals. These include a dated ‘I can’ slip and space for both child and teacher to assess progress. No further marking is required in these journals.