All teachers had celebrated mistakes and created a safe culture. All had used anonymous examples of student work for mid lesson learning stops and students were more honest because of the anonymity. They have a better idea of excellence and what it looks like. They are taking more pride and responsibility for their improvements.
Cooperative feedback had been very successful and meant teachers did not have to mark. Students made much more feedback. They gave very specific feedback to each other related to the success criteria and teachers witnessed fantastic conversations. With low sets teachers modelled the cooperative feedback process with similar impact.
Teachers found it very difficult to reduce the marking as it is the school policy to write next steps. These teachers are giving feedback in lesson and marking afterwards.
Modelling in silence on the board had been effective, with students being more attentive and more consciously aware of their learning.