Marking Policy


Meadow High School

Marking Policy

We believe that dialogue between the teacher and pupil is important to motivate and support achievement. Marking should be consistent and feedback should be prompt, regular and diagnostic. Good marking is an effective medium for ensuring that learners are aware of their own progress and how they can improve.  All marking should comply with the Meadow High School agreed approach to marking.

  • All work must be dated and marked with basic marking or in depth marking, it is anticipated that most work will be marked with pupils present. Work in progress should be monitored by the teacher, feedback given and marked on completion. Completed work must always be marked before the pupil revisits that work. In depth marking should be used at the end of key pieces of work/topic within a scheme of work.
  • It is the teacher’s responsibility to mark short term cover work they have set. Where there is long term cover, the cover supervisor or cover teacher is expected to mark the work in line with the marking policy
  • Marking should be done regularly and no work should be left unmarked
  • Where work is left incomplete, it must be followed up with some teacher commentary
  • Marking should be constructive and linked to the Learning Objective
  • Pupil voice should be recorded on main pieces of work allowing pupils opportunities to reflect on learning and on marking
  • Where a child is able to make a written comment on their work / staff feedback, this should be encouraged
  • Practical lessons should keep a record of verbal feedback given to pupils and record pupil voice
  • As part of our ongoing commitment towards inclusive practise, it is important to ensure reasonable adjustments are made to enable students and staff to access marking and feedback.
  • Individual pupils may require personalised marking systems, these exception must be recorded on pupil profiles and context sheets

Note:  This marking policy will be reviewed regularly to reflect current research on best practise and the professional judgement of the school community.


Agreed Marking Symbols

These symbols are widely used and are given as a suggestion to use with any written work. These symbols should be made as clear as possible so that there is no confusion for pupils.



Good point or expression (either in margin or in text).


Very good point or expression (either in margin or in text). 


Paragraphing Error.


Spelling error (word underlined).


Word or letter missing.


Unclear meaning.


Agreed Marking Symbols for Pupil Voice

Pupil voice must be recorded on work.  Pupils need to engage with the marking and make comments as relevant to their level of ability on their marked work demonstrating that they have engaged with the marking, understood the marking and added any comments either in their own writing, via an adult scribe or using symbols.  Pupil voice needs to be recorded in ‘blue’ or ‘black’ colour, but could also be recorded by the Teacher or Teaching Assistants.



I have seen the marking


I have seen this marking and I agree with the points made


Agreed Approach to Marking

 Marking Guidance

The following is an approach that would work in all faculties for the rest of the school population. Thematic and Theme 4 classes follow a bespoke system. Slight variations for particular faculties are noted at the end of this policy.  

  • All work should be marked but only key pieces of work are given the qualitative feedback as shown below.
  • The teacher should take responsibility for any marking. Feedback from the teacher should be in green pen. If a teaching assistant is required to mark work this should be done in purple pen.
  •  All pupils should receive consistent verbal feedback and constructive written marking to support them make the next steps forward. 
  • Qualitative feedback to pupils must be presented in a consistent way. Positive comments with constructive criticism should follow each key piece of work and pupil response recorded.
  • In depth marking is recorded with ‘WWW’ (What Went Well) & ‘EBI’ (Even Better If) are used whilst they are working on learning outcomes. Once achieved and a new learning focus is used, then EBI is replaced by ‘NS’ (Next Steps). Care should be taken to ensure that constructive feedback is not construed as negative comments by pupils, it is good practice for marking to end with a final positive comment.
  • In the case of practical subjects, these key phrases are still used but are given verbally to pupils. A written record of this marking must also be recorded e.g. end of unit assessment sheets and feedback marking sheets which are sent home to parents.  For basic marking, practical subject teachers might use the ‘Thematic’ approach for high ability students, but  use  in depth marking guidance on key pieces of work.
  • The level of support given to the pupil can also be shown e.g. independent or adult support.
  • Marking is most effective when completed with the student. Where it is not possible there should be an opportunity for pupils to discuss comments made with the teacher when work is returned, to gain the maximum benefit from the process and ensure that it is a positive process.
  • Feedback should relate to the assessment focuses (AFs) set for that task and individual pupil targets. In KS4 and KS5 this should relate to the relevant examination assessment criteria where appropriate.
  • Over marking should be avoided. Teachers should mark with primary focus on the relevant student, e.g Reading/Writing target.
  • Incorrect answers should be marked with either a “?”, “•” or “○” depending on their needs e.g. VI.
  • Pupils should be encouraged to review their work as independently as possible. Where possible paired/group review may be used (using the above process).
  • MHS Rewards and Achievements Policy may also be used; including Stickers, Stamps, Merits, Positive Notes and Subject Certificates.

Thematic and Theme 4

Due to a high adult to pupil ratio, a ‘live’ marking approach will be adopted.  The adult should mark and provide feedback, verbal and written, whilst working with the student(s).  This allows marking to be meaningful and motivating for the student. Pupil Response to feedback should be immediate.

  • Ensure the Learning Objective is at the top of every piece of work being marked.
  • WWW and EBI comments will be substituted with the underlining of key information in student’s work which reflects the aspects of work that ‘went well’ or ‘could be improved’.
  • The use of Highlighters should be kept minimal and marking should be directly related to the learning objectives.  If all the work is correct, teachers should underline the LO in green.  EBI’s should be specific and only an appropriate amount of improvements suggested. 
  • It is absolutely essential that a professional ‘dialogue’ is taking place between student(s) and adult in order for students to completely understand and respond appropriately.
  • The WWW will be underlined using a green highlighter. The EBI part of the work would be underlined using an orange highlighter. If a child later masters an area the orange should then be underlined in green and dated  to show it has been mastered.
  • Pupil Response to marking and feedback will be in pen and in the form of smiley faces and/or as a response  to corrections made, from those highlighted as an EBI.
  • Staff must use the orange highlighter when supporting pupils respond to EBIs.
  • NS comments will be in written format and explained to students.
  • ASDAN key codes will be used to show level of support given and initialled by the member of staff.
  • Teachers must include some written commentary on key assessment pieces.
  • For practical lessons, the success criteria will be placed in folders/portfolios and marked accordingly.  Photo evidence can be used to validate data and pupil engagement.

An abridged marking policy reference sheet has been created to support.  This should be displayed in the classroom or be stuck onto the back of student folders/books.

Faculty Specific Additions

English Faculty

  • Teachers only complete marking
  • Content:   Where this needs clarification staff should make comments at the end of the piece.
  • Punctuation:  All errors in punctuation should be corrected.  Where a pupil has extensive problems in this area the teacher must decide which rule should be focused on in the piece.
  • Spelling:  Mis-spelt words should be underlined and the correct spelling written in the margin or, if more appropriate, above the word/at the end of the piece.  Where the pupil has extensive problems in this area, the teacher must decide which rule and/or group of words will be corrected in the piece.'


PE Faculty

  • During lessons and in plenary discussions in PE, staff will use WWW, EBI & NS verbally with the students.
  • PE staff will also fill out feedback marking sheets that are sent home to parents each half term when end of unit assessment sheets are completed. They consist of the same three statements (WWW, EBI & NS), with the exception of NS, which gives an example of an activity that students can do at home with parents during the half term.


Arts Faculty

  • Where staff feel it is not appropriate to write on the work it is expected  that teachers mark on learning objective sheets. ‘Post it notes’ are permitted on work if glued immediately by the pupils once read, onto their objective sheets or  back of portfolio sheets (to avoid being lost).  In Art pupils can also write in pencil.
  • Quantitative Assessment is currently done around weeks 5-7 and weeks 13-15 of each SOW and should be marked in depth. Examples of Peer and Self Assessment are desired once a term with in depth feedback to be recorded by the student if appropriate or by Teachers or Teaching Assistants.
  • Staff are encouraged to use the ‘Thematic method’ of marking for basic marking throughout all year groups to facilitate more discussion and in depth marking should be done following the standard marking guidance. Where a pupil has partially met an objective it can be highlighted  in green in the main, with specific words related to improvement focus highlighted in orange and supported with a EBI/NS comment clarifying areas achieved and areas to  be worked on. The level of participation may also be recorded with E (for encountered) GS (gaining skills and understanding).


Approved 2.10.17