Feedback to pupils

We adopt a whole-class feedback approach at New Park Primary Academy, based on the evidence of best practice from the Education Endowment Foundation (2018).

The sole focus of feedback is to further children’s learning
Feedback empowers children to take responsibility for improving their own work
Children receive feedback either within the lesson itself or in the next appropriate lesson. The ‘next step’ is usually the next lesson

Teachers evaluate the work children undertake in lessons, and use information obtained from this to adjust their teaching. Feedback occurs at one of three common stages in the learning process:

Type of feedback	What it looks like	Evidence
Immediate Feedback	Takes place in lessons with individuals or small groups Often given verbally to pupils for immediate action May involve the use of mini-whiteboards May involve use of a teaching assistant to provide support of further challenge May re-direct the focus of teaching or the task May include highlighting/annotations to support individual children	Lesson observations/learning walks Progress and improvements in books
Summary Feedback	Takes place at the end of a lesson or activity Often involves whole groups or classes Provides an opportunity for evaluation of learning in the lesson May take form of self or peer- assessment against an agreed set of criteria May guide a teacher’s further use of review feedback, focusing on areas of need	Lesson observations/learning walks Self and peer-assessment
Review Feedback	Takes place away from the point of teaching Leads to adaptations of future lessons and whole class feedback Often leads to redrafting extended pieces of writing	Whole class feedback sheets Lesson observations/learning walks Evidence in books of pupils editing and redrafting their work

Type of feedback

What it looks like

Evidence

Immediate Feedback

Takes place in lessons with individuals or small groups

Often given verbally to pupils for immediate action
May involve the use of mini-whiteboards
May involve use of a teaching assistant to provide support of further challenge
May re-direct the focus of teaching or the task
May include highlighting/annotations to support individual children

Lesson observations/learning walks
Progress and improvements in books

Summary Feedback

Takes place at the end of a lesson or activity

Often involves whole groups or classes
Provides an opportunity for evaluation of learning in the lesson
May take form of self or peer- assessment against an agreed set of criteria
May guide a teacher’s further use of review feedback, focusing on areas of need

Lesson observations/learning walks
Self and peer-assessment

Review
Feedback

Takes place away from the point of teaching

Leads to adaptations of future lessons and whole class feedback
Often leads to redrafting extended pieces of writing

Whole class feedback sheets
Lesson observations/learning walks
Evidence in books of pupils editing and redrafting their work

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Feedback to pupils

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