Homework Policy

Broughton Primary School Homework Policy

 

What is homework?

Homework refers to any work or activities which pupils are asked to do outside lesson time, either independently or with support from home. Broughton Primary School values the role of Parents or Carers in their children’s education.

The purpose of homework

In general terms these include:

 

·    developing an effective partnership between the school and parents and other carers in pursuing the aims of the school. 

·    consolidating and reinforcing skills and understanding, particularly in English and Maths;

·    exploiting resources for learning, of all kinds, at home;

·    extending school learning, for example through additional reading; and

·    encouraging pupils as they get older to develop the confidence and self discipline needed to study on their own, and preparing them for the requirements of secondary school.

Aim of the Policy

This policy aims to:

·    ensure consistency of approach throughout the school

·    ensure progression towards independence and individual responsibility

·    ensure the needs of the individual pupil are taken into account

·    ensure parents/ carers have a clear understanding about expectations from themselves and the pupil

·    improve the quality of learning experience offered to pupils

·    extend and support the learning experience via reinforcement and revision

·    provide opportunities for parents, pupils and school to work in partnership

·    provide opportunities for parents and pupils to work together to enjoy learning experiences

·    encourage children to develop long term strategies for future needs

·    at Year 6, to prepare children for secondary transfer

The Amount and Type of Homework to be Set

In the Government’s view, and of this school, the main focus of homework and home activities for children at primary schools should be on developing skills in English and Maths. Broughton Primary School strongly promotes regular reading at school and at home and all children are given daily targets to read to their parents or carers, or read silently to themselves, with the opportunity to ask an adult questions.

Homework in the Foundation stage and Key stage 1 is often skills based. In the Foundation stage  pupils are given the opportunity to take home story sacks or skills sacks to develop language and communication skills. In Key Stage 1 pupils are given practical tasks that focus on enhancing the skills the children are developing at school. These tasks are rotated to provide a balanced education and will include English, Maths and other curricular areas.

In Key Stage 2 the priority remains on English and Maths. Pupils will also be expected to learn multiplication facts and other mental arithmetic facts. Science and other subjects should be added to the programme as children move up the school, Again, homework does not just mean formal exercises carried out by children without help from adults.

In addition to these regular activities, older children should be given some homework, gradually increasing in its demands, of other kinds.  Again, this should be differentiated where appropriate to take account of individual pupils’ needs and will include:

·    finding out information

·    reading in preparation for lessons

·    preparing oral presentations

·    more traditional written assignments

The precise amount of time spent on homework is much less important than the quality of tasks set and the way they are planned to support learning.  Through this policy Broughton Primary School aims to give clear ideas of the tasks which they want pupils to do as homework and to plan these tasks as part of our schemes of work for different areas of the curriculum, particularly literacy and numeracy.

Broad expectations, however, about the amount of time pupils might reasonably be expected to spend on homework provide a useful framework and discipline for schools and are helpful for parents.

Recommendation time allocation for daily homework activities

Year Group

Reading (daily)

Spellings / Tables

Other activities

particularly at weekends

Foundation

5-10 minutes

 

10 minutes

Y1

10 minutes

 

15-20 minutes

Y2

15 minutes

  5 minutes

20 minutes

Y3

20 minutes

10 minutes

30 minutes

Y4

20 minutes

10 minutes

30 minutes

Y5

30 minutes

10 minutes

30 minutes

Y6

30 minutes

10 minutes

30 minutes

Special Educational Needs

Setting the right type and amount of homework for children with special educational needs is not always easy.  Some children at this school may benefit from special tasks separate from the homework set for other children in the class.  On the other hand, it is important that they should do as much in common with other children as possible.  Setting appropriate homework, which does not demand too much or too little of children and their parents, needs close co-ordination between class teachers, special needs co-ordinators and parents. Specialist equipment may be required depending on the nature of the task. Tasks will:

·    have a very clear focus and time-guideline 

·    give plenty of opportunities for pupils to succeed

·    help develop social as well as other skills where necessary

·    be varied - and not purely written assignments

·    be manageable for teachers

How homework will be planned and co-ordinated so that the demands on pupils are balanced and manageable

At Broughton Primary School the class teacher is responsible for ensuring that the demands of homework are manageable for pupils and parents/carers on a day-to-day basis.  It is likely that regular homework in English and Maths will be on set days of the week, for example tables on Tuesdays and spellings on Wednesdays; a familiar routine is helpful for children, parents and teachers

Teachers at this school will probably want to allow more than one evening for some homework to be completed, for example to allow sufficient time for information to be collected or to take account of any after school activities the children may be doing.  However homework is set, it is very important to monitor the demands on pupils so that they are as even and balanced as possible.

The role of parents and carers in supporting pupils.

Parents and carers will be encouraged to:

·    provide a reasonably peaceful, suitable place in which pupils can do their homework - alone or, more often for younger children, together with an adult - or help pupils attend other places where homework can be done, such as our own study support group.

·    Make it clear to pupils that they value homework, and support the school in explaining how it can help their learning.

·    Encourage pupils and praise them when they have completed homework.

·    Check that their child has handed in the work.

·    Ensure that all children have an opportunity to read at home and silently if required.  This is particularly important for older children who may not need to be heard read by their parents, but still need to read regularly.  This may take the form of a novel or factual book depending on the child’s interests.

Feedback for pupils or carers and teachers

Where homework is done together with adults, children will often receive immediate feedback on what they are doing.  In the case of work they do on their own it is very important that they receive appropriate feedback from their teachers as quickly as possible.  This may be through class work or tests (for example tables and spellings).  At this school all parents should have sight of their child’s test card each week so that they can monitor progress.  The card should be signed by the parent and returned the following day.

Where parents and carers have carried out activities with children, teachers will be interested in feedback from them, both on how well the children did the activities and on whether the activities were interesting/too easy/too hard etc.  The children’s reading writing journal provides for this in the important aspect of reading.

How will the efficiency and effectiveness of homework policy be monitored and evaluated?

The policy will be reviewed during the year by class teachers and amendments made to the type and quantity of homework set, as thought appropriate to the needs of the children.

The policy will be formally reviewed after 3 years.

Published November 2015