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06/12/24

When a member of the public sends in an email about your year 6 cohort: "HelloI’m just at Hever Castle with my four year old and saw your school are here on a visit. Although there were a lot of your pupils in the play castle who are all a lot bigger than my child, she came out

06/12/24

saying how friendly they were to her. She said ‘they let me go first on the slide, even though it wasn’t my turn’. I wanted to feed this back to you. Have a lovely weekend."

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06/12/24

This week, we celebrate the achievements of our students recognised at the school assembly for exemplifying Respect, Responsibility, and Resilience. Their dedication sets a wonderful example for peers, and we are proud of their impact. Congratulations to all! https://t.co/T2h5eFGWUG

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29/11/24

🎉🥳⭐ This week, we come together to celebrate the remarkable achievements of our children who have been recognised in our recognition assembly. Congratulations to all the young achievers! Keep up the fantastic work! ⭐ 🥳 🎉 https://t.co/eT0z8Knomy

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28/11/24

A big thank you to for their fantastic performance of Scroogical at LPA yesterday. The children loved it! https://t.co/ZP7iS6b0CK

13/11/24

Thank you to all of the parents and carers who attended our Phonics Workshop today and our Open Classroom event. It was evident that the children loved showing you their books and how hard they have been working this year. We hope you all have a lovely evening.

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13/11/24

⭐ Join us for an exciting open evening at LPA ⭐ Considering enrolling your child in Reception in 2025? Discover what makes our school special, explore facilities, meet staff, and learn about our curriculum. Don't miss this chance to see how we nurture a love for learning. https://t.co/E8KA7y6341

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13/11/24

Year 3 have been learning about human and physical features in Geography. Today, Willow class went on a walk to indentify these features in the local area. The children applied the knowledge and skills they have learnt in school to help their field work, and had a fantastic time! https://t.co/VkevOhy8jg

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13/11/24

Each morning, select children participate in "sensory circuits," a series of activities designed for sensory integration. These exercises help children reach the ideal alertness for learning. Our dedicated team ensures every child is ready to learn. Well done all! https://t.co/vSWS9fmuUb

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13/11/24

We're thrilled to announce that our Key Stage 1 playground has a fantastic new addition—a climbing frame! The children have been absolutely loving it since returning from half-term, and it's wonderful to see their excitement and energy as they climb and play. pic.twitter.com/LZJVC2dRJs

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09/10/24

🌟Celebrating Our Stars! 🌟 On Friday, we had a wonderful assembly recognising the outstanding achievements of our amazing students. 🎉 As a special treat, our award winners enjoyed a delightful hot chocolate session with Mrs. Green! ☕✨ https://t.co/dzSLQi8gfh

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30/09/24

Celebrating our wonderful students who earned their this week with a special hot chocolate treat! ���️ 🎉 They enjoyed whipped cream, sprinkles and marshmallows with Mrs. Green as reward for showing outstanding effort. Well done everyone! https://t.co/5izVb7SMDq

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23/09/24

A huge congratulations to the amazing children who were “recognised” this week by their teachers! We hope you enjoyed the hot chocolate! https://t.co/HzGjBnZnFE

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16/05/24

🌊 Over the last two weeks, Year 4 pupils have been creating models of a river to show all its features that they have been learning about.♻️ The children had to bring in recyclable items and use these to create their designs. pic.twitter.com/GJRL2r5Asp

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10/05/24

🕳️ Year 5 furthered their knowledge and understanding of their current reading material by recreating a scene from 'Holes' by Louis Sacher🦎 Holes is a captivating novel that tells the story of a boy who is sent to a detention center and forced to dig holes. pic.twitter.com/uMz3qKtyUm

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01/05/24

🌊 Year 5 had the opportunity to go to Frinton-on-Sea as part of their Geography Topic 'Oceans Matter'. 📋 They created art work using natural resources to promote protecting our oceans and communicated with members of the public by completing questionnaires to collect data. https://t.co/ZaoOtiPtys

08/03/24

On we’re celebrating Wendy Green 🙌 Deputy Headteacher at Little Parndon Primary ❤️#IWD2024 pic.twitter.com/qXOoKDxiL8

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08/03/24

On we’re celebrating Wendy Green 🙌 Deputy Headteacher at Little Parndon Primary ❤️#IWD2024 pic.twitter.com/qXOoKDxiL8

08/03/24

On we’re celebrating Daisy Selvon 🙌 Year 1DS Teacher, Year 1 Phase Leader, Year 1 & KS1 English Lead and Music Lead ❤️#IWD2024 pic.twitter.com/7iYADRpOah

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08/03/24

On we’re celebrating Daisy Selvon 🙌 Year 1DS Teacher, Year 1 Phase Leader, Year 1 & KS1 English Lead and Music Lead ❤️#IWD2024 pic.twitter.com/7iYADRpOah

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Feedback

At Little Parndon Primary Academy, we recognise the importance of feedback as part of the teaching & learning cycle and aim to maximise the effectiveness of its use in practice. Our feedback approach is underpinned by our values, mission, drivers and the latest research surrounding effective feedback, metacognition and cognitive load. We are mindful also of the workload implications for staff.  

How our feedback policy was developed and the research behind it. 

Our primary focus for our policy was the impact of the feedback: has it caused thinking to take place? When considering the impact, we took into account research, the age of our children and the demographic of our school.  

Using the work of Dylan Williams, Tom Sherrington, John Hattie, Valerie J. Shute, Kate Jones, Siobhan Leahy, Michael Chiles, Ben Fuller and the Education Endowment Foundation (EEF), we have created a feedback policy that follows the best of what is known around feedback but also incorporates our values, mission and our key drivers of Mastery, Autonomy and Purpose (Daniel H Pink – Drive).  

“When we elicit evidence about what our students have actually learned, we frequently find out it is not what we wanted them to learn; therefore, we need to provide feedback to get the learners back on track” (William and Leahy 2015). This statement alone, highlights the fact that feedback is a vital part of formative assessment, we train our staff to ensure that our feedback redirects learners to what is important and needs to be learnt. 

“The only thing that matters about feedback is the reaction of the recipient. That’s it. Feedback – no matter how well designed – that the student does not act upon is a waste of time” (William and Leahy 2015). William and Leahy also highlight how giving and receiving feedback can be very emotive and personal; we actively teach our students and staff to develop a growth mind-set to support them with welcoming and embracing feedback. This aligns with our mission “Shaping futures through education.” Our staff and students believe that everyone can better themselves and improve, the way to do this is to act upon feedback. 

“Feedback studies tend to show very high effects on learning. However, it is also a very high range of effects and some studies show that feedback can have negative effects and make things worse. It is therefore important to understand the potential benefits and the possible limitations of feedback as a teaching and learning approach.” (Education Endowment Foundation 2018). With this in mind, we follow the notion that all feedback is granular, clear, specific and actionable. 

“It’s important to note that feedback might need to look different according to the learner. So let’s not worry unduly about consistency in terms of what things look like. School policy can, and should, dictate consistency in terms of the principles to which all staff are expected to adhere, but should allow the flexibility for teachers to use their professional knowledge of the child and give the feedback that is going to be of greatest benefit to that individual at that point in time.” Ben Fuller (2022). This aligns with our driver ‘Autonomy’ and equally works as a blurb for our policy. We trust our teacher’s knowledge and judgements of their children and we support and train them to deliver effective feedback at the appropriate moment.  

“The simple truth is that the most effective feedback is just feedback that our students actually use in improving their own learning.” (William and Leahy 2015). Taking this into account, we ensured that our feedback policy was simple and effective. 

We considered four areas to feedback following the work of Michael Chiles and Valerie Shute. 

 

Time Appropriate 

Feedback should be an ongoing process, not something that is time bound to a straitjacket policy implemented by school leaders. Feedback should be delivered in a timely manner. The research points towards applying a delayed feedback approach for encouraging the transfer of learning, while immediate feedback for developing procedural skills. 

Culture 

We aim to establish an effective culture where students want to embrace the feedback given. No matter how skilful the person is at delivering the feedback, if the person is not willing to listen and absorb the feedback then it will not support learning and, in turn, improvement. Our teachers take time to create a feedback pull by establishing positive relationships with our pupils so that they want to engage with feedback because they know it will help them to improve. We also ensure that our feedback is delivered with respect and kindness. 

The Goldilocks principle 

Our teachers create conditions where feedback is welcomed by not overwhelming students. If there is too much feedback or it lacks clarity, the next steps can seem unachievable and lead to people pushing back. The feedback provided should be granular, razor-sharp and specific so that the receiver, the pupil or the staff member, knows exactly how to improve. It should be clearly linked to the original intentions. They need to feel that the next steps are within their grasp. This, in turn, will make them want to continue to receive more feedback in the future. 

Involve everyone 

We involve students in the feedback process to support their ability to be able to assess themselves. We create opportunities that build an understanding of their own work through guided feedback. After all, it is only the pupil who can make the necessary changes to their classwork to bring about improvement in learning and, in turn, their performance. We take the time to explicitly teach pupils metacognitive strategies, model our thinking, as well as teaching students how to manage their learning independently.

 

Please see below for our feedback policy.

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