Homework Policy Updated Spring 2017
HOMEWORK POLICY Rationale As a school we value parents as partners in their child s learning. Education research tells us, if a child sees that parents are enthusiastic about education, they are far more likely to view their schooling in a positive light and be more receptive to learning. As such, care is taken to involve parents and pupils, as well as staff and governors in the process of developing and regularly reviewing the school s Homework Policy. Homework and home learning can make an important contribution to a pupil s progress at school as well as providing an excellent opportunity for parents to become actively involved in their child s learning. Homework gives parents a window on schoolwork and helps them develop a clearer appreciation of their child s strengths and the areas where additional support is needed. Homework does not just mean formal exercises carried out by a child without help from adults; it is the involvement of parents and carers in joint activities, which is most valuable in promoting a child s learning. However, as children get older, homework provides an opportunity for them to develop the skills and attitudes they will need for successful independent lifelong learning. Guiding principles for homework at Woodstock Primary School The following principles have been agreed based on feedback from parent and pupil consultations in the Spring Term 2017: Homework is an integral part of the planned learning experience and as such, needs to be meaningful and engaging, if it is to have a positive impact on children s learning. A consistent approach to homework will be taken throughout the school. Homework should help parents feel part of their children s learning. Homework should help to promote independent learning and introduce self-discipline. The volume of homework should be manageable and should not cause undue stress on the pupil, family or the teacher. The nature and type of homework will change throughout a child s school career. Homework will limited to reading and spelling, and learning number facts and times tables for younger children. The amount and frequency of homework will increase, as a child gets older. Homework should consolidate and reinforce what children have learnt in the classroom and help them to practice and embed key skills. Homework will be marked to provide helpful and timely feedback. Homework will not necessarily come in the form of a written task. Homework will be set weekly for all children, and will be clearly explained. Guidance will be provided for parents to support homework, including examples to model methods of calculation.
Parents will be encouraged to provide feedback, if relevant, on homework activities. Our aims: Based on the above principles, through homework we aim to: Provide opportunities for parents, pupils and school to work together to enjoy learning experiences and so support pupils academic progress. Foster the responsibility, confidence and self-discipline children need to study independently. Reinforce work covered in class by providing further opportunities for children to practise or consolidate basic skills and knowledge, especially in English and Maths. Further raise standards of attainment and accelerate rates of progress. Prepare Year 6 pupils for the transfer to secondary school. Support for Homework As a school we want to effectively support pupils with homework tasks, and provide quality guidance for parents on how best they can help their child s learning at home. Following consultation with pupils and parents, the following points are agreed practice: Children are encouraged to ask for support from their teacher or a member of staff if they need help or guidance with homework tasks. If children wish to complete homework tasks outside lesson time but within the school day, teachers will ensure a quiet place is available and will organise any support needed. The school library is available during lunch times for children to carry out research or other homework activities. Parents will be invited to attend English and Maths Workshops annually in the Autumn Term, to hear about teaching and expectations in these subjects. Teachers will provide book lists/website addresses to support research tasks. If a teacher considers that an individual is experiencing a particular learning difficultly and would benefit from extra practice at home, s/he will contact the child s parents and suggest ways in which they can give additional help and support. Recommended Time Allocation Homework should never be too onerous nor should it ever create stress within the child s family. If parents have any concerns they should not hesitate to contact the school initially by speaking to their child s class teacher and if they are not resolved, to the Headteacher. At Woodstock Primary we have agreed the following time allocations for homework activities: Years 1 and 2 Years 3 and 4 Years 5 and 6 Organisation of Homework About 10 minutes per day Approximately 1.5 hours per week Approximately 2.5 hours per week All children follow a regular programme of homework activities that is explained in their Homework Book. This
information aims to ensure that parents and pupils know what is expected, when homework will be set and when it should be completed and handed-in. Activity sheets will include Helper s Tips where appropriate, and definitions of any subject specific vocabulary. In response to pupil feedback, homework is set weekly. Normally, homework will be set on a Friday with the expectation that it is completed and handed-in by the following Wednesday (this allows teachers time to mark the homework). This may differ in Key Stage One where daily practice is to be encouraged, for example reading, spellings, and number facts and times tables. Teachers appreciate the need to acknowledge children s efforts in completing homework tasks, however, if homework is handed-in late, it may not be possible for the work to be marked until the following week. It is the expectation that all children complete homework tasks. If a child fails to complete homework on two consecutive occasions, the class teacher will speak to the parent of the child concerned. If the situation continues, parents will be invited to a meeting with the class teacher and Headteacher to discuss this. Children s marked homework is returned on a Friday, when the next week s homework is set. Time is given for children to read teacher s feedback and talk through any points arising. Teachers will go through the next week s homework tasks, working through examples if appropriate, for example in numeracy to check understanding. Homework Activities The main focus of homework activities for all children will be on English and Maths to reinforce and consolidate skills learnt in the classroom. Further subjects, including preparation for oral presentations and research tasks, will be added to the programme of homework as children move up the school. This is an opportunity for children to think creatively and produce their own form of response. It could be a model, a project, a diagram, a chart, an IT presentation whatever idea they think best explores the task. Many children told us that they enjoy art/making type homework so on occasions whole school design and make projects will be given (not more than one in any half term). Homework does not just mean formal exercises carried out by children without help from adults. Particularly in the case of younger children, it is the involvement of parents in joint activities, which is most valuable in promoting children s learning. In Reception teachers send home a weekly activity to encourage and enable parents to be involved in their child's learning. The activities are designed to help parents and children work together on a small task that is based on the focus of the week. The tasks cover aspects of English, Maths and theme work. There is room on each homework activity for parents to give feedback on how their child engaged with the task. Parents are encouraged to support their child s literacy development by promoting talk and asking and answering questions, sharing books and regularly practising Key Word Lists. In Key Stage One teachers place a weekly sheet into Homework Books to explain expectations for the week ahead including a reading focus, the spelling pattern of the week to be worked-on through Spellodrome, and a short maths task. As in Reception, parents are encouraged to support their child s literacy development by promoting talk and asking and answering questions, sharing books and regularly practising Key Word Lists.
In Years 3 and 4 teachers place a weekly sheet into Homework Books to explain expectations for the week ahead including a reading focus and a 30-minute task, either maths or reading comprehension on an alternating basis. Children are also expected to spend a further 30 minutes each week practising maths concepts through Mathletics in this time they should be able to achieve a Mathletics Certificate. We ask parents to encourage children to read regularly with the aim of developing a love of books. If children are still working on Key Word Lists, teachers will talk to parents about activities they can do to support their child s learning in this important aspect. In Years 5 and 6 teachers place a weekly sheet into Homework Books to explain expectations for the week ahead including a 45 minute reading comprehension and a 45 minute maths activity. Children are also expected to spend a further 30 minutes practising maths concepts through Mathletics in this time they should be able to achieve a Mathletics Certificate. We ask parents to encourage children to read regularly with the aim of developing a love of books. If children have not mastered the Years 3 & 4 Key Word Lists, teachers will talk to parents about activities they can do to support their child s learning in this important aspect. Accountabilities around homework: Role of the School To provide parents with a clear policy regarding homework. To ensure this policy is fully and consistently followed. To provide support for parents with information about homework. To provide support for children with the running of a homework club. Role of the Class Teacher To set regular homework in-line with agreed policy. To ensure any homework is purposeful and links directly to classroom learning. To set homework that matches children s needs and interests, and takes equal opportunities into account. To mark homework promptly and give feedback to pupils. To reward and praise children who regularly complete homework tasks which reflects their best effort. To provide an explanation of homework tasks to parents when necessary and give guidance of how they might assist their child. This may be done by a note with the work or in the Homework Book, at a Parents Meeting or at an arranged meeting. To inform parents if a child is experiencing a particular difficulty with an aspect of their learning, and provide support and resources as appropriate. To meet with parents if a child regularly fails to complete homework tasks. If the situation continues, to engage a senior leader to bring about a resolution. Role of Parents To take interest in, and support their child in completing homework tasks. To provide an appropriate space and resources for their child to complete homework. To talk to their child s class teacher if any issues arise over the completion of homework activities.
Role of Pupils To ensure they have everything they need to complete homework each week. To make sure they understand the tasks that have been set. To put in the same level of effort as would be expected of class work. To hand the homework in on time. To act on any feedback about homework. Equal Opportunities Homework will take account of children's capabilities to provide an equal and appropriate challenge for all individuals, including those with special educational needs. Tasks should be at a child s independent learning level. The governors and staff are committed to providing the full range of opportunities for all pupils, regardless of gender, disability, ethnicity, social, cultural or religious background. All pupils have access to the curriculum, and the right to a learning environment, which dispels ignorance, prejudice or stereotyping. Review The Homework Policy is reviewed by teachers and members of the Governing Body every three years following consultation with parents and pupils. A summary of key findings from the consultation process will be included as an annex to the Policy. Policy adopted by Curriculum Committee on behalf of the Governing Body May 2017 Future Review May 2020 HOMEWORK PARENT SURVEY SUMMARY OF FINDINGS
Spring 2017 Governors and teachers are reviewing the school s Homework Policy and thank all the parents who returned completed questionnaires giving views on homework at Woodstock Primary School. We are extremely impressed with the quality and thoughtfulness of responses, and hugely appreciate the time and effort that was clearly put into completing the questionnaires. Responses have been summarised and will be used to inform the development of a new Homework Policy that means something to each of us with an interest in the children here at Woodstock CE Primary School. Whilst the current government has removed the specifications around how much homework should be given in primary schools, Ofsted will still look to see how homework links effectively with the learning taking place in school and grade the setting according to how well this is achieved. Fifty-six questionnaire were returned which relate to children in the following years (a number of questionnaires were completed for more than one child): Foundation Stage: Reception 11 Key Stage One: Years 1 & 2 24 Key Stage Two: Years 3 & 4 19 Key Stage Two: Years 5 & 6 12 KEY POINTS FROM WHAT PARENTS THINK: Homework, if it is meaningful and engaging, can have a positive impact on their child s learning. Homework helps to promote independent learning and introduce self-discipline. Those parents who responded positively said homework helped them feel part of their children s learning and that it also reinforces the view that learning isn't confined to the classroom. Homework consolidates what children have learnt in the classroom and helps to practice and embed key skills. Homework should be clearly explained. The volume of homework needs to be manageable. Some parents feel that the time taken to complete tasks is often underestimated. One common suggestion was to gradually build-up the amount of homework set in the early years. Homework will be limited to reading, spelling and learning times tables particularly for younger children. Children have a busy day at school and when they get home they can feel tired and need some downtime. A view held by a number of parents is that homework causes stress for the whole family and so impacts negatively on home life. There was some frustration expressed about homework not always being marked. Parents said this can be demoralising. Some parents are also unsure about how much help they should be giving their children. Homework can make an important contribution to a child s progress at school. As well as reinforcing learning in the classroom, homework helps children to develop the skills and attitudes they will need for successful independent lifelong learning. 1. Do you agree? Yes 83% No 11% Unsure 6% Parent involvement with school and learning can have a positive impact. Homework may be useful for some children, but possibly not all. (Y3/4 parent) Homework shouldn t be too onerous. It needs to be a good balance particularly for working parents. Parents need to support their children s learning at home to ensure they do their best their education. Homework should be well thought through and relevant. It also requires adequate feedback as otherwise a child will lose interest in putting in the effort to do well. (Y5/6 parent) Homework provides essential practice time. (Y1/2 parent) Getting used to the demands of homework is beneficial as long as it is balanced with other learning activities. (Y5/6 parent) Children are learning skills already at school. In primary school children don t understand why they have to do Reading, spellings and times tables, and developing children s confidence with them are key homework ingredients. 2: What are your thoughts on this?
The vast majority of parents agree that these areas all need reinforcement and practice and should be the priority for homework activities across the primary age range. Previous feedback has been that giving older children an increased homework schedule prepares them well for secondary school. These activities lead to improvement. (Y1/2 parent) Reading must be fun. (Y5/6 parent) 3: (Parents of children in Years 5 &6) Do you agree? Additional tasks beyond this are not necessary. (Y3/4 parent) Yes [ ] No [ ] Guidance and suggestions to develop children s comprehension would be appreciated. (Y3/4) All other activities become easier if these basics are continually practiced. (Y3/4 parent) Reading should be for pleasure. If children are not used to reading at home because parents don t do it from an early age, then it will not be fun for the child. (Y1/2 parent) Agree these areas are of huge importance; however, they can be swallowed-up because of other homework. The school has invested in purchases Spelladrome and Mathletics online licences for all children to practice core skills at home. 3: Is your child motivated by these resources? Yes 66% No 16% No response 4% 8 Reception parents (14%) said their child has no access to these programmes and so couldn t comment The overall feeling is that children are enthusiastic about these programs. Inter-class competition with certificates is very motivational but interest can wane if the level of challenge is too low or appropriate tasks are not set. What are your thoughts on this approach to learning at home? Homework can be a battle but these resources are great at engaging my daughter; they make learning fun. (Y1/2) At age 6, I want my child to be away from the screen as much as possible. (Y1/2) My child struggles with maths, and Mathletics can be demotivating. (Y5/6) It is a useful tool and both our children will happily use these when they otherwise would not be up for doing homework. I think they are a valuable resource. (Y1/2;Y5/6) Resources are quite useful but the format does get a bit tedious after a while. (Y5/6) They love it! Great way of giving them computer time that is constructive. (Y1/2; 3/4) The resources are great and can be self-managed with minimal parental input. (Y3/4) 4: What homework tasks do you think best help your child embed their learning? Fun and engaging tasks. Tasks need to be clearly explained. Learning through games. Things children can do themselves. Small/short tasks that reinforce work done in class or practise a skill children have been working on. A variety of tasks were suggested by parents, however the overwhelming consensus was: o Reading/comprehension/spelling/times tables/maths activities 5: How do you feel about the jigsaw type homework set? Do you enjoy getting involved in these activities? Yes 9 parents No 30 parents (mainly a time issue) Not sure 6 parents
8 Reception parents couldn t comment as their children do not have jigsaw homework activities. (Not all parents gave a response) Too much on top of everything else. (Y5/6) They are fun activities but I would prefer them to have more firm deadlines. (Y5/6) Very good, lots of fun and a great way of getting homework done. (Y1/2) Activities are things the pupil can t do without parental involvement and are time consuming. (Y3/4) Tasks are well thought out and I can see the effort that goes into them, however, there is rarely time to do one. (Y3/4) Scope for creativity. (Y5/6) We like the idea of the jigsaw but it should be either this or a set task. (Y3/4) 6: Do you feel the level of challenge of homework activities is about right for your child? Yes 32 parents No 15 parents Yes/No 8 parents (Not all parents gave a response) It is totally variable. Sometimes way too hard, sometimes too easy. (Rec; Y1/2) Level of challenge of homework is good. (Y3/4; Y5/6) Sometimes tasks are too hard for children to do themselves. (Y3/4) Homework activities are well thought out and allow for differences in abilities so can be as challenging as parents want to make it. (Rec) We d rather have more challenging short tasks. Our child finishes homework fairly quickly. (Y5/6) Homework can be wordy and not made simple for children to read and understand. (Y1/2 parent) 7: Do you think the time your child currently spends on homework is about right? Yes 33 parents No 18 parents (Not all parents gave a response) For her age, yes. (Y1/2 parent) Whilst 2.5 hours should be about right for Y5, we usually spend a lot longer on open-ended questions. (Y5/6) Hard to balance demands of homework when we want our children to also have a full and active life outside school. (Y1/2; Y5/6) Yes, now that we don t attempt the jigsaw tasks any more. (Y1/2) Overall, but it can vary from week to week. (Y5/6 parent) It is useful to have until Wednesday to complete homework if the weekend has been busy. (Y3/4; Y5/6) Homework tasks in Reception currently focus on supporting early development of reading, writing and number, and promoting shared experiences between children and parents. 8. (Parents of children in Reception) Do you agree with this approach? Yes 9 parents No 2 parents Previous We ve feedback built homework has been into that our giving weekday older and children weekend an activities increased and homework it helps us schedule engage prepares and educate them our for secondary daughter. school. Don t feel homework is needed at this age. 9. (Parents Structured of approach children in works Y5/6) well Do and you allows agree? for consistent Yes practice 8 parents of new skills learnt No in the classroom. 2 parents More focus on individual abilities should be made rather than so generalised.
(Not all parents gave a response) It is not the amount of homework that counts just enough to be useful and get children into a routine. Jigsaws are too much on top of everything else. Having Friday evening to Tuesday evening to complete homework is very challenging when children have many other activities. Yes, although our school seems to have more homework than others, but perhaps our children settle into secondary school better. We encourage parents to take an interest in, and help and support their child with homework tasks. 10: How is this working for you? What further support could we offer? It would be helpful to have a structured regular approach to practising timetables at home. (Y1/2) We get lots of support with Maths and Literacy Workshops and I know we can always ask. (Y1/2; Y5/6) Maths is taught differently so it is hard to help. (Y5/6) It is a significant time commitment to be involved in homework. (Y5/6) I ve enjoyed the homework tasks and how, if I need support or advice, it will be on-hand from the teachers. (Rec) I feel the stress homework adds to family life is not taken into consideration. (Y1/2) I feel the school makes very good provision for parents to be interested and support their children if they are inclined to do so. I have found it most effective when the teacher speaks to me or pops a note in the book about something from the day that my child might need to work on much more effective for learning than the homework tasks I ve felt. (Y3/4) Sometimes a bit more explanation would be useful if it is something they have covered in class and very specific. (Y1/2; Y3/4).. An example would be helpful where children need to show their working out. (Y1/2) Parents were asked if they wanted to pass on any further observations/comments. Many parents wrote further comments for which we thank you. In the main these were very positive in respect of homework and the wider work of the school, though as with all the questions in the survey, a range of opinions is evident. As one Y3/4 parent stated, I realise it is impossible to please all of the people, all of the time, but would argue that for those parents who require more to do, the school makes excellent provision and information to follow that up! We don t like homework during school holidays. We feel our children work very hard during the term and therefore deserve holidays to relax. (Y1/2; Y5/6 parent) Proper feedback from the teachers is essential, as without it a child will get demoralised and do the minimum. With the excellent provision of Mathletics, Spellodrome, spellings to practise, reading ideas, comprehension and times-tables, we have more than enough for 2 hours homework per week. (Y3/4 parent) Our children are getting a wonderful education from the fantastic teaching staff. They enjoy going to school and always have something good to say about their day. They are however only in KS1 and we are not convinced there needs to be so much focus on homework and that they should be allowed time outside school to relax and enjoy themselves, to learn other life skills, much as we do as parents after our working day. (KS1 parent) Please can guided reading, spelling practice and other activities that come home be included as homework? (KS1 parent) For maths activities can we get a simple crib sheet to explain to parents how it is done so to keep phrases, instructions and methods consistent between home and school, and not confuse the kid! (KS1 parent) We recognise that parents make an enormous contribution in supporting the education of our children. Parental encouragement is a key factor in raising attainment and fostering a love of learning. We believe learning is a lifelong journey, which begins at home and is nurtured in a range of contexts and settings, including school.
Homework has a role to play in supporting learning, since it gives children the opportunity to practice at home the work done in class, and helps them work toward improving important skills. It also supports children in becoming more confident and independent in their learning, which will help them over their years in school and into the future. We thank parents most sincerely for taking the time to give us your frank and considered thoughts and opinions - teachers and governors will take these into account to develop a set of principles on which our new Homework Policy will be based. Lisa Rowe March 2017
HOMEWORK PUPIL SURVEY SUMMARY OF FINDINGS Spring 2017 Pupils in KS1 and KS2 (246 in total) were asked to complete a questionnaire giving their views on homework to inform a re-write of the school s Homework Policy. Key Findings: The majority of pupils (82%) think homework is important. This was the opinion across both KS1 and both lower and upper KS2 pupils. Over 50% of pupils across the school stated that they enjoy homework either a lot or usually. Interestingly, this figure was higher for pupils in KS1 compared to KS2. 80% of pupils across KS1 and KS2 think that homework helps them to learn. The percentage of parents that always or usually help with homework is high in KS1 but decreases as children get older. This could be a reflection of children taking increasing independence for their homework. It is the school s expectation that all children complete homework each week. Figures suggest that this is generally the case, with 97% of our oldest pupils usually completing homework each week. Most pupils across the school think they get enough homework. Whilst overall 58% pupils state that they get enough time to do their homework, a significant number of pupils in each key stage think either that they do not, or do not know. This will be investigated further. 61% of children think homework helps them do well at school. Two-thirds of children in each key stage and phase, think that the level of challenge of their homework is usually about right (69%). The other third of pupils are split between those viewing homework as either too easy or too hard. Overall 65% of pupils stated homework can, often or sometimes, cause arguments at home. Clearly this is something that we want to address and will be discussing as a staff. Over half our pupils say they worry about their homework, either often or sometimes. Class teachers will be speaking to children to gain a better understanding of what causes children to worry. We will then be discussing what we can do, to avoid this. Whilst most children across KS2 think everyone in a class should get the same homework many made insightful comments. Two of interest from Y5 pupils, were, Everyone should not get the same homework because people are at different levels in their work. and another,.. because one person s challenge is another s comfort zone. 80% of pupils say that they prefer to receive their homework weekly in-line with the current arrangements. A third of KS1 children said they would like homework daily.
CLASS Cygnets Ducklings Goslings KS1 Summary Key Finding Kingfishers Nightingales W/peckers NOR 28 27 28 31 30 29 22 21 30 246 I think homework is important: Agree 25 23 21 83% Agree 21 21 26 81% Agree 19 21 20 82% Agree 82% Disagree 3 1 1 6% 0 0 0 19% 0 0 0 - - Y3/4 Summary Key Finding Don t know 0 3 6 11% 10 4 3-3 0 10 18% I enjoy homework: Yes, a lot 11 19 9 47% Yes, a lot 2 8 3 14% 2 2 0 5% 23% Yes, usually 5 5 4 17% 10 9 13 36% Usually 8 9 14 42% Usually 31% Sort of 12 12 7 25% 10 11 11 26% 11 7 12 41% Sort of 34% Not much 0 0 3 4% 6 0 2 9% 1 2 3 8% 7% No 0 2 5 8% 3 2 0 6% 0 0 0 3% 6% Doing homework helps me to learn: Agree 28 23 21 87% Agree 17 24 24 72% Agree 19 21 19 81% Agree 80% Disagree 0 0 1 1% 2 1 1 4% 0 0 4 5% 4% Don t know 0 4 6 12% 12 5 4 23% 3 0 7 14% 17% An adult helps me with my homework: Always 14 12 14 48% Always 7 4 4 17% 5 5 1 15% 27% Usually 7 4 8 23% 7 9 7 26% 1 5 8 19% 23% Sometimes 5 7 2 17% 17 15 17 54% Sometimes 12 10 18 55% Sometimes 42% Never 2 4 4 12% 0 2 1 3% 4 1 3 11% 9% I do the homework that I am set: Always 22 18 19 71% Always 15 23 21 66% Always 14 17 20 70% Always 67% Usually 6 5 6 20% 10 6 3 21% 7 3 10 27% 23% Sometimes 0 4 1 6% 3 1 5 10% 1 1 0 3% 7% Never 0 0 2 2% 3 0 0 3% 0 0 0 0% 2% I think I get enough homework: Yes 20 15 20 66% Yes 29 24 22 83% Yes 20 18 27 89% Yes 79% No 6 10 4 24% 2 0 3 6% 1 2 0 3% 11% Don t know 2 2 4 10% 0 6 4 11% 1 1 3 7% 9% Kestrels Y5 Red Kites Y5 Falcons Y6 Y5/6 Summary Key Finding Overall
I usually get enough time to do my homework: Always 23 16 13 63% Always 9 21 22 58% Always 2 16 20 52% Always 58% Usually 0 3 14 20% 14 3 3 22% 18 3 4 34% 25% Sometimes 5 8 1 17% 8 6 4 20% 2 2 6 14% 17% I think homework helps me to do well at school Yes 22 20 15 69% Yes 16 21 21 64% Yes 2 16 17 48% Yes 61% No 0 6 9 18% 4 2 3 10% 8 1 4 18% 15% Don t know 6 1 4 13% 11 7 5 26% 12 4 9 34% 24% My homework is usually: Too easy 5 11 9 30% 5 2 3 11% 2 2 1 7%% 16% Just right 19 9 13 49% Just right 20 24 24 76% Just right 18 16 27 84% Just right 69% Too hard 4 7 6 30% 6 4 2 13% 2 3 2 10% 15% Homework can cause arguments at home: Often 11 9 9 35% 7 2 2 12% 2 3 7 16% 21% Sometimes 13 9 9 37% Sometimes 16 13 18 52% Sometimes 8 8 15 42% Sometimes 44% Never 4 9 10 28% 8 15 9 36% 12 10 8 41% Never 36% I understand what I have to do for my homework: Always 20 13 12 54% Always 5 11 15 34% 7 5 8 27% 39% Usually 5 6 9 27% 19 14 8 46% Usually 10 13 19 58% Usually 42% Sometimes 2 7 2 12% 7 4 6 19 5 3 3 15% 16% Never 1 1 5 8% 0 1 0 1 0 0 0 0% 4% I worry about my homework: Often 4 6 7 20% 8 5 4 19% 3 1 3 8% 17% Sometimes 5 8 2 18% 16 11 10 41% Sometimes 11 20 12 59% Sometimes 37% Never 19 13 19 61% Never 7 14 15 40% Never 8 0 15 32% 45% Do you think everyone in the class should get the same homework? Yes 5 5 12 27% 13 17 10 44% Yes 11 12 12 48% 39% No 23 18 15 67% No 9 8 12 32% 11 7 7 34% 45% Don t know 0 4 1 6% 9 5 7 23% 0 2 11 18% 16% I prefer to have my homework: Daily 6 19 4 34% 8 5 2 17% 1 3 0 5% 20% Weekly 22 8 24 65% Weekly 23 25 27 83% Weekly 21 18 30 95% Weekly 80% *Please note that not all percentages will total one hundred due to rounding.
Pupils were asked: What kind of homework helps you learn best? KS1 key responses KS2: Y3/4 key responses KS2: Y5/6 key responses Maths Literacy tasks including comprehension Creative tasks Online homework Mathletics and Spelladrome Time tables and spelling practice Maths Creative tasks Spelladrome Handwriting practice Pupils were asked: Why do you think you get homework? To discover new things To help us learn more To show our parents what we have been doing in school. To get better at school. Maths, Mathletics, times-tables Literacy tasks Research tasks fact files help you remember key things KS1 key responses KS2: Y3/4 key responses KS2: Y5/6 key responses So we learn more. Gives us extra practice of what we have done in class. Helps us at schools. Helps us become independent learners. Extends our knowledge and understanding. It helps the teachers see what we know. Pupils were asked: Is there anything you would like to change about homework? More science and art tasks. Do it every day. Year 2s should get more than Y1s. Have Mathletics. To help you learn. To show parents what you are learning in school. To build on what we have learnt in class to develop your confidence. To deepen your understanding, if you have been stuck on something in class. Helps prepare you for secondary school. KS1 key responses KS2: Y3/4 key responses KS2: Y5/6 key responses Less/more homework Same/different level for all. More online homework. Pupils were asked: Is there anything else you would like to tell us about homework? Sometimes it is a bit too easy. Homework should be given on a Monday and handed in on a Friday so we can relax at weekends. Many of us have events on Saturday or Sunday which doesn t leave us much free time. Small daily tasks would be good. KS1 key responses KS2: Y3/4 key responses KS2: Y5/6 key responses Homework should be fun and exciting. Can we have more description about what we need to do and how to do it? Do homework during the week and not at weekends. I really enjoy homework but sometimes it can take over the weekend. There is a lot of it! Some people should get easier homework. More maths challenges!