Marking and Feedback

At Joseph Hood, we believe that marking and feedback are powerful tools for learning. They are not just about correcting mistakes, but about guiding each child to recognise their successes, reflect on their progress and understand their next steps.

Our approach is designed to build children’s confidence, motivate them to aim high, and help them become reflective, independent learners. By keeping feedback purposeful and timely, we ensure it has the greatest impact on learning while avoiding unnecessary workload for pupils or staff.

What this looks like in practice:

• Feedback is given in the moment wherever possible, so children can act on advice straight away and make visible improvements in their learning.

• Teachers highlight strengths and areas to develop, using a consistent approach that pupils understand and respond to.

• Dedicated “Check Our Work” (COW) time allows children to reflect and respond to marking, taking ownership of their progress.

• Regular “deep marking” in writing, maths and science gives more detailed feedback, setting challenges that stretch thinking and celebrate effort.

• Pupils are encouraged to self-assess, ask questions and evaluate their own work, developing resilience and responsibility for their learning.

By placing feedback at the heart of our teaching, we create a culture where mistakes are seen as opportunities, success is celebrated, and children know that their effort and progress are valued.

Target setting

At Joseph Hood, we believe that every child should know what they are working towards and how they can get there. Target setting gives children ownership of their learning, helping them to focus on the next small steps that lead to big progress.

How we set and use targets:

• Teachers regularly set personalised targets in core subjects such as reading, writing and maths, based on careful assessment of each child’s progress.

• Children are supported to understand their targets and are reminded of them during lessons and marking so that they can apply them in their work.

• Targets are designed to be achievable but challenging, building confidence while encouraging pupils to stretch themselves.

• Pupils are encouraged to reflect on their progress towards their targets during feedback and “Check Our Work” (COW) time, so that they take increasing responsibility for their learning.

• Parents are kept informed of their child’s targets through reports and discussions, so that home and school can work together to support progress.

By setting clear, meaningful targets, we ensure that every child has a sense of direction and purpose in their learning. Targets help children see the progress they are making and inspire them to aim even higher.

Handwriting

We place a strong emphasis on handwriting because we know that clear, fluent writing is a foundation for success across the curriculum. When children can write confidently and legibly, they are free to focus on the content of their ideas, rather than the mechanics of forming letters.

At Joseph Hood, handwriting is not just about presentation - it is about giving children a tool for learning, communication and self-expression. A consistent, daily approach across the school ensures that every child has the chance to develop this important skill.

Our handwriting journey:

• In Reception, children are encouraged to develop fine motor control and posture through engaging activities, before moving on to correct letter formation using Read Write Inc. guidance.

• In Key Stage 1, pupils practise a cursive style that promotes flow and consistency.

• From Year 2 onwards, children begin to join letters, gradually developing speed and fluency.

• By Year 3, all pupils write in pen, using agreed school handwriting pens to encourage pride in presentation.

Why this matters:

• Handwriting builds independence: fluency allows children to capture their thoughts and learning more efficiently.

• Handwriting fosters pride: neat, consistent work helps children take ownership of their learning and achievements.

• Handwriting supports wider literacy: linking spelling and handwriting practice strengthens both skills.

Staff model high expectations at every opportunity, and additional support is provided where needed, so that every child - left- or right-handed, confident or developing - can achieve a clear, confident style.

By making handwriting a daily priority, we give children not only a lifelong skill, but also the confidence and pride that come with presenting their ideas clearly to the world.