Homework Policy

 

 

 

              St. Bede’s R.C. Primary School

 

Homework Policy

We believe this policy relates to the following legislation:

  • Education Act 1996
  • Education Act 1997
  • Standards and Framework Act 1998
  • Education Act 2003

We believe that homework is a number of tasks or activities which pupils are asked to do on their own or with their parents in order to reinforce curricular objectives and learning outcomes.

We believe homework consolidates and reinforces skills and understanding in numeracy, literacy and other curriculum areas, helps raise the level of achievement of individual pupils, provides opportunities for parents and children to work together and, thereby, fostering an effective partnership between home and school.

We consider homework should be:

  • interesting and rewarding for all children;
  • linked directly to a lesson
  • integrated into everyday planning and set by the class teacher;
  • differentiated to cater for individual children’s learning needs;
  • clearly understood so that children understand when, what and how the work is to be done;
  • marked and fed back to the children promptly

We value the support of parents/carers and we believe that this policy will be successful if there is a strong partnership between home and school. .

We agree with those parents who feel that homework should not be excessive and that children should be allowed time to build social relationships. It is very important that children have spare time for themselves in order for them to develop their character, skills and qualities to be successful in later life.

We do not want to see homework damaging children's education and their home life by it creating tension between parents and children. We believe that there must be a balance with children doing some homework and time for them to explore, experiment and enjoy learning without them feeling pressurised. 

We must not overdo the amount of homework that is given to children as they need some time to relax and recover after their day in school.

We believe it is essential that this policy clearly identifies and outlines the roles and responsibilities of all those involved in the procedures and arrangements that is connected with this policy.

Aims

 

  • To reinforce curricular objectives and learning outcomes by setting interesting tasks or activities.
  • To create a strong partnership between home and school.
  • To familiarise parents with the nature of class work
  • To work with other schools and the local authorityto share good practice in order to improve this policy.

 

Responsibility for the Policy and Procedure

 

Role of the Governing Body

 

The Governing Body has:

  • delegated powers and responsibilities  to the Headteacher to oversee the development of this policy;
  • delegated powers and responsibilities to the Headteacher to ensure all school personnel and stakeholders are aware of and comply with this policy;
  • responsibility for ensuring funding is in place to support this policy;
  • responsibility for ensuring this policy and all policies are maintained and updated regularly;
  • make effective use of relevant research and information to improve this policy;
  • responsibility for ensuring all policies are made available to parents;
  • responsibility for the effective implementation, monitoring and evaluation of this policy

Role of the Headteacher

 

The Headteacher will:

  • ensure all school personnel, pupils and parents are aware of and comply with this policy;
  • promote this policy by raising its status and importance;
  • ensure that homework is built into teachers planning;
  • ensure the amount of homework is not an excessive amount;
  • provide supportive guidance for parents;
  • keep up to date with new developments with regard to homework;
  • make effective use of relevant research and information to improve this policy;
  • work closely with the link governor and coordinator;
  • provide leadership and vision in respect of equality;
  • provide guidance, support and training to all staff;
  • monitor the effectiveness of this policy speaking with pupils, school personnel, parents and governors;
  • annually report to the Governing Body on the success and development of this policy

 

Role of the Teachers

 

Teachers must:

  • integrate homework into their planning;
  • set interesting tasks or activities;
  • set homework appropriate to each child's needs and abilities;
  • explain when, what and how the work is to be done so that each child clearly understands;
  • provide feedback in line with the marking and feedback policy;
  • not give an excessive amount of homework.

 

 

Role of Parents/Carers

 

Parents/carers are asked to:

  • praise the value of homework to their children;
  • read to their children every day;
  • provide a suitable space in their home where their children can concentrate on their homework;
  • establish a homework routine such as no television;
  • provide materials pens, pencils etc.;
  • go through the homework before their child starts and discuss the completed work when finished;
  • make the experience pleasurable;
  • find time to work with their child or be at hand if a problem arises;
  • discuss, encourage and praise their child’s efforts;
  • contact the school if they are not sure of some aspect of the homework or if their child is experiencing difficulties in doing it;
  • ensure they get feedback on all homework tasks or activities;
  • complete an annual evaluation form on homework for the school to monitor and evaluate

 

Role of Pupils

 

Pupils are asked to:

  • complete their homework and hand it in on time;
  • make sure they understand what is asked of them;
  • complete an annual evaluation form on homework for the school to monitor and evaluate;
  • make sure they get feedback on their homework;

 

Types of Homework

 

All homework tasks and activities are designed to consolidate and reinforce skills and understanding in numeracy and literacy.

Time table of Class Homework

Year group Activities (frequency) Reading books Spelling Library books
Year 6

Tuesday- Maths

Thursday-English

To return on a Monday

All children on reading scheme change or check once a week.

Off reading scheme – reading journal and own choice of books from class stock.

Monday – 10 spellings from High Frequency Words in 2014 curriculum or current spelling rule/pattern.

Test – Friday am

Visit library once a week – 1 book choice per week
Year 5

Friday- Maths and English

To return on a Monday

All children on reading scheme change or check once a week.

Off reading scheme – reading journal and own choice of books from class stock.

Monday – 10 spellings from High Frequency Words in 2014 curriculum or current spelling rule/pattern.

Test – Friday am

Visit library once a week – 1 book choice per week
Year 4

Thursday-

Maths and English

To return on a Monday

Reading scheme books changed once per week. Sent home on a Thursday with homework

Monday

20 spellings from High Frequency Words in 2014 curriculum guidance.

Test on a Friday

Visit library once a week – 1 book choice per week

Year group Activities (frequency) Reading books Spelling Library books
Year 3

Friday-

Maths/English and topic

To return by Wednesday

1 book per week- goes home and is returned by Wednesday 10 spellings given on a Friday then tested on a Monday Visit library once a week – 1 book choice per week
Year 2

Friday- Maths/English

To return by Wednesday

Reading books changed twice on a Monday and a Thursday

10 spellings from High Frequency Words in 2014 curriculum and according to the phonic rule.

Tested on a Friday

Visit library once a week – 1 book choice per week
Year 1

Thursday- Maths/English alternate weeks

Reading books changed twice Monday and Thursday

10 spellings from High Frequency Words in 2014 curriculum and according to the phonic rule.

Tested on a Friday

Visit library once a week – 1 book choice per week
Reception

Thursday-

Maths and English

To return by Tuesday

Reading books once a week Thursday- to be returned on a Tuesday Phoneme cards will go out once a week on a Thursday to be returned by a Wednesday Visit library once a week – 1 book choice per week
Nursery       Visit the library in Spring term.

 

 

Feedback

All children receive prompt feedback on their homework in a variety of forms such as:

  • verbal
  • written
  • class discussion
  • praise and recognition during an achievement assembly

Parents are asked to:

  • give teachers any feedback they feel might be useful;
  • encourage their children to talk about the feedback they have received;
  • contact the school if they have any concerns

 

 

Raising Awareness of this Policy

 

We will raise awareness of this policy via:

 

  • the School Handbook/Prospectus
  • the school website
  • the Staff Handbook
  • meetings with parents such as introductory, transition, parent-teacher consultations and periodic curriculum workshops
  • school events
  • meetings with school personnel
  • communications with home such as weekly newsletters and of end of half term newsletters
  • reports such annual report to parents and Headteacher reports to the Governing Body

Training

All school personnel:

  • have equal chances of training, career development and promotion
  • receive training on induction which specifically covers:
  • All aspects of this policy
  • Curriculum
  • Teaching and Learning
  • Home-School Agreement
  • Parent Involvement
  • Equal opportunities
  • Inclusion

Monitoring the Effectiveness of the Policy

 

The practical application of this policy will be reviewed annually or when the need arises by the coordinator, the Headteacher and the nominated governor.

 

Linked Policies

 

 
  • Teaching and Learning
  • Parent Involvement