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Having small amounts of allotted time for children to respond to marking will help them to see their mistakes in the work and comment any ideas they have to improve their work. This is especially good if written feedback includes a small extension question or a question that solidifies their learning, giving the children time to see and answer these questions is important.

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Oral or verbal feedback can subtly help a child’s standard of work and help their confidence. A small phrase or physical gesture to let a child know they are on the right tracks when giving an answer can boost their confidence to try it again next time, and sitting next to a child as they are working for a short amount of time and giving them verbal feedback while they are still in the mindset of that task will help them to deepen their understanding and further understand the praise or criticism.

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Ongoing assessment during a lesson Is an element of effective practice and it integral to a teachers practice. Teachers can also assess through marking children’s work or when the teacher is working with an individual or a group. Recording this information will identify children who have met, exceeded, or not met the learning outcome. Each school will have its own system of recording and each teacher may have a preferred way or recording their assessments.

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Targets are indicators of profess leading to improvement in pupil progress. These can relate to academic progress as well as social aspects such as behaviour or attendance. Features of targets are often referred to as SMART ( specific, measurable, attainable, realistic and time bound). It needs to be easy for the child to understand what has to be done to achieve it. Targets need to be attainable and agreed so that ownership can be taken. Drawing the children’s attention to the target and the start of the lesson and then discussing the target at the end of the lesson are important in supporting the learner to recognise the progress made.

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RAISEonline has the aim of helping school to analyse their data performance as part of the school’s self evaluation process. It provides data about pupil attainment and progress in Key Stage 1 and 2. The data from academic and social aspects are used to consider the wider aspects of a child’s progress.

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The Fischer Family Trust is a registered charity which provides information to support school to improve and support pupils to achieve their potential. The data is presented through interactive dashboards, allowing school to examine past performances, so to identify strengths and weaknesses allowing the school to set targets for the future.

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Ofsted provided data dashboard which is used by school governors and the public to find out how the school is doing in terms of performance. It shows a summary of data for key stages 1 and 2.

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Tracking pupil progress supports teachers to set realistic and challenging targets for each child. It supports head teachers to compare their school to the national average and to see how the school is doing in comparison with to similar schools; identifying the schools strengths and area of development.

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Data will come from a range of sources such as marking, observations, target setting, recording evidence and tracking records. This standard requires the teacher to identify specific needs that children may have. For example those who are gifted and those who need extra support. This is important so the teacher can plan for pupil progress of all pupils.

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Questioning is an integral part of assessment for learning and is a valuable pedagogical tool that teachers use. The following ideas clarify the key points when using questioning:
- Allow time for pupils to respond to questions.
- Consider when you use closed questions (requiring a yes or no response) and when to use open questions (where explanation and detail are given).

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At the end of each key stage, children will be set national statutory tests and tasks. At other times, schools may administer their own or published tests to identify pupil attainment and progress at interim points between the key stages. The goal of summative assessment is to measure the level of success by comparing it against a specific standard. The assessment provides information about the level of attainment achieved, allowing the teacher to plan for the next steps in that child’s learning to enable them to make progress. The information from the assessment can other be useful for other members of the school staff and parents.

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Teachers who are effective at using assessment understand that both teacher and learner need to be engaged in the process of assessment. This is done so learners can take responsibility for their learning and know what they need to do to progress. The opportunities teachers create to support assessment for learning include sharing the learning objectives with learners however the children need to have a real understanding rather than just reciting the objective. A key role of a teacher is to implement strategies to support children to assess their own work as well as others through the use of self and peer assessment within lessons. Feedback becomes a two way process in which discussions about the learning will help the learner to identify what they have done well, what they want to improve on and how they might achieve the next steps in learning.

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It is a means of exploring what children know and understand, as well as finding out about misconceptions, before starting something new. There are different ways that teachers capture this information, such as through orally questioning, asking questions about things children want to know, peer discussion and visual representation such as jotting down ideas and mapping or drawing pictures. This information helps the teacher to start the work at an appropriate level but can be seen as a continuous process (Petty, 2009)

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The purpose of summative assessment is to find out how much a child has learned from a unit of work. It is concerned with the accountability and looks back to find out what has been attained so that information can be given about what a child has achieved. The assessment may be in the form of a test or exam and some schools may require teachers to carry out summative assessments to assess children’s attainment at a given time during the school year (Ewan’s, 2014). The evaluation of learning provides information which helps teachers review the process of teaching and learning.

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Is also known as assessment for learning. It is ongoing and is continuous throughout effective teaching and learning. Cooper (2014) refers to it as a process in which the learner and teacher interact as learning is reviewed. The Assessment Reform Group (2002) devised 10 principles which summarise assessment for learning.

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Written feedback should be educative for the child and not just a well done, it should tell the child the exact good techniques they have used and where they have possibly gone wrong. In maths written feedback could even be an extra question underneath the work to focus their learning onto something specific or to solidify learning. In English it could be a small extension of some sentences with specific grammatical techniques.

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Giving quick bursts of oral feedback to a group can help keep the standard of work high without needing to check every piece of work every 5 minutes while the children are working, as a teachers scans the room or if they read something that is of a high standard, teachers can hold up this work and tell the class some of the brilliant things in the work. This is a good way of subtly reminding the class of what needs to be in the work and what great work looks like.

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Having a high and consistent standard of feedback helps children’s ability to self and peer assess. Children will learn the ability to assess their work and the work of others and this will also help them spot these things as they working, improving the standard of work.

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Feedback, oral or written is vital to a child’s personal and academic improvement. No matter the type of feedback, whether it be oral or written , positive or negative, giving a child feedback on their work allows them to see their work from someone else’s perspective and allow them to improve their standard of work. 

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Feedback, oral or written is vital to a child’s personal and academic improvement. No matter the type of feedback, whether it be oral or written , positive or negative, giving a child feedback on their work allows them to see their work from someone else’s perspective and allow them to improve their standard of work. 

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- Familiarise yourself with the relevant guidance and legislation for the age you are teaching. - this will help to understand what to expect from the pupils in your class.
- Speak to your teacher about how they track children's progress,
- Seek tips from online sources such as TES or Pinterest, also teachers twitter accounts.

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Schools have the responsibility to send an end of summer written report to parents and carers. All schools send an annual report but some schools may send reports more frequently.

The reports include; the pupils achievements, general progress and their attendance record. It is also likely to include any areas for development and results of statutory assessments. Parents are able to give their input and have an opportunity for response to the report.

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Annual assessments are carried out. KS1 (Year 2) and KS2 (Year 6) SATS are carried out during the first half of the summer term. Results are then used as a way of tracking progress and attainment for individuals for the projection of results for cohorts of children. It also highlights school trends and informs the SIDP. Assessment data is then reported to parents/carers at parents evenings, SEN reviews and in the child's annual report.

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Termly assessments are done such as the baseline assessment in EYFS, this indicates how a child has shown progression within their learning environment and continues to track their progress termly.

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Weekly assessments are done to track a pupils progress. A table is a good way of showing the learning objective as then pupils names can be written on the table with either colours, numbers or letters to show their understanding of what has been taught to them.

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6d. Give pupils regular feedback, both oralluy and through accurate marking and encourage pupils to respond to the feedback.

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6d. Give pupils regular feedback, both oralluy and through accurate marking and encourage pupils to respond to the feedback.

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6c. Use relevant data to monitor progress, set targets and plan subsequent lessons

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6c. Use relevant data to monitor progress, set targets and plan subsequent lessons

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6b.Make use of formative and summative assessment to secure pupils progress

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6b.Make use of formative and summative assessment to secure pupils progress

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6a. Know and understand how to assess the relevant subject and curriculum areas, including statutory requirements.

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6a. Know and understand how to assess the relevant subject and curriculum areas, including statutory requirements.

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Make accurate and productive use of assessment