The challenge | To avoid missed opportunities for supporting pupils at the point of learning and improve upon the triple marking policy which was becoming too onerous for staff.

The method | The school marking policy was replaced by a feedback policy, and teachers visited schools who had already successfully implemented this model. This made it clear that more time was spent on planning lessons over marking books. Teachers led explanations with pupils about the new feedback policy and a range of CPD was provided to ensure that teacher feedback was meaningful, motivational and manageable.

The impact | There was a positive shift in baseline data to the end of Key Stage 2 data and positive evaluations by members of staff, pupils and governors.

Contact | Karl Robinson