Westwood First School



Westwood First School

Homework Policy

This policy has been developed in consultation with children, staff, parents and governors.

Rationale

Homework should have a positive effect on children’s progress and on their attitudes to learning. It should be used to support and extend children’s learning. Homework activities should be purposeful and differentiated to meet the different abilities and needs of the children.

To ensure good practice and that we meet the needs of all children we use a variety of teaching, learning and organisational strategies which will help all children, including those with specific learning difficulties such as dyslexia, dyspraxia etc, to learn effectively.

The school is aware that approximately 1 in 10 children have dyslexic tendencies and adopts “dyslexia friendly teaching” methods as this is good practice for all children and helps all children to be successful. At Westwood First School we recognise that every child is unique and is entitled to a curriculum that meets their needs. We aim to ensure that all children have equal access to high quality and appropriate provision.

Aims

Through our homework policy, we aim to:

• encourage a positive attitude to work

• extend and develop new skills and interests

• consolidate and reinforce the skills and understanding which are being taught in school

• provide opportunities for parents/carers, children and school to work in partnership

• ensure parents/carers have a clear understanding of our expectations in  relation to the children’s learning

• ensure progression towards independence and individual responsibility, preparing Year 4 children for middle school transfer

• ensure consistency of approach throughout the school

Guidelines

Homework will:

• be an integral part of the curriculum, planned and prepared alongside all other programmes of learning

• be differentiated and appropriate to the needs of individuals, including the needs of children with specific learning difficulties (see SENSS suggestions for dyslexia friendly approaches – attached)

• marked regularly, according to the school feedback policy, returned to and discussed with the children

• recorded in homework diaries/books so that parents know what is required and when

• be acknowledged and praised when completed well

• will reflect school work and our teaching and learning policy, taking into account factors such as learning styles

Homework may relate to classwork and/or children’s targets, or to extend interests and topics. It may include continuing work started in school, carrying out research or other tasks relating to topics being studied.

It will be noted by staff if a child is regularly not doing homework and this will be discussed with parents when possible. However, it is not intended that any child should spend an excessive amount of time doing homework if tasks are not completed in the time available. We would not expect a piece of homework to take more than 30 minutes.

In ensuring the successful implementation of our Homework Policy, we recognise the importance of staff, children and parents/carers being clear about their role to ensure maximum benefits for the children.

Role of Classteacher

Classteachers will:

• ensure homework is well integrated into their everyday work and planning

• ensure the school policy is put into practice

• ensure that tasks are carefully planned and structured to support progression and learning

• have high expectations of children completing their homework

• provide children with prompt, clear feedback on their work, always marking the homework and returning it to the child

• ensure homework activities match the needs of the children

• take account of appropriate dyslexia friendly strategies and the differing needs of all children

• give sufficient time to complete homework

Role of Child

Children will:

• ensure that they bring their home/ school diaries to school every day

• take home homework/ resources on the day that it is set

• do their best to complete the homework – “have a go”

• ask for help when needed

• return their homework on time

Obviously, younger children will need parental support to make sure that their work is brought to school on the correct days.

Role of Parents/Carers

Parents/ carers play a vital role in their children’s learning and, while we recognise that they have many demands on their time, it is important that they support their children with their activities.

It is important for children to talk about what they are learning. For example, when they are reading, talking about what they have read, with an adult, helps them to consolidate an understanding of what they have just read.

Parents/carers are encouraged to support their child’s homework through:

• providing a reasonably peaceful, suitable place in which their child can do their homework (no TV!)

• making it clear to the child that they value homework

• encouraging and praising their child when homework is completed

• sitting with their child and talking about the activities

• reading with their child each night

• completing their child’s diary or writing a comment on work about how easy or difficult the child found the work

Parental support benefits the children and can also help parents to gain a clearer insight into what is being taught at school and the requirements of the National Curriculum. Also, when parents work with their children they become more aware of any strengths or difficulties and can pass on information which can be helpful to the class teacher as they plan the next programme of work.

Date: Feb 2005

Reviewed: Feb 2007, Feb 2009, Feb 2011, Sum 2014, Sum 2017

Date of next review: Sum 2020

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