#Feedforward
Intent:
At Goldsmith Primary Academy we believe that a successful, high-quality marking and feedforward policy will contribute to all children being active participants in their learning. In turn, enabling them to reach their academic and personal potential. In doing so, our comprehensive marking and feedforward Policy reassures and motivates children and adults alike in the pursuit of excellence in learning. '#Feedforward' is an important part of the assessment process and reflects the aims of the school, which seek to encourage the highest possible standards for each child.
Implementation:
Effective Feedback should:
- Be provided in a timely manner.
- Provide clear information to children about the strengths and weaknesses of their work.
- Encourage children to strive and improve and promote independence of self-correcting.
- Direct children to what they need to do to improve their work and the next steps they need to take.
- Identify achievements and the next steps in their learning.
- Relate to learning objectives for each lesson.
- Give children specific praise for the success of their work, showing it is valued.
- Give children clear strategies on how they can improve their work through next steps.
- Be read by pupils and time should be given for them to improve their work.
- Help teachers evaluate teaching and inform future planning and next steps in learning.
- Provide a tool for teacher assessment.
- Help parents to understand the strengths and areas to develop in their children’s work.
Our teachers #feedforward using the following procedures:
Our teachers #feedforward on pupils learning in the following time-frames:
Impact:
Why do we mark children’s work?
- To help teachers monitor children’s progress and to diagnose what has not been understood so as to assist forward planning and learning.
- To provide helpful feedback to children so that: their needs are identified and we can discuss with them what they find difficult and the next steps they need to take.
- To ensure that children’s achievements are recognised thus giving encouragement and building confidence.
- To ensure set tasks have been carried out to an expected standard.
How is impact measured?
- Teachers will ensure that gaps in knowledge are addressed through feedforward tasks and if required, future teaching.
- Leaders will be able to see that gaps in pupils' knowledge are being addressed and appropriate challenges provided.
- Leaders will be able to see a minimisation in previously addressed errors.
How do we know children have made progress?
- Pupils will consolidate learning to ensure that future errors are minimised. They will also be able to discuss the errors they have made and how they have learned from their ‘marvellous mistakes’.
How do we challenge and support lack of progress?
- Teachers may make reasonable adjustments to the policy to ensure that pupils can access feedforward given. They will also be able to provide bespoke support in certain cases.
- Leaders will undertake book looks which will inform pupil progress meetings. Pupil progress meetings are completed in conjunction with the SENDcO, who can provide additional strategies to the teacher or arrange additional support for the pupil.
How are we inclusive?
- Our #feedforward policy is highly
visual rendering it highly accessible. - Our #feedforward policy is heavily reliant verbal feedback ensuring misconceptions are addressed at the point of formation, with all pupils.
- Our #feedforward policy enables gaps in knowledge to be addressed in written form, in a timely fashion.
- Our #feedforward policy enables pupils to be further challenged, if required.