Old Clee Primary Academy Homework Policy

Old Clee Primary Academy - Standards and Expectations

At Old Clee Primary Academy all children will receive high quality and innovative teaching that supports and challenges them to achieve their best. They are taught the importance of perseverance to become lifelong learners. Adults and children have high expectations of themselves and ambition for their futures. They are equipped to be effective in which ever path they take in their education, work, and relationships. 

We believe that homework plays a positive role in raising a child's level of attainment by providing additional regular reinforcement of learning outside of school. It is also a fabulous way for parents/carers to feel part of their child’s school journey supporting them with a range of activities which will highlight their development and progress over the year.  We strive to ensure that our children take pride in what they do, both at school and at home. We feel that ‘taking pride’ and ‘trying our best’ are life skills that children need to acquire early on. Therefore, when children are completing their homework, it would be really useful if they had access to a pen or pencil and a ruler if possible. Children need to develop the skill of maintaining a standard across a number of different environments and completing homework is a great place to transfer this from school to home and vice versa.

We are also aware that children have opportunities and experiences outside of school that are equally important in developing and enriching their lives. We have given careful consideration to ensure that homework is well-balanced across the academy.

Inclusion Statement

At Old Clee Primary Academy we will continuously strive to ensure that everyone is treated with respect and dignity. Each person will be given fair and equal opportunities to develop their full potential regardless of their gender, transgender, ethnicity, culture and religious background, sexuality, disability, or special educational needs and those from a socio-economic background. The school will actively promote equality and foster positive attitudes and commitment to an education for equality.

The Purpose of Homework

At Old Clee Primary Academy, we believe that homework will:

• Encourage students to develop the confidence and self-discipline to work on their own.
• Encourage and develop a pattern of learning behaviours essential for Secondary School and beyond.
• Consolidate and reinforce skills and understanding.
• Extend school learning, for example through additional reading and the acquisition of basic number skills.
• Enable children to devote time and develop resilience for particular demands such as project work.
• Encourage and develop the foundations of organisation and accountability through meeting deadlines – life skills.
• Support the home/school relationship.
• Inform parents/carers about the type of work and learning children engage in during their primary education.
• Build the foundations for lifelong learning.

Responsibilities

The role of the headteacher and governing body:

• Frequently check compliance of the policy.

• Monitor the effectiveness of the policy every year.

• Review the policy every year and make appropriate updates as required.

• Discuss with staff how far the Policy is being implemented.

• Meet with parents/carers as appropriate.

• Support parents/carers with information about homework.

• Inform new parents/carers about the Homework Policy.

The role of the teacher:

• Plan and set up a programme of homework for pupils. 

• Provide an explanation of homework tasks where necessary to ensure all pupils understand what they have to do. • Ensure all homework given is purposeful and links to the curriculum.

• Set homework that is appropriate to the child’s ability.

• Monitor homework regularly and encourage pupils to complete it.

• Communicate with parents/carers if there is a problem regarding homework.

• Be available for discussion with parents/carers and pupils about homework if necessary.

• Set a consistent amount of homework across a key stage, ensuring progression. 

• Ensure homework takes equal opportunities into account and that the needs of pupils with disabilities are    considered.

• Reward quality work and praise children who regularly complete homework.

The role of parents/carers:

• Support their child in completing homework and encourage this.

• Become involved in their child’s homework and encourage their child to have a positive attitude towards it.

• Make sure that their child completes homework to a high standard and on time.

• Provide suitable conditions and resources for their child to complete homework.

• Praise their child and celebrate achievements with regard to their homework.

• Inform teachers of any issues that may arise and co-operate with the school to find a solution.

• Keep the school informed of any change in circumstances which may affect their child’s learning and homework.

• Encourage your child to discuss homework with you, including feedback from teachers.

The role of pupils:

• Take responsibility for their own learning and submit completed work in a timely manner. 

• Have a positive approach towards homework.

• Put the same effort into homework as would be expected of class work. 

• Make sure they understand the tasks that have been set and seek clarification if required.

• Ensure that they have everything they need to complete homework and return to school all homework.

• Take pride in the presentation and content of their homework and perform to a high personal standard. 

Reading

Here at Old Clee Primary Academy, we understand that reading underpins all aspects of learning. The more children can read at home, the more they will be exposed to a wide range of language, develop an understand of a range of book genres and develop their imagination. We do encourage children to read at home 5 times per week. However, we also understand that this is not always manageable which is why we allocate time within class for children to independently read each day.

Spellings

Our spellings scheme ‘Sphonics’ links phonics (the teaching of sounds or phonemes) with spelling choices (graphemes). The scheme teaches children sets of words with a particular sound focus. A sound can be spelt in several different ways. By grouping these same sounds together children can visually see the different spelling choices and make links to previous phonic knowledge. Through identifying the sound and it’s spelling choice children are able to make links, discuss rules, patterns or types of words that the particular spelling choice is found in.

The national curriculum sets out a list of words (and/or spelling rules) that children should know by the end of each academic year. Children will be sent home with a list of 10 spellings to learn each week. These words are relevant to their year group statutory word list. Children may discuss additional words with you that we have ‘exposed’ them to under that weeks sound focus. The aim is that children see the words several times during the academic year strengthening their spelling knowledge.

We recommend a short daily practise to help familiarise and embed the weekly spellings. Activities such as grouping words under particular spelling choices, sounding out and blending words, putting words verbally into sentences, segmenting words for spelling along with completing the look, cover, write, check sheet will support your child in recalling these spellings ready for their weekly spelling test. All completed spelling sheets must be returned to the class teacher each week.

Times Tables (Year 2 – Year 6)

Here at Old Clee, we promote the love of learning times tables through using the counting stick and an online platform called, Times Tables Rock Stars which we use as part of homework. When it comes to times tables, speed AND accuracy are important – the more facts the children remember, the easier it is for them to complete more complex calculations. Times tables are recognised as essential to access many mathematical concepts and knowledge will be assessed at the end of Y4, from September 2019, by a National test. Throughout the year, we hold times tables battles against classes and even teachers!

Each child is given a personalised times table to learn based on gaps in knowledge, this will be tested weekly. We are asking you to ensure your child practises at home. This can be done via TT Rock Stars. The children can play on any mode to practise, however Garage Mode is personalised to your child- this will have their tables set by the class teacher. We are asking the children practise for at least 15 minutes a week. This could be broken down, for example, into 3 minutes a day or 3 days of 5 minutes a day – whatever the combination - it needs to be at least 15 minutes a week. The teacher is able to see each child’s TT Rock Stars details and how long they have been on the platform each day.

If you do not have a phone or tablet and your child is not able to access TT Rock Stars then paper copies are available. If your child practises on paper, they need to complete 3 x paper copies. 5 minutes per sheet. The children must return all paper copies once completed each week to their class teacher. Please note: Y2 pupils will be sent home with a paper copy weekly.

Maths Homework – KIRFs ( Key Instant Recall Facts)

Research shows that learning key facts ‘by heart’ enables children to concentrate on the calculation, which helps them to develop calculation strategies. Using and applying strategies to work out answers helps children to acquire and so remember more facts. Many children who are not able to recall key facts often treat each calculation as a new one and have to return to first principles to work out the answer again. Once they have a secure knowledge of some key facts, and by selecting problems carefully, you can help children to appreciate that from the answer to one problem, other answers can be generated. To develop our children’s fluency and mental maths skills (declarative knowledge), we have implemented KIRFs (Key Instant Recall Facts) as homework. Children are given a set of KIRFS to learning over two weeks with a low-stakes quiz at the end of each half term. KIRFS are a way of helping the children to learn by heart, key facts and information which they need to have instant recall of. KIRFs are designed to support the development of mental maths skills that underpin much of the maths work in schools. When children move onto written calculations, knowing these key facts is very beneficial. Regular practice - little and often – helps children to retain these facts and keep their skills sharp. Key facts are revisited over the year. Over their time at primary school, we believe that - if the KIRFs are developed fully - children will be more confident with number work, understand its relevance, and be able to access the curriculum much more easily. Please note: Y1 KIRFs task is set as an activity sheet.

Rise to the Challenge – Personal Development

As part of our personal development curriculum, all children from nursery to Y6 are challenged to complete a life skill at home. Once completed, this is ticked off in their personal development passport and children are given the opportunity to share which of our SUPERB citizen characteristics they have practised. All achievements are also celebrated and shared during parent’s evening consultations. For eg: In Y2 children are challenged to learn how to tie their shoe laces. This allows children to practise problem solving and being responsible.

Year Group	Homework
N	Reading books to be shared with child. Rise to the challenge.
R	Reading- read books each night Weekly phonics activity Weekly letter and number formation Rise to the challenge
Y1	Reading- read books each night Weekly Spellings/Handwriting practice Fortnightly maths KIRFs activity sheet Rise to the challenge.
Y2	Reading- read books each night Weekly Spellings Times Tables Rockstars activity sheet Fortnightly Maths KIRFs Rise to the challenge.
Y3	Reading- read books each night Weekly Spellings Times Tables Rockstars Fortnightly Maths KIRFs Rise to the challenge.
Y4	Reading- read books each night Weekly Spellings Times Tables Rockstars Fortnightly Maths KIRFs Rise to the challenge.
Y5	Reading- read books each night Weekly Spellings Times Tables Rockstars Fortnightly Maths KIRFs Rise to the challenge.
Y6	Reading- read books each night Weekly Spellings Times Tables Rockstars Fortnightly Maths KIRFs Rise to the challenge.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Year 6 Additional Homework

Year 6 additional homework may be sent out prior to the National SATs tests including comprehension materials for you to discuss with your child and revisiting maths concepts etc. There will be a full explanation given to parents/carers to be able to help their child with this. If parents/carers and carers have any questions about homework, they should, in the first instance, contact the child's class teacher.

Pupils who fail to complete homework

All pupils are expected to complete homework on time. Teachers will keep records of pupils completing homework which will be regularly checked. If pupils fail to complete homework, teachers will contact parents/carers to find out why. Children will be given the opportunity to complete home learning tasks in school time as an additional task.

Inclusion and Homework

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, and we endeavour to adapt any task set so that all children can contribute in a positive way.

Pupils with SEND

The school recognises that pupils with special educational needs and disabilities (SEND) may require that specific tasks be set in the form of what is beneficial to skills identified in Individual Education Plans.  While pupils with SEND may benefit from special tasks separate from the homework received from other pupils, it is important that they also do as much in common with other pupils. A balanced amount of the right type of homework will be set for pupils with SEND, in consultation with the parents/carers and Send co-ordinator.