Your browser version is outdated. We recommend that you update your browser to the latest version.

Translate this page

For Braille, large print or audio, please contact us.

Parent View - Give Ofsted your view on your child's school

Homework Policy

 

‘Homework’ refers to any activities, or pieces of work, which children are asked to complete outside lesson time, either on their own or with their parents.

 

Aims

  • To extend school learning
  • To develop an effective partnership between home and school
  • To enable pupils to consolidate and reinforce skills and understanding, particularly in English and mathematics
  • To provide opportunities for parents and children to work together to enjoy learning experiences
  • To provide homework which meets the needs of individual pupils
  • To encourage older children to develop the confidence and self-discipline required to work independently, in order to prepare them for the requirements of secondary school
  • To prepare children in year six for the transfer to secondary school

 

Types of homework and time allocation

Homework throughout the school has an emphasis upon the basic skills of English and mathematics.  Homework is, therefore, primarily focused upon the development of reading, spelling, and calculation skills. 

Regular reading to and with parents is essential if progress is to be made, especially during the Foundation Stage and Key Stage One.  We ask parents to listen to their child read on a daily basis to support the work we do at school. 

Spelling homework activities are linked to the learning of key words, identification of ‘letter patterns’ within words, and the application of spelling rules.  In the Foundation Stage and Key Stage One, this is closely linked to the teaching of phonics.  As pupils advance throughout the school, there is greater emphasis upon the application of spelling rules and the learning of more complex words which contain irregular spelling patterns.

The learning of number facts and times tables enables pupils to become confident and competent mathematicians.  Pupils throughout the school are, therefore, given mental maths activities to practise at home on a regular basis.

As a school, we recognise the importance of family time and the need for children to participate in a range of activities outside school.  We consider that the amount of time spent on homework should not be excessive and should be proportionate to the age of the pupil. 

The school considers the following time allocations appropriate for each age group:

Years 1 and 2       1 hour per week (divided into daily 5 – 10 minute sessions)

Years 3 and 4      1.5 hours per week (divided into 10 – 15 minute sessions)

Years 5 and 6       2 hours per week (divided into 15 – 20 minute sessions)

 

Pupils are not expected to complete homework activities during the holiday periods.  However, it is requested that parents continue to encourage their children to read regularly throughout the holidays.

 

Foundation Stage (Reception)

At this early age the emphasis is very much upon actively involving parents in their child’s learning.  In reception, short activities of different kinds – learning spellings, reading key words and reading books, counting and learning number facts – all provide a very important opportunity for young children to talk about what they are learning at school.

 

Years 1 and 2

Each Friday, pupils are given an information sheet which contains details of the curriculum for the following week.  Suggestions of ways in which parents can support their child’s learning are included.  The completion of these activities is optional. 

Pupils are also given the following activities on a weekly basis:

  • A reading book, and key word list, to practice at home.
  • A spelling activity to complete
  • A ‘Key Instant Recall Facts (KIRF) task’  to complete at home

 

In addition to the above, pupils in Year 2 are expected to learn their times tables at home.

 

Years 3 and 4

At the beginning of each half term, pupils are given a selection of topic related activities which they may choose to complete at home throughout the term.  Pupils who chose to complete the tasks will be rewarded for their efforts through the ‘team point’ system.

Pupils are expected to complete the following activities on a weekly basis

  • A reading book to practice at home
  • A spelling activity, including a list of spellings to learn at home
  • A ‘Key Instant Recall Facts (KIRF) task’ to complete at home

 

Pupils are also expected to learn their times tables at home

 

Years 5 and 6

Pupils are expected to complete the same weekly activities as those in Years 3 and 4.

Year 5 and 6 pupils are also given specific activities to consolidate and extend curricular learning.   Homework set also seeks to encourage and develop independent learning skills.  These activities are allocated on a weekly basis and involve:

  • Finding out information
  • Reading in preparation for lessons
  • Preparing oral presentations
  • Completing written pieces of work
  • Completing book reviews
  • Completing mathematical investigations
  • Solving mathematical problems
  • Revision for Key Stage 2 SATS tests (year 6 only)

 

Individual Needs of Children

The school is committed to ensuring that all homework set is appropriate to the differing needs of the children. Some of the more able pupils require homework which is set to challenge them, whereas other pupils require work to reinforce skills which they have learnt in school.  Children with special needs may occasionally benefit from being given work which is different from that which is given to the rest of the class or group.  If this is the case, they are not expected to complete work set for the rest of the class in addition to their individually differentiated work.

Having taken into account the needs of the children, homework tasks should:

  • Have a clear objective and timescale
  • Allow for all children to succeed
  • Help to develop social skills in addition to other skills
  • Be varied
  • Be manageable for teachers and pupils
  • Be multi-sensory whenever possible
  • Include opportunities for speaking and listening
  • Include opportunities to record information in different ways
  • Be marked, or acknowledged, by the teacher promptly on completion

 

Cookie Policy

This site uses cookies to store information on your computer.

Do you accept?