Homework Policy
This policy has been drafted to accompany the home-school agreement. It takes into account Government recommendations on the amount and type of homework and the views of parents, staff and Governors.
Partnership and communication
We believe that the partnership between home and school is vital to childrens progress. Throughout the school we appreciate parents interest in homework tasks of all sorts. They are asked to check that set tasks are tackled and completed, or to let teachers know if children are experiencing difficulty. Parent-teacher consultations often highlight areas of childrens work which would benefit from extra attention, and teachers may suggest specific practice at home, with parental support.
Book bags
To help this process of two-way communication, book-bags are available to contain and keep neat books, worksheets, letters and contact books. Parents are asked to check their contents regularly.
Personal reading
Teachers employ many strategies for helping children learn to read, but from the time when they start school daily practice at home is of great benefit to their progress. For this reason the school publishes a handbook to help parents support their children in reading, from the early stages to independent reading and beyond. Parents as well as teachers are encouraged to contribute to the childs reading record in both Key Stages.
Contact books
The reading record book we use in Key Stage 1 is a means of daily communication between home and school. The contact book we use in Key Stage 2 involves parents, staff and children in recording and monitoring personal reading and other homework.
The value of leisure
We provide opportunities for extra-curricular activities after school, and we recognise the great value to children of outside leisure pursuits such as sports, music and youth organisations. We recommend the courses offered to older children by Kent Childrens University. We hope parents will involve children in a variety of activities within the home and family, e.g. cooking, gardening, visiting the library, trips to places of interest, and perhaps using a home computer. Time spent on these activities during the Primary years can bring great benefits to personal and social confidence, as well as developing skills and friendships.
Homework programme
In designing a programme of homework tasks we do not want to prevent children from taking advantage of leisure and family activities. There are particular purposes however, in extending childrens school experience and linking it with home. As children grow older, the purposes and pattern change, as set out below.
HOMEWORK 2011
Foundation Stage/Key Stage 1
We want to offer parents the chance to share educational games and activities with their children, and to help them practise useful skills. Our pattern is as follows:
Year R Regular home support of reading Weekly maths activity
Year 1 Regular home support of reading Weekly opportunity to take home a maths or language activity
Year 2 Regular home support of reading Weekly activity to reinforce learning (max 20 mins) and weekly learning of the class spelling objective
Key Stage 2
We want to encourage a growing commitment to personal and independent study as children develop towards their move to secondary school.
Year 3 Regular home support encouragement of personal reading Weekly activity to reinforce learning (max 30 mins) and weekly learning of the class spelling objective
Year 4 Personal reading as above Weekly activity to reinforce learning (max 1 hour) and weekly learning of the class spelling objective
Year 5 Personal reading as above Weekly activity to reinforce learning (max 1 hour 30 mins) and weekly learning of the class spelling objective
Year 6 Personal reading as above Weekly activity to reinforce learning (max 2 hours) and weekly learning of the class spelling objective
The tasks are often set in ability groups, so they are matched to the childs needs. They usually link with current work in the classroom. Parents are asked to use the contact book to monitor and encourage what their children are doing.