Northfield House Primary School Home Learning Policy
Northfield House Primary School Home Learning Policy
Reviewed TG/JF 9/2012
The purpose of home learning in our school Our school believes that home learning should be to: • Develop an effective partnership between our school and parents/carers • To consolidate and reinforce skills and understanding, particularly in English and maths • To extend school learning and contribute to the challenge of raising attainment • To encourage children as they get older to develop confidence and self –discipline needed to study on their own, and prepare them to be life long learners • To develop independent learning. • To reflect developments within education and the range of learning styles, for example, the use of ICT and preferred learning styles. We recognise that the type and purpose of home learning activities changes as children move through the school. In Foundation stage activities enable children to share their learning with parents and basic skills are consolidated. In Key Stage One it is important to establish partnerships with parents/carers and involve them actively in their child’s learning. In Key Stage Two, home learning provides more of an opportunity for children to develop the skills of independent learning, which should increasingly become its main purpose. By the time children reach Year 6, home learning should cover a range of tasks and curriculum content. Home learning activities may include: • Games • Spelling and Phonics activities • Number facts • Reading books from school, from home and from libraries • Activities to be shared together (family learning), listening to stories • Playing word games • challenges and questions related to learning in class These activities give children the opportunity to talk about what they are learning, and to practise skills in a supportive environment. Reading Regular reading is vital. For children in EYFS and Key Stage One, home learning will consist of regular reading with parents/carers, looking at books together. Reading should be seen as fun and not as a chore. It is better to read for shorter periods more frequently than for long periods infrequently. For fluent readers this may involve independent reading. This may be done in the context of home learning, for example reading a school reading book, reference book or in other contexts such as reading from newspapers, comics, internet sites etc. Families should take time to discuss reading with children and talk about a variety of texts. Learning tasks Class teachers are responsible for setting home activities for the children in their classes. Through careful planning they will ensure that tasks are carefully planned and structured to support progression and learning. We recognise the importance of home learning tasks being marked and feedback being given. Marking may be written (teacher/teaching assistant marks home learning tasks) or verbal (teacher discusses home learning task with the child or with the whole class). Differentiation Like all learning tasks, home learning tasks should be differentiated where appropriate to meet the needs of the child. Use of ICT The use of ICT and internet reference material is an important resource for children. However, it should be understood that not all internet material is of appropriate educational value and sites should be approached
with critical thought. School will, wherever possible, refer children and parents to websites to assist learning and these may be mentioned on the School’s VLE along with other learning resources. Children must avoid wholesale copying from websites (though there are times when quoting is appropriate) as this gives no evidence that the child has thought about or learned anything. The role of parents/carers It is essential for school and parents/carers to work in partnership because the educational process should be an effective partnership between school and home. Among the potential benefits of home learning support are the following: • Parents/carers become more involved in the monitoring and assessment of their child’s progress • To increase motivation • Home-school agreement becomes more meaningful • Raising standards • Raising home awareness of the curriculum and the school’s activities • Parents/carers have quality time in contact with their child’s educational activities. Home support may come from other family members and neighbours who, whilst not necessarily possessing specialist knowledge, are in a position to help. Assisting children is not the same as doing their homework for them. In addition, it is the role of parents/carers to support home learning practices by: • Asking to see their child’s learning logs • Providing a suitable place for their child to complete their home learning • Sitting with their child and talking about the home learning activities • Valuing home learning and explaining the benefits to the child • Praising the child for effort • Visiting the library and other locations of educational interest • Contacting school if a problem is identified with a home learning task • Ensuring home learning tasks are completed on time Timing The DfES suggest that children in Years 1 & 2 should have ten minutes of activities per night. Children in Years 3 & 4 should be involved in twenty minutes of home learning per night and Year 5 & 6 children should be involved in thirty minutes per night. Expectations Children should complete and hand in Home learning activities on time. If Home Learning activities are not completed children may be asked to complete activities at Playtime or lunch break. Parents will be informed if Home Learning is not meeting expectations. Monitoring and evaluation of home learning practices A copy of this policy will be made available to parents on the school website and hard copies will be available in school on request. It is the responsibility of our governing body to agree and then monitor the school home learning policy.
Reviewed TG/JF 9/2012
The purpose of home learning in our school Our school believes that home learning should be to: • Develop an effective partnership between our school and parents/carers • To consolidate and reinforce skills and understanding, particularly in English and maths • To extend school learning and contribute to the challenge of raising attainment • To encourage children as they get older to develop confidence and self –discipline needed to study on their own, and prepare them to be life long learners • To develop independent learning. • To reflect developments within education and the range of learning styles, for example, the use of ICT and preferred learning styles. We recognise that the type and purpose of home learning activities changes as children move through the school. In Foundation stage activities enable children to share their learning with parents and basic skills are consolidated. In Key Stage One it is important to establish partnerships with parents/carers and involve them actively in their child’s learning. In Key Stage Two, home learning provides more of an opportunity for children to develop the skills of independent learning, which should increasingly become its main purpose. By the time children reach Year 6, home learning should cover a range of tasks and curriculum content. Home learning activities may include: • Games • Spelling and Phonics activities • Number facts • Reading books from school, from home and from libraries • Activities to be shared together (family learning), listening to stories • Playing word games • challenges and questions related to learning in class These activities give children the opportunity to talk about what they are learning, and to practise skills in a supportive environment. Reading Regular reading is vital. For children in EYFS and Key Stage One, home learning will consist of regular reading with parents/carers, looking at books together. Reading should be seen as fun and not as a chore. It is better to read for shorter periods more frequently than for long periods infrequently. For fluent readers this may involve independent reading. This may be done in the context of home learning, for example reading a school reading book, reference book or in other contexts such as reading from newspapers, comics, internet sites etc. Families should take time to discuss reading with children and talk about a variety of texts. Learning tasks Class teachers are responsible for setting home activities for the children in their classes. Through careful planning they will ensure that tasks are carefully planned and structured to support progression and learning. We recognise the importance of home learning tasks being marked and feedback being given. Marking may be written (teacher/teaching assistant marks home learning tasks) or verbal (teacher discusses home learning task with the child or with the whole class). Differentiation Like all learning tasks, home learning tasks should be differentiated where appropriate to meet the needs of the child. Use of ICT The use of ICT and internet reference material is an important resource for children. However, it should be understood that not all internet material is of appropriate educational value and sites should be approached
with critical thought. School will, wherever possible, refer children and parents to websites to assist learning and these may be mentioned on the School’s VLE along with other learning resources. Children must avoid wholesale copying from websites (though there are times when quoting is appropriate) as this gives no evidence that the child has thought about or learned anything. The role of parents/carers It is essential for school and parents/carers to work in partnership because the educational process should be an effective partnership between school and home. Among the potential benefits of home learning support are the following: • Parents/carers become more involved in the monitoring and assessment of their child’s progress • To increase motivation • Home-school agreement becomes more meaningful • Raising standards • Raising home awareness of the curriculum and the school’s activities • Parents/carers have quality time in contact with their child’s educational activities. Home support may come from other family members and neighbours who, whilst not necessarily possessing specialist knowledge, are in a position to help. Assisting children is not the same as doing their homework for them. In addition, it is the role of parents/carers to support home learning practices by: • Asking to see their child’s learning logs • Providing a suitable place for their child to complete their home learning • Sitting with their child and talking about the home learning activities • Valuing home learning and explaining the benefits to the child • Praising the child for effort • Visiting the library and other locations of educational interest • Contacting school if a problem is identified with a home learning task • Ensuring home learning tasks are completed on time Timing The DfES suggest that children in Years 1 & 2 should have ten minutes of activities per night. Children in Years 3 & 4 should be involved in twenty minutes of home learning per night and Year 5 & 6 children should be involved in thirty minutes per night. Expectations Children should complete and hand in Home learning activities on time. If Home Learning activities are not completed children may be asked to complete activities at Playtime or lunch break. Parents will be informed if Home Learning is not meeting expectations. Monitoring and evaluation of home learning practices A copy of this policy will be made available to parents on the school website and hard copies will be available in school on request. It is the responsibility of our governing body to agree and then monitor the school home learning policy.
