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RMGS Feedback Policy Update for Parents & Carers

After extensive research and following guidance from the Department for Education and Ofsted, we have reviewed their feedback policy. 

The purpose of our new policy is to make feedback efficient and effective.  Feedback, delivered promptly and acted upon by the student, is an excellent method for developing progress.  However, any feedback delivered but not acted upon by the student is wasted.  We want students to respond to feedback.  We want them to take ownership of their progress.

Ofsted and the Department for Education has stated that detailed written feedback has become “disproportionately valued.”  We have found that students rarely act upon written feedback.  They respond much better to having misconceptions explained to them, models of good answers shared with them and verbal feedback given to individuals who need more support.  This is often much more impactful than a short, written comment in the margin of an exercise book.   We will thus use a variety of feedback strategies to develop student progress.  This will include written commentary, when appropriate.  However, we will also use other strategies that are often more effective.

For clarity, I have outlined the school’s approach to feedback below.

  1.  Feedback is essential.  Books will show evidence of students engaging with feedback.  Students will complete feedback tasks in green pen.  The students should have this as part of their school equipment.     
  2. Rainham Mark Grammar School recognises that departments have varied periods of time to deliver their courses as well as unique subject knowledge and skills to develop.  This is why departments have the autonomy to develop their own feedback strategies that best suit their subject. 
  3. A high standard of professional presentation will be insisted upon by the teacher from the students.  Titles and dates will be underlined and work presented in a professional manner. 
  4. ‘Book looks’ from teachers will play an essential role in maintaining standards and informing future teaching.  Teachers will look through books regularly to identify misconceptions, celebrate successes and address concerns with students’ work.
  5. Departments must be clear in communicating their feedback policy to their students. A student-friendly explanation of the feedback policy will be given to students and discussed with them at the start of the academic year. 
  6. At times, detailed written feedback will certainly be necessary.  It is up to individual departments to decide how much of this there should be and what form it should take.  Longer assessment pieces will have commentary on why the grade was given and how the student could improve.

Attached is a poster outlining Ofsted, the DFE and the Trade Union’s advice on this.

If you have any further questions on this policy, please contact Mr McDowell, Acting Assistant Head Teacher, via email:

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