In order to progress and succeed, children need constant and supportive feedback on their learning. Adults working in schools and settings need to give both oral and written feedback that helps children understand how to take ownership and control of their own learning and progress.

Children benefit from feedback on their curricular learning as well the academic language they used to show their learning.

Language, especially incidental talk while children are working, gives strong messages. Feedback when children are finding a task difficult - such as 'I know you are having difficulty with this. Don't worry; I'm going to help you' - helps children to become less afraid to make mistakes and more able to admit their difficulties, and raises self-esteem.

Assessment for learning involves creating an ethos in a school or setting where talk and dialogue about learning are central to the day-to-day work of the school. Children will then be more willing to articulate their own successes or areas for improvement, and will also give feedback to teachers and each other more readily.