Parent Forum: Homework
Aims:
Explain the purpose of homework
Share research
Provide tips for effective support
Gather parental feedback
Why Do We Set Homework?
• Reinforces learning from class.
• Builds independence and responsibility.
• Provides a link between school and home.
[Link]
What Does the Research Say About
Homework?
EEF Research on Homework
• The EEF ranks homework as a moderate-impact strategy with a low cost. Their
analysis suggests that homework can have a positive impact on learning when it is
meaningful and purposeful, but that this impact varies depending on age, task
type, and quality of the homework set.
– Primary school students: For primary-aged children, the EEF found that the impact of
homework on academic progress is typically small. The impact is more substantial in
secondary education where students have developed stronger study habits and
independent learning skills. Low impact (+2 months progress on average).
– Recommendations: The EEF suggests that homework for younger children (primary
school age) should be limited in duration and focused on consolidating key skills or
extending learning in a manageable way. They recommend regular and consistent
feedback on homework to increase its effectiveness.
Source: Education Endowment Foundation (EEF), Teaching and Learning Toolkit: Homework, 2020
What Does the Research Say About
Homework?
Hattie’s Findings on Homework
• Effect Size of Homework: In his meta-analysis, Hattie found that homework for
primary school students has a small effect size of 0.29. This is considered a
moderate effect size according to Hattie's interpretation, where an effect size of
0.4 is seen as the threshold for a strategy to have a significant impact on learning.
– Implication: The effect size for primary students indicates that while homework can
have some impact, it is not as strong as other teaching strategies or factors. Therefore,
the type, quality, and frequency of homework should be carefully considered to
maximize its effectiveness.
• Secondary vs Primary School: For secondary school students, the effect size for
homework is higher (0.64), suggesting that homework becomes more effective as
students develop stronger independent learning skills.
Source: Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
[Link]
What Does the Research Say About
Homework?
• Cooper, H. (2006): A meta-analysis by Harris Cooper on the effectiveness of
homework found that, across various studies, homework has a positive correlation
with pupil achievement, but the effect is stronger for older students. For younger
children, the benefits were less pronounced, with primary-aged students showing
only a small to moderate effect.
– Implication for Primary Schools: The research suggests that the quantity and difficulty of
homework should be carefully considered for younger students.
• Reddy, P. (2021): A review of homework practices in primary schools highlighted
that homework that is meaningful, relevant, and appropriately challenging can
help reinforce learning and build essential skills like time management and
responsibility. However, when the homework is too difficult or not aligned with
classroom learning, it can lead to frustration and disengagement.
Source: Cooper, H. (2006). The Battle Over Homework: Common Ground for Administrators,
Teachers, and Parents. Source: Reddy, P. (2021). A Review of Homework Practices in Primary
Schools: Challenges and Implications.
What Does the Research Say About
Homework?
Effectiveness and Best Practices
• Impact of Task Type: Research suggests that practice-based homework (e.g.,
practising maths problems or reading) has a stronger positive impact on academic
progress than assignments requiring higher-level thinking (e.g., essays or projects).
Primary-aged children benefit from repetitive, focused practice on core skills.
• Homework Feedback: Studies show that timely and specific feedback on
homework can significantly enhance its effectiveness. Homework that does not
receive feedback or is not reviewed by the teacher can be less impactful.
• Parental Involvement: Some studies highlight that supportive, non-intrusive
parental involvement in homework can foster a positive learning environment.
However, overly involved parents can inadvertently hinder a child’s development
of independence.
Source: Kohn, A. (2006). The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. Source: Kvaløy, J.
(2017). Parental Involvement in Homework and Academic Achievement in Primary School.
What Does the Research Say About
Homework?
Considerations for the Impact of Homework on Wellbeing
• Pressure and Stress: Research has shown that excessive homework can contribute
to feelings of stress, anxiety, and burnout, particularly among primary-aged
children. Some studies suggest that children who spend too much time on
homework may experience lower levels of motivation, reduced enjoyment of
learning, and less time for other important activities like physical exercise or family
interactions.
• Quality Over Quantity: The amount of homework given is less important than its
quality. Excessive amounts of homework, particularly in primary schools, may
result in diminishing returns in terms of academic progress and overall wellbeing.
Source: Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic Effects of Homework in
Privileged, High-Performing High Schools. Source: Turgut, S. (2019). The Effects of Homework on
Elementary School Students: A Meta-analysis.
What Does the Research Say About
Homework?
Key Takeaways:
• For Primary Schools: The overall effect of homework on academic achievement in
primary schools is modest. While small amounts of focused, relevant homework
can consolidate learning, too much homework may not yield significant academic
benefits and can cause unnecessary stress.
• Best Practices: Focus on short, manageable tasks that reinforce classroom
learning. Homework should be purposeful and feedback should be provided to
ensure it supports pupil development.
• Balance: It's important to strike a balance between reinforcing academic skills and
ensuring that children have enough time for leisure, physical activity, and family
interactions, which are essential for their overall development and wellbeing.
Top Tips
• Establish a routine.
• Create a quiet, distraction-free space.
• Encourage and praise effort.
• Provide resources like dictionaries and
calculators.
• Communicate with teachers when needed.
FAQs About Homework
Q: What if my child struggles?
A: Encourage their best effort and let the teacher know if it’s too
challenging.
Q: How can I help without doing the work for them?
A: Provide a quiet space, ask guiding questions, and praise effort.
Q: What if homework clashes with family time?
A: Speak to us for flexible solutions.
Q: What if my child can’t access the online homework?
A: Speak to your class teacher about giving an alternative piece of
homework or sign up for the homework club at school.
Useful Website Links
‘Meet the Teacher’ Presentations – information about your child’s class and their
learning for the year
Curriculum – subject pages explaining the intent, implementation and impact for
each subject as well as the long term plan (Y1-6) and progression map
Curriculum Overview – a complete overview of the curriculum from Nursery to
Year 6
Half Termly Curriculum Maps – a detailed breakdown of learning for each year
group
Recommended Reads – recommended books for children from Nursery to Year 6
Reading at Home – Expectations, suggested comments for reading records, and
questions to ask your child
Parental Feedback
Paper homework – handwritten pieces
Spelling and Handwriting – opportunities for practice
Incentive – at times no feedback, consistency with feedback. Is it verbal?
Preparation for SPAG test? Teaching the children how to write answers
More writing opportunities – free writing
Challenge – using methods taught in class. How do parents know what these are?
Worked examples – this would be useful for parents so they can support their children
Due date – this needs to be made clear
Consult pupils about homework – ask them for their opinions