You are here:

Last reviewed on 8 September 2017
Ref: 33951
School types: All · School phases: All

Meaningful feedback that improves pupils’ work does not have to be written. However, many school leaders are still telling us that they are struggling with reducing marking workload in their school. To help, we've put together this mythbuster to help you work out what you don't have to worry about.

Contents

 

Myth Fact Ofsted expects to see a certain frequency of marking in books. Ofsted does not expect to see any specific frequency, type or volume of marking and feedback. Ofsted expects teachers to record verbal feedback on pupils’ work. While inspectors will consider how written and oral feedback is used to promote learning, Ofsted does not expect to see written records of oral feedback provided to pupils by teachers. If inspectors identify marking as an area for improvement, it means that teachers’ workload will increase. Ofsted explains that if marking is seen as an area for improvement it will pay “careful attention” to the way that recommendations are made to ensure that this does not result in unnecessary workload for teachers. Teachers are expected to deep mark pupils’ work. Deep marking has not been set as a requirement by Ofsted or any government policy. The Teachers’ Standards state that teachers must “give pupils regular feedback, both

More from The Key

KSG_Graphic_3x1_5_600x900.jpg

Bitesize training with a big impact

Our on-demand training has your whole board covered and lets them learn at a time and pace that suits them.

Help your new governors hit the ground running with our expertly-designed induction training, and our role-specific courses support your link governors develop key skills and confidence in their role.

Illustration_INSET_ads_cut.original.jpg

New eLearning: DSL refresher training

Your DSL’s training should be refreshed at least once every 2 years. 

Designed in collaboration with safeguarding experts, our 2.5 hour online refresher training course reminds DSLs how to put their knowledge into practice, with in-depth, real-world scenarios.

 

The Key has taken great care in publishing this article. However, some of the article's content and information may come from or link to third party sources whose quality, relevance, accuracy, completeness, currency and reliability we do not guarantee. Accordingly, we will not be held liable for any use of or reliance placed on this article's content or the links or downloads it provides. This article may contain information sourced from public sector bodies and licensed under the Open Government Licence v3.0.