Homework takes many forms but in general will follow the policy set out below. It should be kept in mind that homework is not something which schools choose to do or not do. There is an explicit expectation on the part of the DfE and Ofsted that primary pupils will be set homework.

Have a look at our Homework heroes. Examples or work produced by pupils.

HOMEWORK POLICY - Agreed by Governors

DEFINITIONS

For this policy the term ‘homework’ refers to any work or study which pupils are asked to do outside lesson time, either on their own or with parents or carers.

BACKGROUND

As we are committed to raising standards of attainment and achievement within our school, we are defining a Homework System, which is closely linked to the recommendations of the DFES. This is based upon a belief that learning at home is an essential part of a good education to which all children are entitled, and that homework supports the development of independent learning skills.

THE AIM OF HOMEWORK

We use homework to develop the partnership between home and school, with the aim of working together to help all children achieve their full potential.

PURPOSES

The purposes of homework are:

 To enable parents to work with the school to help their child.
 To encourage children to develop the confidence, skills and motivation to study on their own.
 To consolidate and reinforce skills and understanding developed at school.
 To extend their learning.
 To utilise the resources of the home environment to enhance learning opportunities.

RESPONSIBILITY

We all have roles and responsibilities to ensure that the Homework Policy is successfully implemented.

Listed below are the principles and actions which will be required for the system to work effectively.

FRAMEWORK PRINCIPLES

 The class teacher is responsible for the setting of homework ensuring that demands are manageable and conform to the school’s guidance on the recommended type and amount of homework (see Appendix A).
 Homework will be related to the areas being studied by the children at the time it is set.
 Parents will be informed about the task, so that there is no misunderstanding regarding the requirements of the task.

THE GOVERNORS WILL:

 Monitor the effectiveness and quality of homework.
 Nominate a named person to monitor the homework procedures upon short, medium and long term timescales. They will also agree upon what basis and success criteria on which the monitoring should be based.
 Review the policy regularly.

THE TEACHERS WILL:

 Ensure that the total amount of homework set in a week is consistent and manageable.
 Endeavour to respond to the needs of the individual – for example, be flexible if the child is unwell, tired or has a commitment.
 Endeavour to set the right type of amount of homework for children with particular needs. Some children may benefit from tasks separate from the homework set for other children in the class, yet it is also important that they should do as much in common with their peers.
 Set work which has a clear focus and time guideline, and which gives plenty of opportunity for the pupils to succeed.
 Set work which is varied, and is not just written tasks.
 Be sensitive to the home situation – for example, the availability and accessibility of resources at home.
 Set homework which is a balance between consolidation, practice, investigation, research and development.
 Set homework which is appropriate to the age and abilities of the children (see Appendix A).
 Support and encourage the children – teachers will not admonish children who haven’t completed homework on time. The teachers will have an expectation that homework is completed, and understand that some children have other commitments after school, and may not be able to study upon particular evenings. In such cases, the teachers will provide opportunities at other times outside lesson time, where homework can be completed.
 Try to set a routine – for example, Tables to learn on Tuesdays, Spelling on Wednesdays, etc.
 Allow the children to record the requirements of the homework so that parents’ can fully support the child with their study.
 Mark and provide feedback to the child regarding the homework. This will be verbal or written comments upon the work.
 Use a reward system to recognise effort.

PARENTS’ OR CARERS SHOULD:

 Create a space where the children can work with minimum distraction.
 Discuss homework with the children and share in the experience.
 Help children to develop independent learning skills (see guidance).
 Praise and encourage the child’s efforts and standards.
 Record in the Homework Book any comments which they feel appropriate. These could encourage children or create a dialogue with the teacher.
 Accept that setting homework is difficult, as it may take the child longer or shorter in duration than the teacher anticipated, or it may be more demanding or less challenging that the teacher thought. During lessons, the teachers quickly assess such things and alter the work accordingly. They are unable to do this with homework.

PUPILS SHOULD:

 Listen carefully to homework instructions during the lesson.

Older children should:

 Record the task in the homework diary.
 Endeavour to complete the homework in good time.
 Show, discuss and get a signature on the homework from their parents or carers.
 Listen to or read the feedback, so they know how to improve upon their work.
 Try to achieve a habit of working at a similar time each day.
 Take a pride in their work, remembering a balance between quality of content and quality of presentation.

APPENDIX A

Guidance upon the Type and Amount of Homework
which is Appropriate for Pupils of Different Ages

The main focus of homework at Staveley is upon developing literacy and numeracy skills.

As the children get older, other subjects will be included in the Homework Programme, such as Science.

Homework does not mean just formal exercises carried out by children without the help of adults. Particularly for younger children, it is the involvement of parents or carers in joint activities, which is most valuable in promoting children’s reading.

Reading is a vital part of homework, and this is well established at our school. Most classes have a Home-School Reading Book, and the children are heard reading regularly. Reading practice and listening to others read continues to be on a regularly basis throughout the school. It is expected that Key Stage 1 children read for about 10 minutes a night, whereas Key Stage 2 children may read for 20 minutes, depending upon other homework commitments.

Other literacy based homework will include learning spellings.

The Numeracy Strategy recommends that younger children participate in number games and number bond tasks. This is addition and subtraction within 20, rather than times tables at this stage. Older children will be given more formal exercises, as well as an expectation that they can add, subtract, multiply and divide within 100 quickly in their heads.

In addition to these regular activities, older children will be given homework which gradually increases in demand, in terms of time and subject range. Activities will include:

 Formal writing activities.
 Finding out information.
 Preparing oral presentations.
 Reading in preparation for lessons.
 Individual research topics.

We shall ensure that not all homework is merely, ‘finishing off’, as this can place a heavy burden on some pupils and place insufficient challenge upon others.

The precise amount of time spent upon homework is far less important that the quality of tasks set.

Homework should be a positive experience for all concerned.

Broad expectations however, about the amount of time pupils might reasonable be expected to spend upon homework are set out below.

Recommended Time Allocation

Years 1 and 2 1 Hour per week Reading, Spelling
Other Literacy
Other Numeracy

Years 3 and 4 30 Minutes a day Reading
Literacy
Numeracy
Some others

Years 5 and 6 40 Minutes a day Reading
Regular Schedule
Emphasis on Literacy
and Numeracy
Other subjects

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