Rebecca O’Reilly is a part-time teacher in a Year 3 inner-London Primary school and carried out this research in her own class in 2014. As a busy teacher, and mother to a toddler, Rebecca wanted the time consuming process of ‘next step marking’ to have as much impact on learning gains as possible, and therefore researched this within her own practice. The research trialled a success and improvement next step marking strategy in Literacy for a class of Year 3 children. The children’s perceptions of current and trialled next step marking comments were examined through questionnaires and videoed group interviews. Themes from the children’s responses were explored including perceptions of approval and disapproval, self-efficacy, ability and goal orientation.