Progress Schools Tees Valley · Implementation companion
The Lundy Loop Across the Curriculum
Whole-school practice guide · 2026/27 rollout edition
SPACEConditions make response possible
VOICEThe student responds in an appropriate modality
AUDIENCEAn adult genuinely receives the response
INFLUENCEThe response shapes what happens next
One architecture. Three pathways. Four subject dialects. No marking theatre. The policy sets the entitlement; this guide translates it into classroom practice. Feedback is complete only when a student can respond, the response is genuinely received, and it influences the next learning move.
Status and purpose This is an implementation guide, not a replacement policy. Where wording differs, the approved Feedback & Marking Policy 2025/26 (pilot for full rollout in 2026/27), Curriculum Policy 2025/26, safeguarding procedures and qualification requirements take precedence.
Read this document in three layers
Layer
For whom
Purpose
Pages 2–5
Leaders and subject leads
Policy alignment, implementation, QA and workload safeguards.
Pages 6–9
Teachers and support staff
One practical page for each subject family.
Page 10
All staff
Codes, decision rules, safeguarding firewall and quick answers.
Prepared by Matt Roper · Science, Arts & PSHEVersion 2.0 · Draft for leadership review
1 · The non-negotiables — and the flex
The approved policy treats feedback as participation rather than a one-way transaction. The four Lundy elements are sequential: if Space is absent, Voice is impaired; without genuine Audience, R is not earned; without Influence, the cycle has not informed learning.
Non-negotiable
What staff do
What is flexible
Feedback moves learning forward
Make the next learning move clear and usable.
Verbal, written, modelled, digital, peer or practical.
Space comes first
Attend to regulation, relationship, time, communication and cognitive load.
When, where and through whom feedback is re-offered.
Every student has Voice
Provide an accessible way to respond.
Edit, answer, point, sign, demonstrate, re-attempt or short digital capture.
R requires Audience
Read, hear or watch the response and engage with it before adding R.
Audience may be immediate or, for extended work, deliberately deferred.
Response has Influence
Adapt the next question, scaffold, explanation, task, plan or target.
Influence may confirm, deepen, redirect or re-teach; it need not mean instant success.
Important refinement: R is a concept first and a written code second. Live loops may happen many times without being logged. Use the written code where there is a natural record, such as a workbook. In practical or oral learning, the watched and received re-attempt can close the loop without generating paperwork.
Colour rule The approved policy permits an edit on the same page and in the same colour. A school may encourage a contrasting student colour where this helps visibility, but colour is not the entitlement. The response and the adult's Audience are what matter.
The loop is not an isolated marking routine. It is the formative mechanism connecting curriculum intent, classroom implementation and impact.
Curriculum expectation
What the Lundy Loop contributes
Breadth, balance and coherence
Uses one feedback architecture across academic, practical, creative and personal-development learning while preserving subject integrity.
Appropriate teaching and learning styles
Allows the response modality to follow the student's communication, SEND, SEMH and curriculum needs.
Active student participation
Makes the student an active participant in assessment, IEDP review and learning progression rather than the passive recipient of a judgement.
Assessment informs planning
Influence converts formative evidence into adaptation of the next task, lesson, scheme, APDR target, IEDP or EHCP/PfA outcome.
Emerging → Developing → Secure → Exceeding
The loop diagnoses the next move; formal tracking records the broader pattern. Codes must not be mistaken for attainment grades.
The three pathways: entitlement stays constant; support changes
Lundy element
BUILD
GROW
LAUNCH
SPACE
Co-regulation, key adult, visual structure, movement and low-demand entry.
Predictable routine, quiet response time and manageable choices.
Stable routines, clear deadlines and increasingly independent focus.
VOICE
Point, sign, select, repeat, demonstrate, supported or scribed response.
Short edit, verbal explanation, success-criteria check or re-attempt.
Independent edit, structured explanation, redraft or exam-focused response.
AUDIENCE
Adult names and receives what the student communicated; scribing preserves the student's ideas.
Adult checks the change and acknowledges it before R.
Adult evaluates the response against model, criteria or mark scheme before R.
INFLUENCE
Next learning and regulation choice recalibrated.
Next scaffold or task adapted.
Next instruction, redraft, exam plan or destination target adapted.
Progress is not simply WS becoming I. Increasing independence may be valuable, but appropriate support remains an entitlement. Judge progress through knowledge, skill and successful access—not by withdrawing support prematurely.
Aligned to Curriculum Policy 2025/26p.3
3 · Four subject families: translate, do not standardise
Every subject closes the same loop, but not every subject should manufacture the same artefact. Assign the dominant family by the learning episode, not permanently by the timetable label: Science may be book-based during explanation and practical during an investigation.
Family
Typical contexts
Voice
Natural trace
Book-based
English, Maths, written Science/Humanities, exam practice
Corrected re-attempt, performance, safer or more precise action
Usually observation; photo/clip only where evidence already has value
Creative
Art, Music, Drama, Arts Award
Iteration, redraft, second take, reflective annotation
Versions, study sequence, rehearsal or performance capture
Discursive
PSHE/RSHE, RE, Citizenship, tutor time, discussion
Scenario advice, oral reasoning, re-sort, anonymous class question
Understanding artefact only; never personal disclosure content
Hybrid episodes are expected Use the dialect that matches the current learning. A fieldwork session may move from a practical re-attempt to a book-based explanation.
Anti-workload test If the artefact exists only to prove feedback happened, do not create it. Use the learning evidence already produced.
A stronger definition of Influence
Influence does not mean the student must immediately get the answer right. A response that exposes a misconception can close the loop if the adult genuinely receives it and changes the teaching, scaffold or next attempt. The evidence is that the response mattered.
The implementation test: Can the teacher explain what the student did with feedback and what changed next—without producing evidence created solely for the visitor?
Subject integrity with whole-school coherencep.4
4 · QA, moderation and rollout without quota creep
This guide does not replace the approved QA cycle. The policy requires weekly visibility of the loop across core subjects and half-termly triangulated sampling across Lundy's four conditions. Leaders coach the quality of the loop; they do not count comments, stickers or pages.
Next task, explanation, scaffold, scheme adaptation, APDR/IEDP/EHCP link.
No additional weekly tally. A separate “loops closed” count risks becoming a quota and contradicting the workload principle. Use naturally occurring evidence and the approved core-subject/half-termly cycles. Absence caused by attendance, subject frequency or regulation should prompt professional discussion—not automatic non-compliance.
Recommended implementation sequence
Calibrate leaders first: agree examples and non-examples of Audience, Influence and lean capture.
Train through real artefacts: compare a closed page loop, watched practical re-attempt, creative iteration and safe discursive revisit.
Issue one family page per dominant teaching context: retain access to all four for hybrid lessons.
Teach students the language: “How will you respond?” and “What changed next?”
Moderate termly: sample work, digital evidence and accreditation without creating a parallel evidence system.
Review impact: student understanding, usefulness of feedback, progress, accreditation, staff workload and recurring CPD needs.
Coaching prompt: Show or describe one recent loop. Where was Space secured? What was the student's Voice? How did you receive it? What did it influence?
QA judges quality and participation, not volumep.5
The Lundy Loop in Book-Based Learning
Typical contexts: English, Maths, written Science/Humanities, coursework and exam practice.
SPACERegulated, clear task, time to respond—not automatically homework.
VOICEEdit, correct, rework, explain or extend on the page.
AUDIENCEAdult checks and engages with the response before R.
INFLUENCENext question, scaffold, model, teaching or redraft changes.
Practice feature
What good looks like
Next step
One or two precise actions linked to the learning goal, success criteria, accreditation standard or mark scheme.
Response time
Live where possible. Extended writing may use the first 10–15 minutes of the next lesson when re-reading adds value.
R-gate
R only after the adult has checked the response—not merely because writing appears below the prompt.
Evidence
The page, worked example, model, correction or re-attempt is sufficient. A contrasting pupil colour may help but is not mandatory unless locally agreed.
Example NS+ “Use evidence from line 12 to support your inference.” The student adds evidence; the adult reads it, briefly acknowledges the stronger link, adds R, then offers a more demanding inference.
Do not: write lengthy comments no one answers; defer routine correction unnecessarily; use R as a decorative completion mark; correct every SPaG error regardless of the student's needs or lesson purpose.
Quick check: What did the student do with the feedback, how was it received, and what changed next?
SPACERight moment, safe positioning, private where public correction may dysregulate.
VOICEThe next attempt: corrected, safer, more accurate or more controlled.
AUDIENCEAdult watches the re-attempt and responds to what actually happened.
INFLUENCENext attempt, support, equipment, explanation or challenge changes.
Practice feature
What good looks like
Next step
Spoken, specific and actionable: one performance cue at a time.
Response
The re-attempt itself is Voice. It does not need converting into written work.
R-gate
The adult has observed and engaged with the re-attempt. Routine live loops need no separate record.
Lean capture
Photo, short clip or one-line note only when it already supports accreditation, EFL/digital evidence, PfA, progress or safety learning.
Example “Re-take the bearing from the gate and steady the compass before reading.” The student repeats it; the adult watches, checks the method and changes the next route point. No worksheet is required.
Do not: photograph every routine interaction; turn live coaching into retrospective paperwork; record R when the second attempt was not actually observed; interrupt flow merely to create an audit trace.
Quick check: Can the adult describe the feedback, the watched response and the next adaptation?
Family 2 · Practical & Physicalp.7
The Lundy Loop in Creative Learning
Typical contexts: Art, Music, Drama and Arts Award.
SPACEFeedback on the work and process, sensitively timed so it supports rather than kills flow.
VOICENext study, redraft, take, rehearsal or reflective annotation.
AUDIENCEAdult compares versions and names what changed.
INFLUENCECraft, decision-making, process or next experiment develops.
Practice feature
What good looks like
Feedback target
Craft, technique, intention, process or criteria—not the student's identity, taste or personal style.
Voice
Visible iteration or a student's own explanation of a deliberate creative choice.
Audience
The adult engages with the new version in relation to the earlier version, intention or criteria.
Evidence
Sketchbook sequence, drafts, takes, rehearsal capture or Arts Award evidence already produced.
Example “In the next study, increase the tonal range around the focal point.” The pupil experiments; the teacher compares both studies and asks the pupil which change best supports the intended focus. The next study follows that decision.
Do not: grade personal expression as taste; require written annotation when a performance or demonstration is the more valid response; treat any second version as improvement without genuinely reviewing it.
Quick check: Is development visible, received and connected to a purposeful next creative decision?
Family 3 · Creativep.8
The Lundy Loop in Discursive Learning
Typical contexts: PSHE/RSHE, RE, Citizenship, tutor time and discussion-rich Humanities.
SPACEDistancing, scenarios, right to pass, anonymous class questions; no forced personal disclosure.
VOICEReasoning, scenario advice, card sort, revisit or anonymous question.
AUDIENCEAdult hears the full answer, reads the revisit or answers the class box.
INFLUENCEMisconception, question or reasoning shapes the next explanation or session.
Practice feature
What good looks like
Distance
Ask what a character could do, not what the student has personally experienced.
Anonymous Voice
Question boxes close at class level and remain deliberately untraceable.
R-gate
Use individual R only for a safe learning response genuinely received. Do not attach R to anonymous contributions.
Disclosure firewall If Voice becomes a safeguarding disclosure, the feedback process stops. Do not add a next-step prompt, photograph it, upload it as learning evidence or investigate. Listen, do not promise confidentiality, and follow the school's safeguarding/DSL procedure immediately. If unsure, treat it as a disclosure.
Example A student improves advice to a fictional character by adding a trusted adult and a relevant support route. The teacher receives the reasoning and adapts the next scenario to test when emergency help is needed.
Quick check: Did we loop the learning without eliciting, recording or auditing the student's private life?
Family 4 · Discursivep.9
5 · Shared reference: codes, decisions and boundaries
Code
Meaning
Use with discipline
VF
Verbal feedback given
Useful where a natural written trace exists; verbal feedback does not always need recording.
WS
Worked with support
Includes supported communication and scribing. It describes access, not low aspiration.
I
Independent
Use accurately; independence is not achieved by removing necessary reasonable adjustments.
NS+
One specific next step
Written, spoken or modelled; linked to learning, criteria or safe practice.
//
Self-edit point
Builds reflection and independent review where developmentally appropriate.
?
Read/check this back
Invites re-encounter with the work; it is not a vague symbol for “wrong”.
R
Responded; Audience occurred
The only closure code. Add only after the adult genuinely receives the response.
E
Evidence on EFL/digital app
Use for purposeful wider-curriculum capture already required; never as an excuse for duplication.
Five fast decisions
Is the student able to respond now? If not, repair Space and re-offer appropriately.
What response modality preserves entitlement with the least unnecessary load?
Has an adult actually received it? If not, do not add R.
What changed? Work, question, explanation, scaffold, planning or target may change.
Does this require capture? Capture only if it has curriculum, qualification, PfA, safeguarding-compliant or agreed digital evidence value.
Refusal Treat refusal as information about regulation, communication, demand, timing or relationship. Re-offer; monitor patterns through appropriate planning processes.
Teaching assistants TAs can create Space, support or scribe Voice and provide Audience. The student's meaning must remain theirs, and significant learning should inform the teacher's next decision.
Version-control items for leadership decision Confirm the local name of the digital platform (the policy heading says “Digital App Lean Capture” while the body uses EFL); confirm whether contrasting student colour is encouraged but optional; and publish this as an implementation companion beneath the approved policies.