Rationale
In recognition of the diverse and demanding lives of our pupils and their families, this homework policy is designed to support academic growth while respecting the importance of family time, extracurricular activities, and the well-being of both children and their families.
1. Respecting Family Time and Commitments
Many of our pupils have structured and meaningful commitments after school, including sports and music lessons. These activities contribute significantly to their personal development and social skills. Evenings are often the only time families can connect, especially in households where parents work long or irregular hours. Our policy acknowledges that quality family time is essential for emotional well-being and should not be compromised by excessive homework demands.
2. Supporting Working Parents
We understand that many parents may not be available during traditional homework hours due to work commitments. A flexible and manageable homework load ensures that pupils can complete tasks independently or with minimal support, reducing stress for both children and parents. This approach fosters student autonomy while being sensitive to the varying levels of support available at home.
3. Promoting Well-Being and Balance
Research consistently shows that excessive homework can lead to stress, burnout, and reduced motivation. Our policy aims to strike a healthy balance by assigning purposeful, age-appropriate tasks that reinforce classroom learning without overwhelming the children. We prioritise quality over quantity.
4. Encouraging Independent Learning
Homework will be designed to reinforce key concepts, promote independent thinking, and build good study habits. Tasks will be clearly explained and achievable within a reasonable timeframe, allowing pupils to take ownership of their learning while still having time to rest, play, and pursue personal interests.
5. Equity and Access
We acknowledge that not all pupils have equal access to resources, support, or quiet spaces at home to complete homework effectively. Factors such as parental work schedules, household responsibilities, and socioeconomic circumstances can create barriers to learning outside the classroom. To promote equity, homework tasks will be designed to be achievable independently and not reliant on adult assistance.
Current Research
Research shows that for primary-aged children, the impact of homework on academic progress is limited compared to other learning strategies. The Education Endowment Foundation (EEF) highlights that while homework can help build good habits and reinforce learning, its effectiveness depends more on the quality and purpose of the task than the amount of time spent on it.
Aims of this policy
To ensure that parents are clear about what their child is expected to do.
To ensure consistency of approach throughout the school.
To extend the learning experience beyond the classroom environment.
To provide opportunities for parents, children and the school to work together in partnership in relation to children’s learning and to share and enjoy learning.
To reinforce work covered in class by providing further opportunities learning.
To consolidate basic skills and knowledge; especially in Maths and English.
To encourage children to develop the responsibility, confidence and self-discipline needed to study independently.
Format and Progression of Homework
Our homework structure is designed to ensure consistency across the school while gradually building pupils’ independence and responsibility. In Reception, children begin with nightly reading from November and one practical activity to support early learning. In Year 1 and Year 2, the focus remains on daily reading and the introduction of weekly spellings to reinforce phonics and vocabulary. As pupils move into Years 3 and 4, they continue with daily reading and spellings, with the addition of times tables practice to strengthen mathematical fluency. By Years 5 and 6, pupils are expected to read nightly, complete spellings and maths fluency tasks (including tables), and engage in one additional activity each week, which may be topic-based or linked to other areas of the curriculum.
This carefully sequenced approach ensures that homework remains purposeful, manageable, and developmentally appropriate, while fostering increasing independence and readiness for secondary education. Listed below, for each phase at JCP, are a number of example tasks and activities that might be given as homework.
Reception
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Year 1
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Year 2
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Year 3 & 4
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Year 5 & 6 |
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Recommended Time Allocation
To support a balanced approach to home learning, a period of time over several days will be allowed for the completion of most homework tasks, except where daily practice is encouraged—such as reading, spelling, and times tables. We recommend that all children spend at least 15–30 minutes reading each day, as regular reading is fundamental to their academic development and overall literacy. These expectations, along with any specific homework routines or focus areas, will be clearly communicated to parents and carers through termly curriculum letters, ensuring transparency and consistency across the school.
Role of the Class Teacher
Class teachers ensure homework is meaningful, manageable, and clearly linked to the curriculum. They explain tasks to pupils and, when needed, to parents—through curriculum meetings or written guidance. Homework is set regularly and consistently across year groups, following a clear routine. Teachers acknowledge completed work in line with the school’s feedback policy and celebrate pupils’ efforts. If concerns arise, they will work with parents to find supportive solutions tailored to the child’s needs.
Acknowledgement of Homework
Homework will be acknowledged by teachers through informal methods such as verbal feedback, classroom discussion, or simple completion checks, rather than being formally marked. This approach recognises that children receive varying levels of support at home, which can make it difficult to assess homework fairly or consistently. By focusing on acknowledgement rather than detailed marking, we aim to reduce pressure on pupils and ensure that homework remains a positive and purposeful extension of classroom learning. This also allows teachers to concentrate their time and energy on planning and delivering high-quality teaching, while still valuing the effort pupils put into their home learning.
Role of Parents and Carers
Parents and carers play an important role in supporting home learning. While homework is intended to be completed mainly by the child to build independence, encouragement and guidance from home are highly valued. We ask parents to ensure their child attempts the tasks, provide a quiet space to work, and celebrate their efforts. Showing that homework is valued helps children see it as a meaningful part of their learning. Together, we can make homework a positive and manageable experience
Homework During Illness or Holidays
We believe that rest and recovery are essential when a child is unwell, so homework will not be expected or provided during periods of illness. Similarly, we do not set homework for children taking holidays during term time, as our focus remains on in-school learning. However, in some cases, teachers may suggest additional ‘catch-up’ activities to support a child’s learning—this will always be done in consultation with the child’s teacher and parents to ensure it is appropriate and manageable. In situations involving long-term illness or exceptional circumstances, home learning may be provided to help maintain continuity. These arrangements will be discussed and agreed upon with the school’s senior leadership team to ensure the best possible support for the child.
Parents/Carers who have queries about homework should not hesitate to see their child’s class teacher.
Date reviewed: July 2025