Guidelines on the type and amount of homework to be set
The main focus of homework and home activities for all pupils will be a rehearsal of the core skills needed for reading, writing and maths.
 

Year R - Up to an hour a week - following children’s interests
Reading
Children take home a picture book to share with their family and a RWI ditty/phonics book to read independently. A short video
of the child reading should then be sent via Seesaw to the class teacher.
Phonics
Four times a week children will take home the sound and letter formation sheet of the sound taught in class.
Red and green words are sent home weekly once they are taught in school.
Name cards are sent home at the start of the autumn term alongside an ideas list of ways they can practice.
Maths
Children are given a Numbots log in to complete maths tasks.
Spring/ Summer – Specific home learning resources given to parents at parent evening to practise targets at home.

Years 1 and 2 - up to 1 hour and a half a week
Reading- Children need to read their school phonics book/chapter book for at least ten minutes three times a week. A short
video of the child reading, at least on one of these occasions, should then be sent via Seesaw to the class teacher.
Spelling- Children will use the spelling program Spelling Shed to complete spelling assignments weekly. A new spelling pattern
will be assigned each week. Children should also practise the year one or two common exception words spellings, depending on
their stage of learning. The class teacher will be able to help with this.
Handwriting - Children should practise their handwriting at least three times a week, for five minutes. Videos for each of the handwriting steps can be found on the school website under ‘Curriculum’ and then ‘English’. Completed work should then be sent to the class teacher on Seesaw.
Maths - Children will use Numbots to complete maths tasks. Numbots focusses on arithmetic skills which will lay the foundation
for all other areas of maths. This should be completed at least three times a week for ten minutes at a time.
Topic - Children will be given a knowledge organiser at the beginning of each term, this can be used for the children to conduct
their own research if they choose to.
 

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Years 3, 4 and 5 - up to 2 hours a week - Homework set on a Thursday to be completed by a Tuesday. This
allows time for feedback and celebration before the next cycle.
Reading- Children are encouraged to read daily (see below). In addition, once a week, they should use Seesaw to submit a
reflection on their reading to their class teacher. This could be a video or recording of them reading aloud, use of the notes tool
to write a summary or reflection, or another task as directed by the class teacher.
Maths - Children are encouraged to use TTRS at least three times a week. TTRS supports children’s automaticity with their times
tables knowledge, which supports the rest of the Maths curriculum. The children are expected to share a screenshot of their best
time or highest score via Seesaw each week. This then forms a part of their journal.
Spelling - Children will use the spelling program Spelling Shed to complete spelling assignments weekly. A new spelling pattern
will be assigned each week. They are also able to rehearse the Yr3/4 of Y5/6 spelling words, as appropriate. Each week a bulletin
is shared with teachers to celebrate the classes with the highest scores and also the children in the top ten of the school.
Topic - Children will be given a knowledge organiser at the beginning of each term, this can be used for the children to conduct
their own research/tasks if they choose to.

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Year 6

Autumn 1 

Up to 2.5 hours a week - Homework set on a Thursday to be completed by a Tuesday. 

This allows time for feedback and celebration before the next cycle. (Activities as per Y5)

Reading- Children are encouraged to read daily (see below). In addition, once a week, they should use Seesaw to submit a reflection on their reading to their class teacher. This could be a video or recording of them reading aloud, use of the notes tool to write a summary or reflection, or another task as directed by the class teacher.

Maths - Children are encouraged to use TTRS at least three times a week. TTRS supports children’s automaticity with their times tables knowledge, which supports the rest of the Maths curriculum. The children are expected to share a screenshot of their best

time or highest score via Seesaw each week. This then forms a part of their journal.

Spelling- Children will use the spelling program Spelling Shed to complete spelling assignments weekly. A new spelling pattern will be assigned each week. They are also able to rehearse the Yr3/4 of Y5/6 spelling words, as appropriate. Each week a bulletin

is shared with teachers to celebrate the classes with the highest scores and also the children in the top ten of the school.

Topic- Children will be given a knowledge organiser at the beginning of each term, this can be used for the children to conduct their own research/tasks if they choose to.

Autumn 2

As above, but with the addition of a printed arithmetic paper

Spring 1 to end of year

As above, but with the addition of some printed SPaG practice questions

The recommended time allocations give guidelines for time to be spent in each year group. Actual time taken will vary for each
child. Teachers and parents should consider each child’s capability; some children may be able to concentrate for shorter periods.
Teachers and parents recognise that children must have time for other activities after school, such as music lessons, clubs and
should have some time which is undirected for free play and pursuing their own hobbies and interests.

The role of parents and carers
Parents and carers should:
- provide a reasonably peaceful, suitable place in which pupils can do their homework alone or, more often with younger
children, together with an adult.
- make it clear to pupils that they value homework, and support the school in explaining how it can help learning.
- encourage pupils and praise them when they have completed homework.
- where parents and carers have carried out activities with children, give feedback to the teacher both on how well the children
did the activities and on whether the activities were interesting/too easy/too hard etc.
- contact the class teacher if the pupil is experiencing any difficulties.
 

The role of pupils
Pupils should
-complete the tasks to the best of their ability. Presentation, if required, should match the expectations at school as should effort
and resilience.
-remember to take home and return all items necessary for homework

Guidelines on the type and amount of homework to be set
The main focus of homework and home activities for all pupils will be a rehearsal of the core skills needed for reading, writing and maths.
 

Year R - Up to an hour a week - following children’s interests
Reading
Children take home a picture book to share with their family and a RWI ditty/phonics book to read independently. A short video
of the child reading should then be sent via Seesaw to the class teacher.
Phonics
Four times a week children will take home the sound and letter formation sheet of the sound taught in class.
Red and green words are sent home weekly once they are taught in school.
Name cards are sent home at the start of the autumn term alongside an ideas list of ways they can practice.
Maths
Children are given a Numbots log in to complete maths tasks.
Spring/ Summer – Specific home learning resources given to parents at parent evening to practise targets at home.

Years 1 and 2 - up to 1 hour and a half a week
Reading- Children need to read their school phonics book/chapter book for at least ten minutes three times a week. A short
video of the child reading, at least on one of these occasions, should then be sent via Seesaw to the class teacher.
Spelling- Children will use the spelling program Spelling Shed to complete spelling assignments weekly. A new spelling pattern
will be assigned each week. Children should also practise the year one or two common exception words spellings, depending on
their stage of learning. The class teacher will be able to help with this.
Handwriting - Children should practise their handwriting at least three times a week, for five minutes. Videos for each of the handwriting steps can be found on the school website under ‘Curriculum’ and then ‘English’. Completed work should then be sent to the class teacher on Seesaw.
Maths - Children will use Numbots to complete maths tasks. Numbots focusses on arithmetic skills which will lay the foundation
for all other areas of maths. This should be completed at least three times a week for ten minutes at a time.
Topic - Children will be given a knowledge organiser at the beginning of each term, this can be used for the children to conduct
their own research if they choose to.
 

a

Years 3, 4 and 5 - up to 2 hours a week - Homework set on a Thursday to be completed by a Tuesday. This
allows time for feedback and celebration before the next cycle.
Reading- Children are encouraged to read daily (see below). In addition, once a week, they should use Seesaw to submit a
reflection on their reading to their class teacher. This could be a video or recording of them reading aloud, use of the notes tool
to write a summary or reflection, or another task as directed by the class teacher.
Maths - Children are encouraged to use TTRS at least three times a week. TTRS supports children’s automaticity with their times
tables knowledge, which supports the rest of the Maths curriculum. The children are expected to share a screenshot of their best
time or highest score via Seesaw each week. This then forms a part of their journal.
Spelling - Children will use the spelling program Spelling Shed to complete spelling assignments weekly. A new spelling pattern
will be assigned each week. They are also able to rehearse the Yr3/4 of Y5/6 spelling words, as appropriate. Each week a bulletin
is shared with teachers to celebrate the classes with the highest scores and also the children in the top ten of the school.
Topic - Children will be given a knowledge organiser at the beginning of each term, this can be used for the children to conduct
their own research/tasks if they choose to.

a

Year 6

Autumn 1 

Up to 2.5 hours a week - Homework set on a Thursday to be completed by a Tuesday. 

This allows time for feedback and celebration before the next cycle. (Activities as per Y5)

Reading- Children are encouraged to read daily (see below). In addition, once a week, they should use Seesaw to submit a reflection on their reading to their class teacher. This could be a video or recording of them reading aloud, use of the notes tool to write a summary or reflection, or another task as directed by the class teacher.

Maths - Children are encouraged to use TTRS at least three times a week. TTRS supports children’s automaticity with their times tables knowledge, which supports the rest of the Maths curriculum. The children are expected to share a screenshot of their best

time or highest score via Seesaw each week. This then forms a part of their journal.

Spelling- Children will use the spelling program Spelling Shed to complete spelling assignments weekly. A new spelling pattern will be assigned each week. They are also able to rehearse the Yr3/4 of Y5/6 spelling words, as appropriate. Each week a bulletin

is shared with teachers to celebrate the classes with the highest scores and also the children in the top ten of the school.

Topic- Children will be given a knowledge organiser at the beginning of each term, this can be used for the children to conduct their own research/tasks if they choose to.

Autumn 2

As above, but with the addition of a printed arithmetic paper

Spring 1 to end of year

As above, but with the addition of some printed SPaG practice questions

The recommended time allocations give guidelines for time to be spent in each year group. Actual time taken will vary for each
child. Teachers and parents should consider each child’s capability; some children may be able to concentrate for shorter periods.
Teachers and parents recognise that children must have time for other activities after school, such as music lessons, clubs and
should have some time which is undirected for free play and pursuing their own hobbies and interests.

The role of parents and carers
Parents and carers should:
- provide a reasonably peaceful, suitable place in which pupils can do their homework alone or, more often with younger
children, together with an adult.
- make it clear to pupils that they value homework, and support the school in explaining how it can help learning.
- encourage pupils and praise them when they have completed homework.
- where parents and carers have carried out activities with children, give feedback to the teacher both on how well the children
did the activities and on whether the activities were interesting/too easy/too hard etc.
- contact the class teacher if the pupil is experiencing any difficulties.
 

The role of pupils
Pupils should
-complete the tasks to the best of their ability. Presentation, if required, should match the expectations at school as should effort
and resilience.
-remember to take home and return all items necessary for homework