b"MarkingThe school's Marking PolicyMarking should be:Where work is produced in books you will see: Undertaken as soon as possible after completion, A student-friendly traffic light system to show ifand if possible, discussed with the student;students have met, are working towards or havenot yet met their learning objective. Clearly related to the aims of the lesson or sectionof coursework;Stamps with pictures to show the level of supportgiven.Meaningful for the individual student and enablethe learner to improve;Stamps to show what could be improved; forexample, 'remember full stops.Used to inform future planning; Verbal and written feedback in the form of verbalPositive and constructive, with appropriate praise questioning, letter and number formation practicegiven;or an extension activity. Linked to learning objectives and targets in somecases, even for the most able learner.Marking for classes in phase 2 should include: A student-friendly traffic light system to show ifTwo waystudents are given the opportunities students have met, are working towards or haveand encouragement to respond. Remove not yet met their learning objective. semicolon. Stamps with pictures to show the level of supportMarking for classes in EYFS, Life skills groupsgiven.and ENRICH, using Evidence for Learning, should include:Verbal and written feedback in the form of verbalPhotographs of the student meeting an objective.questioning, letter and number formation practiceor an extension activity offering further challenge.A comment describing what the activity is, howmuch 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"