Feedback

Feedback is one of our Teaching & Learning Principles and therefore an integral part of what we do. We know from research that, when done well, it has potential to be one of the most powerful influences on learning and achievement (Hattie and Timperley, 2007). Having carefully considered the available research, in particular the EEF research into effective feedback (2021), having knowledge of our own setting and considered the impact on teacher workload, we have designed a Feedback policy that we believe will benefit our pupils.  

Feedback is not the same as marking. Feedback can occur in many formats. This ranges from formal written feedback on a piece of work to informal feedback following an answer in lesson. Feedback can be both written and verbal. It can be focused on an individual or a whole class. Feedback could also come in the form of adaptive teaching based on common misconceptions or gaps in learning that a teacher identifies. 

Effective Feedback at Canon Slade 

1. Lay the foundations for effective feedback 

1. Teachers plan high quality lessons with clear learning intentions.
2. Teachers use formative assessment strategies throughout lessons to identify gaps in learning. 

 2. Deliver appropriately timed feedback that focuses on moving learning forward

1. Teachers provide feedback in lessons on pupil work and answers, adapting teaching to address any misconceptions or gaps in learning that occur at the time. 
2. Teachers will regularly check pupil work for literacy errors and address these as part of the feedback process. Where this is through written feedback, the following literacy codes will be used:
   Sp = Spelling error P = Punctuation error G = Grammatical error 
3. Teachers will adapt future lessons based on common misconceptions or gaps, as required.
4. Subject leaders will identify specific pieces of work or assessments that all teachers will provide feedback on. Pieces of work or assessments will be selected  strategically so that feedback is regular and has the greatest impact on pupil progress.  

 Plan for how pupils will receive and use feedback

1. Feedback will take the most suitable form. This will be based on the task, the needs of the pupils and be time-effective. 
2. Teachers will provide pupils with the opportunity to use feedback, whether this be redoing or improving a piece of work, or in future work. Pupils will use purple pen to act on feedback. This will help them to remember what they needed to improve last time and use this in future learning.

 Examples of feedback could include, but are not limited to: 

• Verbal feedback in the moment in lesson
• Verbal feedback following the teacher taking work in to look at
• Written feedback provided in the moment in lesson
• Written feedback provided following the lesson
• Whole class feedback
• Book sampling and responsive planning
• Do Now activities
• Peer assessment
• Self assessment
• Live marking under a visualiser
• Success criteria / comment bank crib sheets
• Using mini whiteboards, apps or (online) quizzes to review learning of everyone in the class quickly to identifymisconceptions, uncertainties or errors in learning. Teachers then plan in response to this. 
• Question and answer activities during the lesson to review current knowledge and understanding.  Discussing the answers to any misconceptions and making notes as a class to record this information.
• Exit tickets whichallow the teacher to see any misconceptions and plan the next lesson accordingly.