ABSTRACT
The school is organised into four phase groups (Early Years, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2), with each phase covering two-year groups. The school had a history of engaging with professional learning, previously being involved with a local authority project called the Raising Achievement Network, which led to the development of their marking policy. The new approaches decided upon were dependent on the needs identified by teachers in each year group, but they all showed the reflective and evaluative approach which the people had been so keen to inculcate in staff. Staff were asked to complete a survey to establish the effect of marking on workload. Teachers were given weekly reflection time; they were encouraged to note down thoughts about positives, negatives, any comments from children or feelings they had. Going whole-school was not without its issues, especially with the differing expectations and abilities of the children involved.
