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Homework Policy

South Wonston Primary School
Homework Policy


1 Introduction

1.1 Homework is anything that children do outside the normal school day that contributes to
their learning in response to guidance from the school. Homework encompasses a whole
variety of activities instigated by teachers and parents to support children’s learning. For
example, a parent who spends time reading a story with their child before bedtime is
helping with homework.

2 Rationale for homework

2.1 Homework is a very important part of a child’s education and can add much to a child’s
development. The government made clear its commitment to homework in the 1997 White
Paper, ‘Excellence in Schools’, where homework was seen as ‘an essential part of good e
education’. We recognise that the time and resources available limit the educational
experience that any school by itself can provide; children benefit greatly from the mutual s
support of parents and teachers in encouraging them to learn both at home and at school. I
Indeed we see homework as an important way of establishing a successful dialogue between
teachers and parents. One of the aims of our school is for children to develop as
independent learners. We believe that homework is one of the main ways in which children
can acquire the skill of independent learning.

2.2 Homework can play a positive role in raising a child’s level of attainment. We also
acknowledge the important role of play and free time in a child’s growth and
development. While homework is important, it should not prevent children from taking part
in the wide range of out-of-school clubs and organisations that play an important part in
the lives of many children. We are well aware that children spend more time at home
than at school, and we believe they develop their skills, interests and talents to the full
only when parents encourage them to make maximum use of the experiences and
opportunities that are available outside of school.

3 Aims and objectives
  1. The aims and objectives of homework are:
  • to enable pupils to make progress in their academic and social development;
  • to help pupils develop the skills of an independent learner;
  • to promote a partnership between home and school in supporting each child’s learning;
  • to consolidate and reinforce learning done in school and to allow children to practice skills taught in lessons;
  • to help children develop good work habits for the future

4 Types of homework
  1. Foundation Stage - Year R
  • Regularly share books for pleasure with adults at home
  • Read with an adult, regularly
  • Play phonic and vocabulary games as required
  • Learn to read the first 100 high frequency words
  • Bring relevant items from home to discuss in school
  • Regularly play maths games provided by the child’s teacher in the half termly maths pack

4.2 Key Stage 1 – Years 1 and 2
  • Share books and information regularly for pleasure with adults at home
  • Read to an adult, daily, as they become able, instilling a love of reading for different purposes
  • Practise phonic tasks and learn sight vocabulary where necessary
  • Once phonics are securely known, receive sentence level work
  • Learn weekly spellings, as they become able
  • Practise mathematical tasks e.g.number bonds, times tables as they become able
  • Regularly play maths games provided by the child’s teacher in the half termly maths pack
  • Topic related activities e.g. research when appropriate

4.3 Key Stage 2 – Years 3 & 4
  • Continue to read regularly from fiction and/or non-fiction with adult support until the child establishes independent reading habits. Not all children at 7/8 years old are independent readers – the more support the child has at this stage, the more likely they will be able to manage the increasing demands of the curriculum. Find books to share for pleasure encouraging the child to enjoy reading for different purposes
  • Learn weekly spellings
  • Practise mental maths e.g. tables, addition and subtraction mentally
  • Complete a weekly written English task linked to current class work
  • Complete a weekly written maths task linked to current class work

4.4 Key Stage 2 – Years 5 and 6
  • Read regularly from fiction and/or non-fiction – adults can still offer support and engage with their children chatting about books, asking questions and sharing the same book to stimulate discussion. Before secondary school, children need to be independent readers who can read for a variety of purposes and who enjoy books. Find time to read with your child – it is still very important.
  • Learn weekly spellings
  • Continue to practise mental maths tasks, increasing speed of recall.
  • Complete a weekly written English task linked to current class work
  • Complete a weekly maths task linked to current class work
  • Complete occasional written/drawing/research tasks in connection with studies
  • Search for information in connection with studies (Optional)
All children have access to ‘Education City’ a web based programme accessible through the school’s website. The programme provides a range of games and activities that will help them to practise basic English and mathematical skills (Pupil Logon required – available from your child’s teacher)

At Key Stage 2 we continue to give children the sort of homework activities outlined above but we expect them to do more tasks independently. We set English and Maths homework routinely each week and we expect the children to consolidate and reinforce learning done in school through practice at home. We also set homework as a means of helping the children to revise for tests as well as to ensure that prior learning has been understood.

5 Amount of homework

5.1 We increase the amount of homework that we give the children as they move through the
school. We expect Key Stage 1 children to spend approximately one hour a week doing
homework, although this may well include reading with a parent. We expect children in
years 3 and 4 to spend approximately 1 ½ hours per week on homework and children in
years 5 and 6 to spend approximately 30 minutes per night. This is in line with the DfEE
guidelines.

5.2 We give all the children a Home School Planner where they or the teacher or teaching
assistant records the homework, and where parents and teachers make any relevant
comments.

6 Pupils with special educational needs

6.1 We set homework for all children as a normal part of school life. We ensure that all tasks
set are appropriate to the ability of the child. If a child has special needs, we endeavour to
adapt any task set so that all children can contribute in a positive way. When setting
homework to pupils who are named on the register of special needs, we differentiate as
appropriate according to need.

7 The role of parents

7.1 Parents have a vital role to play in their child’s education, and homework is an important
part of this process. We ask parents to encourage their child to complete the homework
tasks that are set. We invite them to help their children as they feel necessary and provide
them with the sort of environment that allows children to do their best. Parents can support
their child by providing a good working space at home, by enabling their child to visit the
library regularly, and by discussing the work that their child is doing.

We ask parents to check the home/school planner at least once a week and to sign it as
requested.

Please note that although we will make every effort to adhere to this schedule, there may
be occasional differences to the weekly pattern. These could be because the teacher has
been absent or because of a change to the normal timetable, e.g. a class visit or visitor,
other special events. If parents have any problems or questions about homework, they
should, in the first instance, contact the child’s class teacher. If their questions are of a
more general nature, they should contact the headteacher.

7.2 Procedures

At the beginning of the school year, parents will be given an outline of the weekly
expectations for work to be done at home and how checks will be made in school
that the work has been completed. If permanent changes are made to this pattern during
the year, parents will be informed.

All children are issued with a Home School Planner which is used to indicate
the date work was set, task, date to be returned and a column for the parent to
sign to show that work has been completed or that enough time has been spent
on the task.

The Home School Planner also records the books a child has read, both at home and at
school. All reading should be recorded eg reading scheme books,
library books, comics, newspapers, non-fiction etc.

The Home School Planner is an important record; we appreciate parents cooperation in
ensuring it does not get lost and that it is brought to school every day.

Homework is enhanced where parents and carers show an interest and encourage their child
on a regular basis.

When a child’s homework is not done and there is no reasonable excuse, time will be set
aside in school for its completion and a note will be made in the Home School Planner.

We hope that when children learn these weekly routines from an early age, this will become
unnecessary.

For KS2 guidelines for how homework is marked is outlined in the Home School Planner.

8 Monitoring and review

8.1 It is the responsibility of the governing body to agree and then monitor the school
homework policy. Parents complete a questionnaire during the school’s OFSTED
Inspection, and the governing body pays careful consideration to any concern that is
raised at that time, or in between OFSTED inspections, by any parent. Our governing
Body may, at any time, request from our headteacher a report on the way homework is
organised in our school.
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