In this episode, Claire meets with James Holmes, owner and developer of MarkMate: a software-based marking system that enables teachers to significantly reduce the time they spend marking by enabling them to quickly give high-quality feedback on their pupils’ work.
Claire talks with James about his journey from starting out as a Year 1 teacher, through to working in Key Stages 2 and 3, and how the excessive demands on time for marking prompted James to develop his new system. James discusses how, without an I.T. background, he self-taught the programming skills he now has, and how his revolutionary new software featured on the BBC’s Dragons’ Den show.
James also discusses the wider implications of the current drive within schools to improve workloads by changing marking processes – including schools that are looking at removing it entirely.
In addition, James shares his thoughts on other ways he feels schools could improve workloads and work/life balance, the biggest changes he has seen in his time in education, and what the school system could look at to improve for the future. 
KEY TAKEAWAYS

If you’re interested in it, anyone can learn programming skills.While technology – and in particular programming – can seem scary or confusing for those who do not have a background in the area, if you have the time and the drive to get into this field, there is a wealth of resources and support out there, and anyone can self-teach themselves.
Technology can enhance all kinds of things.Although there has been a big drive to give computing a higher profile in the classroom, it has started to take more of a backseat again. However, the benefits of teaching children about technology and programming go way beyond the computing curriculum. Children can pick up and develop a wide range of skills which can be applied much more widely and are not necessarily linked to technology, such as logical thinking and considered approaches to problem-solving.
Exposure of ideas will help get them ‘out there’.For any teachers (or entrepreneurs in any field) who have developed a revolutionary idea, it can be really hard to get your idea to ‘take off’. Getting your idea out there and showcased can make a huge difference.
Teachers are being given more trust now than they have for quite a while.While teachers might say that it still feels as though there is a significant hill yet to climb, schools do seem to be giving more scope for trying things out in the classroom, even if it doesn’t end up working. A big difference now is that an increasing number of educational leaders will listen to those ‘on the ground’ about what works and what doesn’t, and what could work.
Engaging pupils with marking, and making feedback as personalised and specific as possible, can encourage and motivate pupils.Marking with little or no engagement by pupils is not time well spent for teachers. Having a system which allows teachers to give useful, personalised and worthwhile feedback, and then allowing pupils time to do something with it, will see gains in learning. Pupils will be much more motivated to improve their work where they feel that it has been valued, and where they can see a benefit to following up on comments and suggestions.
There could be a danger that ‘no marking’ policies might end up working to the detriment of pupil progress.Although there is definitely a place for on-the-spot verbal feedback, classroom conversations and one-to-one discussions about work, it is really hard for teachers to do this effectively with a significant number of pupils and for these approaches to have the desired impact. Teachers do work very hard to move children on, but there is a concern that ‘no marking’ policies might end up reducing pupils’ engagement with their work where they feel it is not valued or worthy of effort. James believes that MarkMate helps maintain a ‘conversational’ feel to marking which keeps pupils engaged, but also keeps teachers’ workloads to a minimum.
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