From Frankenstein to fantastic finds: our journey to flexible feedback

Finding that a one-size-fits-all approach to marking was too rigid, headteacher Ruth Luzmore and her team used research to develop a menu of methods for evaluating and supporting children’s progress

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It was the first few days of the academic year when the question arose. A teacher popped their head around my office door and casually asked: “Have you got a copy of the marking policy?”

Given that I am the headteacher, in retrospect, my response probably did not inspire the confidence it should have: “No, but if you find where it is, I’d love to have a look at it.”

It turns out that when you are new to a school as a head – with a new deputy head, literacy lead, key stage 1 team and no maths lead – tracking down marking policies is not your number one priority.

When we did locate a copy, ...

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