Homework
We believe homework consolidates and reinforces skills and understanding in Maths, English and other curriculum areas, helps raise the level of achievement of individual pupils, provides opportunities for parents and children to work together and, thereby, fostering an effective partnership between home and school.
We value the support of parents/carers and we believe that this policy will be successful if there is a strong partnership between home and school which is reflected in the Home-School Agreement.
We recognise that all children need leisure time and hope that our policy reflects a balance so children can extend and consolidate their learning with parental support while still allowing ‘down time.’
We realise that through this Homework Policy, we are helping parents and carers to create good learning habits in all pupils so that they can be successful in the homework and self-study expectations at most secondary schools and be lifelong learners.
Infant School
Homework at the infant school will mainly consist of activities that can be done at home and will allow parents to work with their child, without the need for written/recorded evidence to be handed in at school. We understand that many children and parents like to present written work after the week and if this is the case this homework will be accepted and examined by the class teacher. On many occasions the children will be allowed to ‘share’ their homework with the class. The school does ask that the parents fill in the reading record so that there is an accurate record of reading done at home.
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Early Years Homework in Foundation will include a selection of the following: · Rhino Readers · Reading with an adult as much as possible. · Phonics or maths activities · Learning tricky words There may be some homework regarding any projects that might be taking place in Early Years. |
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Year 1 Homework in year 1 will include a selection of the following: -Rhino Readers - Reading with an adult as much as possible - Homework (Topic / English / Maths) each week which should take approximately 20 minutes to complete. - Spellings / phonics / common exception words
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Year 2 Homework in year 2 will include a selection of the following: · Bug Club · Reading with an adult as much as possible · Maths activities based on the work done during the week. · Times Tables Rock Stars 3 times a week. The expectation is that most children will have learnt their 10x, 2x and 5x multiplication facts for recall in a random order by the time they leave Year 2. · Spelling/Grammar homework based on the curriculum spelling patterns or common exception words. · Some homework may be connected to the topic for that term. |
Junior School
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All year groups: · Reading with an adult, or independently, at least three times a week. Title and page numbers need to be recorded in the home-school diary by an adult, or in Year 6, by the child themselves. · Spelling activities from the school spelling scheme. · A maths based activity will be set · Times Tables Rock Stars three times a week. The expectations are: 1. By the time they leave Year 3, that most children will have learnt their 3x, 4x and 8x multiplication facts for recall in a random order. 2. By the time they leave Year 4, most children will have learnt all of the multiplication and associated division facts up to 12 x 12 in under 6 seconds by May, in line with the Government’s recommendations. 3. In Year 5 and Year 6, children are still expected to practise their times tables on TTRS 3 times each week to increase their speed of recall to under 3 seconds to free up their working memory for processing more complex calculations.
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The Governing Body has:
- delegated powers and responsibilities to the Policies Committee and to the Headteacher to oversee the development of this policy;
- responsibility for the effective implementation, monitoring and evaluation of this policy
Role of the Headteacher
The Headteacher will:
- promote this policy by raising its status and importance;
- ensure that homework is built into teachers’ planning;
- provide supportive guidance for parents;
- keep up to date with new developments with regard to homework;
- monitor and evaluate this policy
Role of the Teacher
Teachers must:
- integrate homework into their planning;
- set interesting tasks or activities;
- set homework appropriate to each child;
- explain when, what and how the work is to be done
- explain when and how to hand their work in.
Role of Parents/Carers
Parents/carers are asked to:
- support their child with homework as set by the school;
- praise the value of homework to their children;
- provide a suitable space in their home where their children can concentrate on their homework;
- establish a homework routine;
- provide materials pens, pencils etc.;
- go through the homework before their child starts and discuss the completed work when finished;
- make the experience pleasurable;
- find time to work with their child or be at hand if a problem arises; discuss, encourage and praise their child’s efforts;
- contact the school if they are not sure of some aspect of the homework or if their child is experiencing difficulties in doing it;
- contribute to school evaluation so the school can monitor and evaluate its effectiveness
Role of Children
Children are asked to:
- have a go at all the homework and complete as much as they can;
- listen carefully in class to make sure they understand what is asked of them;
- Hand in their homework on time when requested by the teacher.
Types of Homework
All homework tasks and activities are designed to consolidate and reinforce skills and understanding in Maths and English and enhance cross curricular learning.
Feedback
All children receive feedback on their homework in a variety of forms such as:
- verbal
- written
- class discussion or class sharing
- praise and recognition including Dojo points.
Parents are asked to:
- give teachers any feedback they feel might be useful;
- encourage their children to talk about the feedback they have received;
- contact the school if they have any concerns
Monitoring the Effectiveness of the Policy
The effectiveness of this policy will be reviewed annually or when the need arises, and the necessary recommendations for improvement will be made to the governors.
Headteacher: Dawne Hunt
Date: 5.2.25
Reviewed and edited by Zoe Baxter
5.2.25
DFE Passport for children's learning
Activity Passport
Very recently, the Department for Education (DfE) have issued an ‘Activity Passport’ for schools and parents. The DfE states ‘Giving young people the opportunity to try new things and develop new skills can be hugely beneficial. It can help children to grow in confidence, expand their understanding of the world around them, or introduce a hobby or passion that could last for years to come. This is why the Department for Education have published this passport of enrichment activities. Whether you are developing something from scratch or want to refresh your current approach, this passport is there to offer ideas and inspiration’