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Marking Policy




                                          Marking Policy











Policy Reviewed

Policy Amended

Added to Website

May 2017

June 2018

June 2018

September 2018






















  • To provide a consistent approach to marking across all stages.


  • To provide children with constructive feedback.


  • To enable children to identify strengths and information on how to improve their performance.


  • To inform the teacher of children’s progress and needs for future planning.


  • To involve children in part of the process of marking and provide opportunities to review their own work as well as their peers.




    Guidelines for Marking


  • Every piece of work should be marked or have a teacher presence on it.


  • It should be frequent and regular.


  • It should be manageable for teachers and children.



  • It should relate to the learning intentions.


  • Marking can be shared and paired in KS2 classes only with teachers endorsement.



  • Lessons where children can look at marking and edit their writing should be planned for.

  • The plenary should be used for children to check their work against the given success criteria and self evaluate.


    A focused marking session should take place with each group once every four weeks, twice for the target group.

    The marking during these sessions should

  • Highlight success.


  • Identify an area for improvement.



  • Give an improvement suggestion eg write a prompt that will help the learner make the improvement.


  • Give time for the pupil to read the improvement and make the changes.



  • Include success criteria boxes for children to self assess.


    In addition the following strategies can also be used.




    Foundation Stage


  • Verbal feedback will be given with the child present.


  • Comments should relate to the content in the first instance.


  • Gold star used – already reached that goal.


  • Wand stamper used to indicate next step.


  • They should also include praise and encouragement for the future and be consistent. They should be suitable for their age and ability.


  • Comments can be used to clarify what the child has written, eg. Yes, Humpty Dumpty fell off the wall.


  • Information on how the work was completed should also be noted, eg. In a group, independently, copied from a whiteboard.


  • Reward stickers and stampers can be used to provide positive feedback.


  • Pictorial success criteria



Key Stage 1


  • In addition to the above, bubbles can be added to request more content, eg. I would like to know more about the train.



    In P4, two stars and a wish can be used.





    Key Stage 2


  • The focus of the marking is made explicit at the beginning of the lesson.


  • A tick or double tick can be used in the margin to show good work.


  • Where appropriate, work that falls below the child’s capabilities should be re-done.


  • A comment can be added on their work.







    Foundation Stage


  • Children can be provided with lines to fill in the correct sound pictures when working with the child.


  • Acknowledge a correct high frequency word with a double click.



    Key Stage 1


  • Words that can be spelt by the children should be underlined and then corrected. These include words covered in spelling lists.


  • Words that have been attempted but are beyond the child’s capabilities can be written above by the teacher.


  • There should be no more than two or three per page.


  • Spelling tests should show correct letters as ticked and incorrect ones corrected above.

    P a P

    1. c e t


  • All spelling tests should be marked by the teacher.



    Key Stage 2



  • Any peer marking should also show a teacher presence.


  • There should be a circle put around the words which children should be able to spell.


  • Difficult or unfamiliar words can be written by the teacher.


  • There should be no more than three or four corrections on a page.


  • Dictionaries can be used for corrections.






    Foundation Stage



  • Children should be introduced to the use of capital letters and full stops.



    Key Stage 1


  • Any missing capital letters or full stops are indicated by a line underneath and should be fixed up.


  • Question marks, exclamation marks and speech marks can be put in by the teacher.




    Key Stage 2


  • A reminder or comment by the teacher where appropriate.






    Key Stage 1 and 2



  • Mistakes should be underlined according to the level of the child.








  • Foundation stage will provide teaching on concepts of print.


  • Reversed letters should be corrected by the teacher by writing them above.


  • Clear guidelines should be given prior to starting a piece of work as to how the page should be set out.


  • Children should be encouraged to take time to produce their neatest work.


  • Key Stage 1 and 2 should participate in weekly handwriting lessons.







  • In maths reversed numbers in answers should be marked as correct. The correct formation of the number should be written above.


  • Incorrect answers are indicated by a dot. These should be fixed up by the child.


  • Tick can be added in a new colour to show it has been fixed up.





  • Work should be marked as soon as possible after completion.


  • When possible this should be with the child present.


  • Long term projects can be marked when completed.


  • In all areas, time should be given to children to correct their work as required.




    Self Assessment



    Key Stage 1


    Traffic light system used by children


     (Green)   - I can do it.



    (Amber)  - I can do some of it. I needed help.



    (Red)       - I can’t do it.




    Key Stage 2


    Children add their own comments on their work.






    Role of Classroom Assistant



  • Classroom Assistants should be trained by the Literacy

    Co-ordinator to help groups.


  • They should understand their role during independent writing or group work.


  • Classroom Assistants should encourage children to attempt as many words by themselves.




















    Agreed Code - Black and red pen only



    Foundation Stage

    .I = independent

    .WS = with support

    .GW = group work

    .MT = marked with teacher



    Key Stage 1

    ._ = incorrect spelling/letter

    .WT = with teacher



    Key Stage 2

    .G = grammar

    .P = punctuation

    .// = new paragraph needed

    ./ = new line

    .NHL = not handed in

    .^ = word omitted
























NIC document



For feedback to improve learning pupils need to know three things-


  • Where they are in their learning

  • Where they need to go

  • How to get there



    Structuring quality feedback (NIC document)



  1. Highlight success.


  2. Identify an area for improvement (find something that could be improved).


  3. Give an improvement suggestion – write a prompt that will help the learner make the improvement


    • Reminder – reminding the pupils of the learning intention/success criteria


    • Scaffold – give examples of what they could do or asking focused questions


    • Example – giving the pupils concrete examples or suggestions that they can use



  1. Give time – give the pupil on opportunity to read the improvement and make the changes .


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