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Homework Policy for Parents in UK

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catherine oseyi okosun Chidebelu
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16 views4 pages

Homework Policy for Parents in UK

Uploaded by

catherine oseyi okosun Chidebelu
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

HOMEWORK POLICY

Rationale

We believe that homework is an essential part of pupils’ learning. In line with


National Curriculum requirements, homework is set, and children are
encouraged to, and expected to establish good homework habits from the
beginning of their school life.

Homework is set regularly as a means of reinforcing and extending learning


Homework is differentiated to meet the needs of individual pupils
Homework should be understood by pupils and parents, and not be seen as
an arduous task
Definition
Homework is defined as work set by the teacher to be done at home, either
by the child alone or with the support of an older sibling, parent or carer. Our
focus for homework will be Mathematics, English and Science, with
occasional tasks to extend and enhance learning across the curriculum.

Homework will involve some or all the following activities:

Reading: independent, shared or paired reading, with possible activities to


reinforce comprehension and understanding of texts as children progress
through school.
Spellings and vocabulary extension: learning sounds and spellings; activities
to apply spelling rules and patterns to extended tasks.
Research an aspect of the curriculum as preparation for, extension to,
consolidation, or follow-up to work carried out in class.
Learning number facts and practice calculation, including problem-solving
(multiplication tables, number bonds, etc..).

Entitlement
All children are entitled to have homework set by their teacher which is
matched to their ability and needs. Parents are entitled to share in the
learning of their child.

Aims
Through the provision of a variety of activities and approaches to homework,
we aim to:
raise standards in all curriculum areas but fundamental skills in Mathematics,
English and science create a sound partnership between parents and
teachers about children’s learnin
consolidate/reinforce pupils’ skills, knowledge and understanding of work
covered in class
improve pupils’ attitudes to learning and independent learning skill

In setting and marking homework, teachers will:


give reasonable time for its completion (including time to complete tasks if
homework is not returned)
match tasks to time and as far as possible to the abilities of the children
ensure homework is marked in line with the school’s marking policy provide
feedback to children on their progress
Parents will: be given feedback on how children are doing with homework
through marking, during parents’ meetings and in annual reports.
Homework is an important part of the curriculum for pupils, and in line with
National Curriculum of England guidance we provide regular homework for
pupils in all year groups.

We aim to vary the approach to homework according to the age and learning
needs of the child and we cannot emphasise too strongly the importance of
parents working with their child to ensure homework is completed.

Why do we set homework?


Homework enables children to practice, and extend skills learned in the
classroom and gives the pupils a chance to undertake research and
additional learning, as required. It involves parents (and other adults) in the
children’s work, and we believe that homework encourages and improves
independent learning.
How can parents help? There are many ways you can help:
Ask the children questions about what they are learning at school (talking
helps everyone understand things clearly).
Play word and number games to consolidate early learning of letter sounds,
common vocabulary and number bonds.
Spend a little time, regularly, listening to your child read and discussing the
books they have brought home. Inspire your child to read words and books
regularly (show them how important words are).
Assist them in writing letters how they are taught at school starting at the
correct point.
Test what should be learned e.g. spelling, tables, number facts etc.
Read what your child has written, and talk to them about their writing: Does
it make sense? Is it correctly punctuated, etc.? Is writing neat and accurate?
Have they used exciting words?
Encourage your child to check over his/her work.
Help your child find out additional facts, e.g. by visiting the library or
researching on the Internet.
Teachers will ask children to complete homework in school if it is not handed
in.
Time set aside for homework should be respected by the rest of the family.
Try to make sure it becomes part of your child’s daily routine.
Encourage your child to establish a homework routine which best suits them,
e.g. not when they are becoming tired, etc.

For younger children little and often is best – 10-15 minutes daily is a good
habit. As children become older they should be encouraged to sustain their
concentration for longer periods and to work with increasing independence.
For example, it would be beneficial to get children into the habit of reading
every evening; time spent on reading should range from approximately 10
minutes in Key Stage 1 and up to 30 minutes in Key Stage 2. We appreciate
this isn’t always possible every day but a minimum of 3-4 times a week
should be encouraged.

If a child struggles with an activity, try to avoid becoming anxious about it


and approach your child’s teacher as soon as you can. They will spend more
time explaining the task to help you and your child.
What sort of homework should I expect from my child?
Children will bring home reading books three. Please ensure these are
returned when requested. In addition, children will be given tasks to support
learning in literacy and numeracy lessons, and occasionally to extend
learning in other subject areas.

Homework tasks will depend on the age and ability of children, but in general
terms, the following can be expected:

Reception

Reading – When children are ready, they will bring their reading books home
daily along with reading record books so that you can share comments on
progress and enjoyment with school staff

learning journey books

Year 1/ 2 30 minutes a day Maths, daily reading,


Weekly Spelling practice
and 2 other pieces of
homework
Year 3/4 45 minutes a day Maths, daily reading,
Weekly Spelling practice
and 3 other pieces of
homework
Year 5/6 1 hour a day Maths, daily reading,
Weekly Spelling practice
and 4 other pieces of homework
Homework will not be given during the holidays except during Half-Term
Breaks where
children may have the opportunity to research on a project. It is anticipated,
however, that
all children will continue to read to parents during holiday times.

Common questions

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For younger children, the document recommends short, frequent homework sessions of 10-15 minutes daily to instill good habits. For older children, sessions should lengthen for sustained concentration, from approximately 10 minutes in Key Stage 1 to 30 minutes in Key Stage 2. It's suggested that children read regularly, ideally every day, though 3-4 times a week is acceptable .

Homework promotes independent learning by allowing children to practice and extend classroom skills and undertake additional learning. It encourages self-discipline, time management, and research skills, fostering an ability to learn autonomously, which is crucial for future educational success .

Parents are encouraged to actively participate in their child's learning by asking questions about schoolwork, playing educational games, listening to their child read, helping with writing tasks, testing learned material like spelling and tables, and ensuring regular routines for homework. Their involvement is crucial for reinforcing learning, fostering independence, and providing feedback through school meetings and reports .

Involving parents in homework fosters a partnership between home and school, reinforcing the child’s educational experiences and providing parents with insight into their child’s progress and challenges. This involvement can lead to improved educational outcomes by ensuring that children receive consistent support and reinforcement of learning practices outside the classroom .

This provision acknowledges the importance of rest and relaxation, recognizing that students need a break to rejuvenate and potentially pursue other interests, contributing to overall well-being. By limiting homework during holidays, it supports work-life balance, reducing burnout and ensuring students return to school refreshed and ready to learn .

The effectiveness of homework is assessed through alignment with the school's marking policy and is communicated to parents via marking of tasks, parents' meetings, and annual reports. This ensures that parents are informed of their child's progress and can support learning at home .

Homework should be differentiated to meet the needs of individual pupils, which is important for ensuring that all children are able to engage with the homework effectively according to their abilities and learning needs, promoting equitable educational opportunities .

The key objectives of setting homework are to raise standards in all curriculum areas with a focus on Mathematics, English, and Science, create a partnership between parents and teachers regarding children's learning, consolidate and reinforce pupils' skills, knowledge, and understanding of work covered in class, and improve pupils' attitudes to learning and independent learning skills .

As children progress through different school years, the time allocated to homework increases: Reception focuses on daily reading with comments, Year 1/2 involves 30 minutes including Maths and spelling, Year 3/4 expects 45 minutes, and Year 5/6 moves to 1 hour of daily homework including various assignments, reflecting increasing complexity and independence .

Differentiated homework can lead to improved learning outcomes by tailoring assignments to individual student abilities, making tasks more accessible and engaging. This can enhance understanding and retention, promote positive attitudes towards learning, and cater to diverse learning styles, ultimately leading to a more personalized education experience and improved academic performance .

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