b"MarkingThe school's Marking PolicyMarking should be:Phase 1 where work is produced in books you will Undertaken as soon as possible after completion, see: and if possible, discussed with the student;A student-friendly traffic light system to show ifstudents have met, are working towards or haveClearly related to the aims of the lesson or section not yet met their learning objective. of coursework; Stamps with pictures to show the level of supportMeaningful for the individual student and enable given.the learner to improve; Stamps to show what could be improved; forUsed to inform future planning;example, 'remember full stops. Positive and constructive, with appropriate praise Verbal and written feedback in the form of verbalgiven;questioning, letter and number formation practice Linked to learning objectives and targets in some or an extension activity.cases, even for the most able learner. Marking for classes in phase 2 should include: Two waystudents are given the opportunities A student-friendly traffic light system to show ifand encouragement to respond. students have met, are working towards or havenot yet met their learning objective.Marking for classes in EYFS, Life skills groupsStamps with pictures to show the level of supportand ENRICH, using Evidence for Learning, shouldgiven.include: Photographs of the student meeting an objective.Verbal and written feedback in the form of verbalquestioning, letter and number formation practiceA comment describing what the activity is, how or an extension activity offering further challenge.much support was given and who observed it.Speech bubbles used to evidence verbalcomments within classWithin upper phase 2, teacher discretion is used regarding which marking procedures are appropriate for students according to academic ability. Page 26"