At the centre of our approach, whether it be online or in the classroom, is the concept that the pupil should be at the centre of marking and assessment.

The purpose of assessment and marking is to assess progress made during the lesson. The most important person to know what progress is being made, is the pupil themselves. This gives them ownership and responsibility for their learning and makes them better learners. The teacher can also use the assessments and marking to differentiate the lesson, to ensure access and inclusion for all and to maximise lesson impact for all.

Thus we utilise an Assessment for Learning approach.

This starts with a FOF ‘Find Out First.’ This is where the teacher and the pupils assess their knowledge at the beginning of the lesson. The teachers then explain the ‘Learning Objectives’ and the pupils are helped with the process of deciding upon their ‘Success Criteria.’

Throughout the lessons, we undertake mini-plenaries, often with the pupils undertaking some self or peer marking. This enables the pupils to assess their own learning, review and improve and make corrections as soon as possible. It also informs the teacher, so that support and tasks can be adjusted to ensure all pupils achieve their potential.

We encourage pupils to evaluate their own learning at the end of a lesson (or series of lessons) against the ‘Learning Objective’ and ‘Success Criteria.’

At the end of lessons, the teachers will be marking with WWW (What Went Well) and EBI (Even Better If) to enable the children to see how they could improve their work.  This is a familiar approach to the children, who would usually then correct in green pen.

We then encourage the pupils to respond to the teacher marking and adjust their own targets for the next phase of the learning

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