Homework policy
National guidelines for homework were put in place in 2002 so that schools, parents and pupils realise its importance in raising standards. The guidelines will define:
- how much homework pupils of different ages should do;
- how much time pupils of different ages should spend on homework;
- what sort of tasks and activities make good homework;
- how schools can develop and implement successful homework policies, and
- what is expected of both schools and parents.
Currently at Nursery and Infant level homework is a voluntary activity. However, the Secretary of State’s perception of homework is that it is not an optional extra but an essential part of good education.
We have always encouraged what we consider to be an appropriate amount of homework to be carried out, albeit via an informal and encouraging approach, rather than a pressurised burden for the child or parent. NB. Time spent on homework should be quality time and fun.
We have, therefore, drawn up a Homework Policy that we feel is realistic and appropriate for each age band. Much of what we suggest, you as good parents, will be doing already. Homework will not be set on a daily basis. Each year group will clarify when specific tasks are set (eg. Home reading, spellings, research, etc.)
At the early stages homework will be based on parents encouraging and reinforcing our ideas and suggestions with occasional input from the classteacher.
We anticipate that parents try to enrich their children’s learning at every opportunity (eg. Visits to parks, museums, theatres, etc) but would suggest that in the early stages at least 10 minutes is set aside each day to work with your child in a purposeful way, extending to 15 – 20 minutes at Year 2 according to their ability, attitude and concentration span.
Receptions’ homework
Homework is voluntary at this stage of education, however, we welcome your support as outlined below. Many of you, as good parents, will be doing much of this already.
PLEASE ENDORSE PRACTICE AS OUTLINED FOR THE NURSERY, ESPECIALLY FOR THE YOUNGER CHILDREN AND THOSE WHO ARE LESS CONFIDENT AND LESS MATURE.
Physical Development
Fine Motor Control – Ensure that your child can:
- Dress and undress themselves.
- Put on shoes and socks
- Cope with buttons and zips
- Use a pencil. ‘Pencil Play’. If possible provide a writing and ‘doing’ area equipped with pens, pencils, paper, scissors, glue, etc.
- Grip the pencil correctly (check and encourage correct grip. This is difficult to change once established)
- Have a go at writing by writing thank-you letters, making cards, and so on
- Be able to use a knife and fork.
Gross Motor Control
As for Nursery but extend to simple sports skills, climbing, running, skipping, dancing, hopping, jumping, swimming, etc.
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
(Science, History, Geography, General Knowledge, Current Affairs)
Encourage your child to enquire and observe at every opportunity
Look for shapes in the environment
Make collections from nature (these can be brought to school)
Point out dangers (fungi, berries, road sense, hazards, etc.)
READING
Book bags will contain an information pack and comment card.
Initially children will have freedom to choose books for you to share and read to them. Encourage your child to enjoy books on a daily basis (visit the library, book share, bedtime stories). WHEN your child is beginning to read they will be given support material to read or write at home as appropriate. To assist phonic skills, teach nursery rhymes and read poems. Play I-Spy to encourage sound recognition. Teach the initial sound of a word. Teach the alphabet BUT ensure that the child comprehends that these are the names of the letters as opposed to the sounds (if in doubt about when and how, the classteacher will advise you).
WRITING
Ensure correct letter formation, using lower case NOT capitals apart from the first letter of a name and later to begin a sentence. (See guide in information pack). As aforementioned, check your child’s pencil grip and also ensure that he/she is sitting correctly (ie. Upright with back well supported). If affordable, purchase Early Learning or similar activity books to encourage hand control.
MATHEMATICS
Encourage your child to count. Play card games eg: Pairs, Snap, Fish, to encourage recognition of numerals. Give your child a head start in Maths by playing family games such as Snakes & Ladders, Monopoly, Ludo, Chess, Bingo, Beetle, Scrabble, etc. Read our ‘Maths is Fun’ sheet which is in the Reception Pack. This will give you many other ideas.
HOLIDAYS
When in term time, encourage your child to keep a picture diary to which you can add a dictated caption for them to copy if they are able.
ASSEMBLY
During assembly the children may be asked to find out about something (general knowledge, names of famous people, etc).
Each week the children listen to different music. They are sometimes asked to find out about instruments, composers, etc., on Mondays for every Thursday.