Creating time to manage homework
When the headteacher was appointed in 1996, she inherited an under-performing 'troubled' school, where
behaviour management was a major problem.
A school improvement programme was instigated immediately. Once confident that the school was operating
effectively (1998), the head sought to develop the school's external relationships with
parents - she believed that they had a key role to play in raising attainment. The timing also coincided
with the introduction of the Government's Homework Guidelines.
A questionnaire on a wide range of school issues was distributed to parents and pupils. These identified
that whilst the vast majority of parents valued homework, this was not necessarily the case for pupils.
Subsequently, a very comprehensive policy statement was produced, which included:
- a summary of the purpose of homework;
- the homework timetable, detailing exactly what parents should expect on each night of the week for pupils in the nursery, reception class, Years 1 and 2, Years 3 and 4, and Years 5 and 6;
- details of homework expectations for pupils with learning difficulties;
- a sample page from the homework diary used by all pupils;
- a sample 'Termly Targets' sheet given to all pupils;
- an outline of the role of parents/carers and teachers in supporting homework;
- guidance for parents on listening to children read;
- details of feedback between pupils, teachers and parents/carers; and
- an outline of annual monitoring and evaluation procedures for the school's homework policy - this includes parents' views being sought annually.
Class time for monitoring homework
To ensure that the homework policy works effectively, the last fifteen minutes of each day is allocated to
'homework', for example:
- the first five minutes might be used for any self-marking work;
- the next five minutes used to ensure that pupils understand the nature of the day's homework; and
- the final five minutes for checking comments from parents in the homework diary.
Home learning policy
The School also places increasing emphasis on parents helping their children at home. EAZ funding
has been of some assistance. The strategy takes the following format:
- a teacher has been given a post of responsibility to promote this policy;
- parents are visited at home with educational packs 12 months before their children are due to start school;
- parents with children aged 0 - 3 are encouraged to make use of a 'Books and Games Library';
- each day, nursery, reception, Year 1 and Year 3 pupils take home an 'Interest Pack' which includes games and activities to be shared with an another person at home;
- two workshops per term are arranged for parents, on issues such as, the literacy strategy, the numeracy strategy, accelerated learning, how to help your child with homework;
- the school brings to the attention of parents, the courses run by the local Community College on issues that relate to their children's development and education; and
- the headteacher discusses with parents of pupils who are underachieving how home and school can work more effectively together for the children to achieve their full potential - the head and her staff are committed to 'taking these children further than they thought possible'.
Case studies index | back | next
