Feedback and Marking Policy

LoveSpring Nursery School - Enhancing Learning Through Effective Feedback

Policy Statement

This policy works in conjunction with our Assessment Procedures Policy to provide a comprehensive framework for supporting children's learning and development at LoveSpring Nursery School.

Marking and feedback at LoveSpring Nursery School aims to provide children with guidance regarding their learning outcomes by outlining next steps for improvement and progress. We believe that feedback is most effective when delivered as instant, verbal responses, enabling children to immediately address misconceptions and build on their understanding.

Our Philosophy

Our small group sizes and favorable staff-to-child ratios enable immediate, personalized feedback that creates meaningful learning conversations. This approach allows practitioners to explain concepts clearly, demonstrate progress criteria, and address individual needs as they arise.

1. Feedback Principles and Approach

1.1 Core Feedback Strategies

Feedback Type	Implementation	Purpose
Verbal Feedback	Immediate response during activities and interactions	Address misconceptions instantly, build understanding
Progress Tracking	Weekly recording using 1-4 grading system	Monitor development and inform future planning
Celebratory Feedback	Written comments or stamps for exceptional work	Recognize achievement and motivate continued effort
Adaptive Practice	Noting common errors to adjust teaching approaches	Ensure activities are appropriately pitched

1.2 Grading System

We use a simple 1-4 grading system for both attainment and effort:

1 = Excellent: Child demonstrates outstanding understanding and application
2 = Good: Child shows solid understanding with minor areas for development
3 = Satisfactory: Child meets basic expectations with support
4 = Requires Improvement: Child needs significant support to achieve learning goals

2. Implementation in Practice

2.1 Daily Feedback Strategies

Practice	Methodology	Outcome
Understanding Checks	Verbal questioning and observation before task commencement	Ensures children are prepared for independent work
Live Feedback	Immediate guidance during activity engagement	Addresses misconceptions as they occur
Progressive Intervention	Graduated support based on individual needs	Builds independence while providing necessary support
Thinking Time	Allowing children time to employ problem-solving strategies	Develops critical thinking and resilience

2.2 Written Feedback Guidelines

Written feedback is used selectively and purposefully:

Reserved for exceptional work that deserves special recognition
Provided for detailed pieces before children continue or make improvements
May include positive comments, mastery stamps, or both
Always age-appropriate and meaningful to the child
Used to celebrate significant achievements and milestones

3. Progress Tracking and Recording

3.1 Assessment Framework

Tracking Method	Frequency	Purpose
Weekly Attainment Grades	Weekly	Monitor progress in specific skills and concepts
Effort Assessment	Weekly	Track engagement and learning attitudes
Common Error Analysis	Ongoing	Identify patterns to inform teaching adaptations
Termly Performance Trackers	Each term	Comprehensive progress overview and reporting

3.2 Mark Book Example

Practitioners use simple tracking systems to record weekly progress:

Autumn Term - Mathematics	Child A	Child B	Child C	Child D
Number Recognition 1-10	1	2	1	3
Shape Identification	2	1	2	2
Counting Objects	1	2	3	2
Pattern Recognition	2	1	2	4

This efficient system supports accurate termly assessments while minimizing administrative burden.

4. Teaching and Learning Integration

4.1 Adaptive Teaching Approach

Teaching Strategy	Implementation	Impact on Learning
Initial Input	Clear explanations and demonstrations at lesson start	Provides foundation for independent work
Graduated Support	Progressive intervention based on individual needs	Builds confidence while developing independence
Live Assessment	Continuous monitoring during activities	Enables immediate adaptation to learning needs
Common Error Addressing	Noting patterns to inform future planning	Ensures teaching responds to actual learning needs

4.2 Support Hierarchy

Our approach to intervention follows a graduated model:

Level 1: Initial teaching input sufficient for most children
Level 2: Gentle prompts and guidance for some children
Level 3: More detailed explanations and demonstrations
Level 4: Significant individual support and scaffolding

This ensures children receive appropriate support while developing independence and problem-solving skills.

5. Early Years Specific Applications

5.1 Developmentally Appropriate Feedback

Area of Learning	Feedback Approach	EYFS Links
Personal, Social & Emotional	Immediate praise, modeling appropriate behaviors	Building confidence, managing feelings
Communication & Language	Expanding vocabulary, correcting pronunciation gently	Listening, attention, understanding, speaking
Physical Development	Demonstrating techniques, physical guidance	Fine and gross motor skills development
Literacy & Mathematics	Correcting errors immediately, celebrating attempts	Early reading, writing, number skills

5.2 Age-Appropriate Considerations

For our youngest learners, feedback is:

Always positive and encouraging, focusing on effort and attempt
Delivered through play and natural interactions
Supported by visual cues and physical demonstration
Brief and immediately relevant to the current activity
Focused on building confidence and love of learning

6. Staff Development and Consistency

6.1 Professional Practice

Development Area	Training Focus	Monitoring
Effective Questioning	Techniques for checking understanding	Peer observations, coaching sessions
Verbal Feedback Skills	Age-appropriate language and delivery	Regular practice and reflection
Progress Tracking	Accurate use of grading system	Mark book reviews, moderation
Adaptive Teaching	Responding to immediate learning needs	Lesson observations, planning reviews

6.2 Time Management Benefits

Our feedback approach ensures practitioners' time is spent effectively:

More time for high-quality activity planning and preparation
Increased opportunity for meaningful interactions with children
Reduced administrative burden through efficient tracking systems
Greater focus on responsive teaching and adaptation
Enhanced ability to identify and address learning needs immediately

Contact Information

Assessment Lead: [Lead's Name]

EYFS Coordinator: [Coordinator's Name]

Nursery Manager: [Manager's Name]

LoveSpring Nursery School: Coventry, CV1 5HA

Telephone: +44 (0)24 1234 5678

Email: assessment@lovespringnursery.co.uk

Date of Policy: [Current Date]

Last Reviewed: [Current Date]

Next Review Due: [One year from current date]

Signed: _________________________

Position: Nursery Manager/Owner, LoveSpring Nursery School