 As you work, it's there online as life, and the first week of us using it in September, you can see staff start to collaborate on the same presentation, the kids too, it's just superb. So if you're not using Google, I would highly advocate it for you. You can see on this document, you haven't got it on your chief paper, but the blue hyperlinks lead to information behind, so examples of or photos of and things like that. We hope that the one page summary will be in fashion displays, it will be in our teacher banners, and the staff will know it. Not our students necessarily, but our staff. And again, I want to emphasise that we don't want everyone to do the same model, we want to have some consistency to help raise standards. We introduced an MER cycle, it was unloaded in the school, but it's more important to study the workflow and the workload so staff knew what would come in in terms of trying to improve the things that we did. So that's on my blog if you want to grab a copy, but in terms of mark, here's the first section of the mark policy. Secure overview, teachers knowing their data inside out, okay, the student progress, formative, so we introduced the yellow box, again it doesn't have to be yellow, it's just a mechanism for direct feedback in student books. And it allows the teachers, I'll show you some examples, it allows the teachers just to focus on one aspect of the work rather than marking everything. Marking should be regular, before we edited this it said 6 and 12 and all different numbers if you're an art teacher versus a maths teacher because you show the students a different answer time. So we just change it, regular, that's it. If marking's not happening then it's not regular. How you define that is up to the curriculum, it's proportionate to the curriculum time. Then the marking code. Now on a recent work sample which I'll show you, we found that the marking code is still developing. And again we're not going to beat the teachers under stick, we want teachers to mark books but more importantly we want students to act in the feedback that they receive. So a reminder about marking, at a feedback we know if it's meaningful, sophisticated, aid, progress significantly. And Mary, my brilliant, high quality, my top loads of tips, fewer things done really well. I only looked at the books a couple of weeks ago, a new marking policy and still I've got teachers just ticking, ticking, ticking, ticking, absolutely wasting their time and no value to the student whatsoever. So it's just best not to do. Ofsted does not expect to see a frequency. Ofsted does not expect unnecessary written dialogue. I've written about verbal feedback stamps, they might work for you, my opinion, I don't think they work, verbal feedback should be verbal. You should be stamped and booked to prove something for someone else.