Andreas School

The learning community that develops the thinking skills of all its members.



  • To provide a dialogue between teachers and children about strengths and areas to develop using specific criteria
  • To feedback on Thinking Moves and learning habits to enable improvements in thinking and learning
  • To use peer and self assessment effectively so children have time to improve following critical feedback
  • To indicate how a challenge needs to be corrected and improved against success criteria in all subjects and Steps to Success (S2S) writing, reading and maths
  • To identify where additional support or more challenge is needed
  • To aid/inform/direct planning and future steps in learning


Feedback must:

* Offer direction and support on how to improve

* Relate to an aspect(s) of the split screen objectives shared during the session (ASK)

Feedback will:

  • Give children opportunities to become aware of and reflect on their learning needs
  • Give recognition and appropriate praise for effort and the process of learning as well as the product
  • Give clear strategies for improving outcomes and approaches
  • Respond to individual learning needs, be face-to-face as often as possible
  • Be manageable, purposeful and effective

Teachers need to:

  • Make children aware of the criteria against which their learning challenge will be assessed
  • Focus feedback on the development of the skill and the learning habits/thinking move using success criteria and S2S
  • Use oral feedback first
  • Develop the use of peer and self assessment
  • Ensure children see feedback as positive and crucial for improving their learning
  • Ensure written feedback is appropriate to the year group, showing development across the school
  • Ensure written feedback is concise, legible and clear in meaning
  • Give children dedicated time to respond to comments (both oral and written)
  • Plan for children to have dedicated time to reflect, improve and work independently
  • Decide whether learning challenges will simply be acknowledged or given detailed attention - not all challenges can be quality marked

* Use learning zones (stretch, comfort, too far) to enable children to reflect on their challenges and then feedback to teachers

  • Use S2S, learning zones (comfort/ stretch/ too far) and success criteria to inform peer and self reflection
  • Use the ‘think pink’ and ‘green to go’ highlighting strategy in all classes

Reviewed September 2019, June 2021

Next review June 2023 or as necessary

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