Resource

Resource

Teacher Feedback to Improve Pupil Learning

Area of need

Area of Need
Sub Area of Need
Removing barriers to

Whole School SEND

Focus Area
Assessment and Early Identification
Effective provision factor
Teachers give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
Best Practice Recommendation
Feedback is timed: Teachers consider the characteristics of the task set, the individual, and the collective understanding of the class
to judge whether more immediate or delayed feedback is required. Feedback focuses on moving learning forward, targeting the specific
learning gaps that children or young people have. Teachers avoid feedback that focuses on personal characteristics, or that offers
only general and vague remarks.
How to use

All school leaders understand the importance of providing meaningful feedback. Done well, it supports pupil progress, building learning, addressing misunderstandings, and thereby closing the gap between where a pupil is and where the teacher wants them to be.

Link to resources
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/feedback
Link to resources instructions
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Stage
Early Years Primary Secondary Post 16
Pricing
Free
Link to evidence

Targeted Services

Specialist inclusion team
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