MARKING
POLICY
PREP SCHOOL
LONG CLOSE SCHOOL
Upton Court Road
Slough
Berkshire
SL3 7LU
Reviewed:- May 2014
Review due:- May 2015
LONG CLOSE SCHOOL MARKING POLICY
Definition
Marking is a response to pupils’ work. It may take the form of ticks for work seen, grades or
marks for tests as well as written comments for key pieces of work. It contributes to the
continuous assessment of the pupil.
Aims
1.
2.
3.
4.
5.
6.
To motivate and encourage pupils
To gauge pupil achievement (within clearly set learning objectives)
To monitor pupil progress
To advise parents on how to improve
To inform parents and pupils
To provide feedback on teaching and inform future lesson planning.
Practice
All finished work produced by pupils should be inspected by the teacher and where
appropriate given a mark or grade. Incomplete work should be marked as seen and a note
made for work to be completed. Key pieces of work should be marked in greater detail
providing feedback, positive criticism and advice on the ways that the pupil might improve
their work in line with assessment for learning (AFL). Verbal feedback, which forms part of
the marking process should again, be positive and give guidance on how best to achieve
future aims. To show that verbal feedback has been given put the symbol
after the
work to show that you have spoken to the pupil.
Marking MAY BE DONE (and, for younger pupils, is preferable) in the presence of the
pupil. Smiley faces, stamps and stickers may be used to reinforce positive feedback.
Marking must take into account the needs of each individual child and comments must be
clear, concise and positive. Pupils requiring learning support and younger children need not
have every spelling error pointed out. Instead a selection of two or three words that are
within the capability of that particular child should be selected. These should be listed at the
end of their piece of work and copied out about three times. They may also be included in a
word/ vocabulary book. It is important not to discourage usage of a wide and varied
vocabulary for fear of incorrect spelling.
A more structured approach is needed from Year 6 upwards. Symbols and comments will be
used widely. It is hoped that during Year 6 many pupil’s work will be marked in a similar
way to that is used in secondary schools – this will aid progression between the phases of
compulsory education. The use of the following symbols will help to promote consistency
and clarity in our marking:
Reviewed:- May 2014
Review due:- May 2015
A Guide to Marking: Symbols
The Target
Symbol (written in the
margin or by the target)
Action
Indicate a good point or
correctness.

Possible improvements
could still be suggested.
Indicate an incorrect point.
X
Discuss or write down
correct answer.
Indicate that something
does not make sense.
?
Put an explanation in the
margin or an * and an
explanation at the end of
the week.
Indicate a spelling mistake
Write the correct word,
first three letters or just
in the margin. The
action taken should
comply with the whole
school spelling policy.
A word or phrase is
missing.
Indicate missing
punctuation
Indicate that a new
paragraph is required.
Abs
If possible put a few
words in so the pupil can
see where he/she has gone
wrong.
P
If applicable put
punctuation in so the pupil
can see where he/she has
gone wrong.
Discuss with the child
when new paragraphs are
introduced.
NP
//
Indicates a grammatical
error
GR
Pupil to correct the
grammatical error with
assistance if required.
Poor Expression
PE
Possible improvements
could still be suggested
The pupils are gradually introduced to the marking symbols from Year 3 up; with the
symbols used being appropriate for the age group and achievable.
Reviewed:- May 2014
Review due:- May 2015
Marking should:
 Be done as soon as possible after the completion of the task. In principle within
three/four days for the core subjects, within a week in the non-core subjects.
 Be based on clear criteria.
Responds to the learning objective and success criteria of the activity, which must be
shared with the pupils.
Marking is targeted and follows the principles of AFL to comment on what has been
achieved and what the next steps are.
 Identify errors and omissions and suggest improvements.
 Promote high expectations and the development of high standards of spelling,
punctuation, grammar and presentation relative to a pupil’s normal attainment.
 Be written legibly and in the language the pupil can understand.
Marking in Key Stage 2
There is a progression of marking procedures throughout Key Stage 2; in order to provide a
smooth transition for pupils to become increasingly more independent learners.
 All work is marked in the children’s exercise books with diagnostic comments when
appropriate. This should show a child how to improve upon his/her work. Following
the principles of ‘Assessment for Learning’.
Comments respond to the pupils’ success at achieving the learning objective and
success criteria of the activity.
 Where the work was discussed with the pupil, this should be shown by recording an
‘S’ in a triangle on the piece of work.
 The marking and assessment is used pro-actively in order to give the pupils specific
learning targets to work on throughout each term. (See Target Setting Policy)
 Grading or levelling would not have to take place on every piece of work, but be
regular enough to give information to staff, parents and students.
 Marks which reflect evidence of formative assessment eg spelling/ tables test results
and NC levelling must be recorded in the teacher’s mark book or planning file.
 Where appropriate, exam marks, progress grades and diagnostic tests to be recorded
in mark books and on the intranet.
 Grades, marks, test & exam results, assessments, examples of pupils’ work and
annotations should be the basis for the overall achievement grades in the half-term
and end of term Progress Reports and also the end of year reports.
 Formal assessment marks ie. exam marks, progress grades and diagnostic tests, are
also to be recorded on the Intranet; under Children’s Diagnostic Records and also
Pupil Asset.
 These records are passed on to the pupils’ next Form Tutor in the Pupil Records’ File.
Marking must take into account the needs of each individual child and comments must be
clear, concise and positive. Pupils requiring learning support and younger children need not
have every spelling error pointed out. Instead a selection of two or three words that are
within the capability of that particular child should be selected. These should be listed at the
end of their piece of work and copied out three times. It is important not to discourage usage
Reviewed:- May 2014
Review due:- May 2015
of a wide and varied vocabulary for fear of incorrect spelling. Older or more able pupils
should correct spelling errors by using a dictionary.
Marking Specific to Years 3 & 4
Years 3 and 4 are transition years between Key Stage 1 and 2. When the children arrive in
Year 3 they are still infants and the Year 3 teachers begins to train them in the expectations of
the junior part of the upper prep school. This is further progressed by the Year 4 teachers,
who give the children the skills required to go on to a more formal style of teaching. Here the
children can succeed with the expectations of becoming increasingly more independent.
 Marking is based on the effort the children put into their work. Pupils are given an
Effort Grade for most pieces of work. This gives parents an idea of how hard the
child is working.
Marking Specific to Years 5 & 6
 Effort grades are given for most pieces of work. Additionally teachers may mark
using NC levels and when appropriate attainment grades ( A-E ).
 The teacher can write down a percentage score, where relevant.
 The attainment grade must be based on the school’s system of marking exams
( see Progress Report guidance .)
 Diagnostic comments would mainly be accompanied by the attainment and effort
grade.
 The attainment grade is based upon national expectations for the pupils’ respective
year group.
 The effort grade is based upon the individual’s personal efforts on each piece of work.
Therefore, it is possible for a weaker pupil to attain for example a ‘C’ grade, whilst
having tried hard and achieving ‘1’ or ‘2’ for effort.
KEY TO GRADES
These are based on national standards
ACHIEVEMENT
EFFORT
A* = Excellent standard.
1 = Very good/ Excellent.
Tries very hard
A = Very good standard.
2 = Good. Tries hard.
B = Good standard.
3 = Average for the age
group. An acceptable level
of effort.
C = Average standard for
the age group.
4 = Inconsistent effort.
Needs to work harder.
D = Below average standard.
5 = Unsatisfactory. Little
effort being shown.
Reviewed:- May 2014
Review due:- May 2015
Marking in Key Stage One
All work is to be marked and comments written where appropriate. The comments should
link to the lesson’s objective and provide advice as to how the work could be improved. (A
tick and a wish system)
Whenever possible the work is marked in the presence of the child in order that the comments
can be explained. Where this hasn’t occurred, children should be allowed time to read or
discuss work marked.
Self-assessment: Where appropriate children through questioning should be asked to identify
their own mistakes/next development point.
To show a correction the symbols . or c is to be used.
The following letters are to be used:
‘SC’ for when a child has self corrected a piece of work.
‘H’ or ‘Help’ for when a child has been given assistance in the completion of a task.
Verbal feedback has been given put the symbol
after the work to show that you have
spoken to the pupil.
Smiley faces, stamps and stickers may be used to reinforce positive feedback.
When correcting spellings not every incorrect spelling needs to be highlighted. High
frequency words relevant to the year group should be corrected.
If in Mathematics the child has used a number line or another piece of equipment then this
information is to be recorded on designated work.
Monitoring
The Head and the SLT are responsible for monitoring the quality and consistency of marking.
Work from pupils will be scrutinized on a regular basis. Those involved in the monitoring
will give feedback on the quality and consistency of the marking.
Reviewed by:
S. Field, Head of Preparatory School
Reviewed:- May 2014
Review due:- May 2015