The purpose of this policy is to provide guidance for teachers, parents and pupils in the provision of homework to enable children to assume ownership for their own learning.
For the purpose of this policy the term homework refers to any work or activities which pupils are asked to do outside of lesson time, either on their own or with the support of parents or carers.
To be effective, homework needs to be part of a wider partnership between parents and the school. It will meet part of the School’s agreement to “provide a broad and balanced curriculum, open to all children, who will be supported in their learning according to their needs.” Also within the parents Agreement, which all parents sign there is a statement “we will help our children complete any homework task that is set.”
The purpose of homework
The purpose of this policy is
- To develop an effective partnership between the school and the home in supporting the aims of the school.
- To consolidate and reinforce skills and understanding, with particular reference to literacy and numeracy.
- To exploit all kinds of resources for learning within the home.
- To extend the learning opportunities
- To encourage pupils over a period of time to develop the confidence and self-discipline needed to study on their own in preparation for the secondary phase of their education.
- To provide over a period of time increasing opportunities for pupils to develop the skills of independent learning and assuming responsibility for their own learning.
The role of parent/carers is vital to the success of this policy for individual pupils. With the co-operation of adults within the family group on a regular basis the strategy will be effective in helping to raise achievement.
The main focus of homework should be on literacy and numeracy. Science and other subjects can be included within the strategy as the pupils move through the school, but the initial focus is on numeracy and literacy.
Homework should consist of a range of activities and should not be seen as just formal exercises carried out by children without the help from adults. Both the literacy and numeracy frameworks offer further advice regarding homework activities. Suitable homework activities could include:
- Parent/carers reading to or with the child as well as hearing them read.
- Other related literacy activities, i.e. spelling or practising correct punctuation
- Number games and tasks as well as more formal exercises for older pupils
- Regular visits to the library to either select leisure materials or to enable research in connection with a topic/project.
As the child develops, a greater emphasis should be placed on:
- Researching information
- Reading in advance as preparation for a lesson
- Preparation for oral presentations
- More traditional written assignments.
- Practical numeracy tasks, e.g. measuring, mental calculation, collecting information.
- Develop knowledge of the vocabulary of literacy, numeracy and science.
Recommended time allocation
Reception – Reading 5-10 minutes a day, Spellings – (key words – cvc words- Summer term)
Year 1 + 2 – Reading / Spellings -10 minutes a day activities to include reading, spelling; 20 minutes a week. literacy and numeracy work.
Year 3 + 4 – Reading / Spellings- 10 minutes a day ; 40 minutes – 1 hour week-Activities to include literacy and numeracy work with occasional assignments in other areas.
Year 5 + 6 – Reading 15-20 minutes a day; 1.5 – 2.5 hours a week – Regular weekly schedule with continued emphasis on literacy and numeracy but also ranging widely over the curriculum.
- When homework other than reading is set, pupils still need to include the daily reading routine, reading either to themselves or to others.
- When setting homework tasks the teacher will try to ensure that it is manageable within the given time for both the pupil and the parent/carer.
- Teachers will be responsible for the allocation of homework tasks and should ensure that they follow a regular pattern.
- Teacher may allow more than one evening for some homework to be completed, thus allowing for children who undertake other after school activities or time for information collection.
The role of parents/carers in supporting pupils
It is the school’s expectation that:
- All parents will support the homework policy.
- Wherever possible parents will provide a reasonably peaceful, suitable place in which pupils can do their homework or help pupils to attend other places where homework can be done.
- Parents will make it clear that they value homework and support the school in explaining how it can help in their child’s learning.
- Parents will encourage their children and praise them.
Pupils may wish to do appropriate homework on a computer at home. Children who do not have access to a home computer should not be disadvantaged. When necessary, arrangements will be made to have access to a school computer during break time.
Feedback for pupils from parent/carers and teachers
It is important that the pupils receive feedback on the tasks that they have undertaken as part of homework. The nature of this feedback will vary on the task set but teachers will not be expected to provide written responses to all the written tasks undertaken by the pupils. Appropriate feedback, which helps to maintain pupil’s motivation, could include:
- Instant feedback from the adult working with the child at home. (E.g. the correction of pupil’s reading).
- Oral comments during class work. (Discussion work based on set homework.)
- Test results for spelling or tables.
- Self marking of assignments or reviewing their work in small groups.
- Recognition of pupils’ achievement by rewarding them with merit stickers and when appropriate through the Award of the Week.
Special Educational Needs
Whilst every effort should be taken for pupils to do as much in common with their peers, it may be appropriate for them to have additional tasks as outlined in their I.E.P. and agreed between the SENco and class teacher.
This policy should be read in accordance with our overarching statement on equality, diversity & community cohesion policy.