Homework in the 'School Improvement' agenda

'The School sees homework as a valuable aspect of pupils' learning and makes great efforts to ensure that it is relevant and effective' (Ofsted Report)

This 11 - 16 school serves a very mixed socio-economic area. Significant numbers of pupils come from homes suffering from high economic and social deprivation, unemployment, poor housing, low income and poor health. Pupil attainment on entry is very low across all subjects. However, good progress is made through both key stages, with the number of pupils attaining five A*-Cs at GCSE being broadly in line with the national average.

Homework is an important aspect of the 'School Improvement' agenda and is featured in the five-year Strategic Plan 'to improve the quality of learning'.

Reviewing policy and practice

Approximately five years ago, fresh impetus was given to the school's focus on homework. This followed on from concerns expressed by parents regarding the inconsistencies of practice.

Subsequently, when drawing together a new policy, staff considered:

• who to involve in the consultation process - pupils, parents and staff?
• how to motivate pupils using effective homework practices;
• effective strategies for communicating with parents; and
• ensuring that the feedback from this consultation process was manageable for staff.

There were two key outcomes to the above process, namely, the need to:

• tighten up on certain homework procedural arrangements; and
• monitor the effectiveness and quality of the homework.

Action

Improved 'pupil organisers' were introduced to help parents and teachers to monitor homework.

Form tutors check the use of these 'organisers' on a weekly basis. It was also decided to instigate annual reviews to examine the effectiveness of the 'organisers'.

Comprehensive 'Year Group Booklets' for parents and pupils were produced.

These identify clearly the school's vision, and policies and practices for each Year Group on a wide range of issues, including the School's position on homework, and the supportive role to be played by parents. Also included in the Booklets is a summary of the work to be followed over the year in each subject, including a sub-section on homework.

Departmental Heads discuss homework as part of their regular subject reviews.

This in turn has resulted in some departments producing their own 'Homework Topic' booklets. These include a glossary and extension work. For instance, the science department has produced almost 40 Key Stage 3 homework topic booklets.

Each faculty also keeps a weekly record of homework set.

This is then incorporated into a monthly 'Homework Log', which assists with the on-going monitoring process.

On a half-termly basis, the SMT reviews a selection of pupil organisers, pupil class and homework folders and faculty homework logs.

Representatives of the SMT meet with six pupils, of cross-ability and gender. A thematic approach is adopted for these meetings, with issues such as homework set and presentation of work being used as a focus for the discussions.

The views of parents on their children's education are sought regularly by means of a questionnaire distributed at parents' evenings.

This includes a section on homework.

Other developing practices

'Accelerated Learning' has been introduced to enhance pupil performance in both course work and homework

The school provides a range of study support activities, including a homework club that operates over break-times, lunchtimes and after school. Less able pupils are also encouraged to join the 'Successmaker Club'. After school workshops are also organised for the more able pupils in Years 8 and 9.

The outcomes of the homework developments outlined above, have not only enhanced the quality of the pupils' learning, but also ensured greater consistency of practice. Additionally, parental complaints regarding homework can now be dealt with effectively and confidently. They are also very few in number.