Head of School: Angela Berger

Phone: 01454 866525

Email: thetynings@sgmail.org.uk

Address:
Eastleigh Close, Staple Hill, Bristol, South Gloucestershire BS16 4SG

Home Learning

Procedures and Expectations

Home Learning describes work which is set to be completed outside the school timetable and represents an extension of the learning activities provided and organised through the school curriculum.

Learning at home is an essential part of good education. At The Tynings we believe that Home Learning is important. It is a direct way of more closely involving parents in their child’s education and gives pupils the opportunity to practise at home the tasks done in class.  It also helps children to become confident and independent in their learning, which will help throughout their time at school, and in adult life.

Teachers recognise that home learning has greater success when pupils and parents value it.  We believe that it is important that children bring “work” home from a fairly young age so that links between home and school can be developed and enhanced.

Home Learning can:-

  • Directly involve parents in children’s learning;
  • Foster a productive home-school partnership;
  • Develop a positive attitude to learning as a life skill rather than just a school-based skill;
  • Allow children additional time to complete tasks or practise skills learned at school;
  • Utilise materials not available in the classroom;
  • Allow older children the opportunity for independent study and research.

View our Home Learning Presentation

Home Learning presentation for parents

Home Learning will include the following elements:

  • Learning tables and spellings
  • Regular reading
  • Home learning JIGSAW

 Learning Tables

  • Testing of tables will begin in Year 2 – 6 in the Autumn Term of each academic year.
  • Year 1 will start in Summer Term (unless a child is particularly able in maths and is ready to start testing earlier).
  • Times tables tests will be done weekly.
  • Children will peer mark the results of the timetables tests (from Year 2).
  • Teachers will keep clear records tracking the colour each child is working on for their tables tests.
  • The tests will be stored in children’s maths files.
  • When the children get 90% correct on 2 occasions they move to the next colour.
  • We use a colour badge system (see appendix) for progression and it may be the case that a class are on a range of different colours at any one time.
  • To give advice and guidance for the times tables that their child is learning, an introduction to each new colour badge for parents will be given each time a child moves to a new colour.

Spellings

  • All children in Years 1-6 will have spellings sent home every week. These will be tested in a class session once a week and new spellings given for the following week (alternatively termly overviews for each week can be provided at the start of term, clearly identifying which spellings will be tested in week).
  • Spellings will be completed in the back of English Skills book.
  • Staff will keep track of the children’s spelling scores and where appropriate, talk to parents re: additional work/support to be done on certain spellings.

The main focus of spelling teaching in the New Statutory National Curriculum is in looking at rules and patterns. Each year group or phase has specific guidance on which rules and patterns are to be taught.

  • Year 1: Will follow the guidance in the New National Curriculum and link their spellings to the spelling rules applied when alternative spelling digraphs in Phase 5 Letters and Sounds are introduced. The children will be given 6 words to practise the new spelling and 4 common/tricky words.
  • Year 2: Will follow the New National Curriculum guidance and link spellings to the spelling rules applied from Phase 6 Letters and Sounds; teachers will also use guidance in ‘Support for Spelling’ document. The children will be given 6 words to practise the new spelling/rule and 4 common/tricky words.
  • Years 3 – 6: Support for Spelling is used for spelling in KS2. Teachers look at the spellings within the new curriculum and ensure that the rules and patterns to access the spellings are taught systematically. It is suggested that 10 words to go home each week to be tested but the amount of words sent out can be down to teacher discretion. Teachers will use the statutory word lists provided for Years 3/4, 5/6.
  • Most children will be using the age-related spelling words. However, where appropriate SEN/intervention groups may have differentiated spellings appropriate to need.
  • The final week in each term will be a revision week where the children will be tested on any words from the spelling patterns that they have learnt that term. These will not be sent home as they are to see whether the children have retained the spellings patterns learnt.

Reading

  • Each class teacher produces a termly class newsletter; there is a section in each class newsletter dedicated to reading.
  • In EYFS children are introduced to home school book sharing in Term 1. Initial books contain no text and are to encourage book sharing skills and storytelling.
  • All children in EYFS and KS1 read to their class teacher or teaching assistant at least once each week. This is logged in their Home/School Reading Record.
  • In KS2, once a child is accessing ‘free readers’ they will be consistently monitored to ensure the text is not only at an appropriate level for decoding but also that the reader is able to access the text with understanding.
  • Comments written by parents, or KS2 children, are read by teachers and replied to if necessary.

Home Learning JIGSAW

  • Teachers will provide a home learning journal to children at the start of an academic year.
  • Teachers will give each child a new home learning JIGSAW at the start of the autumn, spring and summer terms. A copy will also be published on the class pages of the school website.
  • Home Learning JIGSAWs will vary according to the age and needs of the children. Some terms the tasks may focus on life skills, for example, a task may be “learn to tie shoe laces”, “make lunch for your family” or “visit the library”. Other terms the tasks may have a more academic focus, for example, “research a local historical figure”, “how you would promote healthy eating” or “go on a bug hunt in your garden or street”.
  • The emphasis is on shared learning experiences and the presentation of learning will often be open ended. For each completed task, the parent and child are asked to sign the JIGSAW in the appropriate task box. For some tasks, this may be all the recording that is needed, for others; there may be another outcome that needs to be shared. This could be a piece of work to be done straight into the home learning journal; it may be that the task involved making a model or powerpoint which can then be brought in and shared with the class.
  • When a child completes a task, this will be acknowledged in various ways; the emphasis is on sharing and celebrating home learning.
  • The class teacher will provide an opportunity to share completed tasks. This may be, for example, whole class sharing times, small group sharing times, presentations to the class or a group.
  • Certificates will be given to children who show exceptional effort with their home learning tasks.

EXPECTATIONS OF THE PUPILS

  • It is expected that all pupils will participate in the home learning programme from the time they start school.
  • Each child is provided with a home learning journal at the start of each school year and they are expected to be responsible (at an age related level) for keeping a good level of presentation and care of any home learning tasks recorded within this book – to the same standards as any of their school work books. Children should bring their home learning journal to school when a task is completed and hand the book to their class teacher – this will show their class teacher that they have completed a task and they will then be given the opportunity to share their work.

EXPECTATIONS OF THE PARENTS

  • Parents can support their child by discussing their home learning JIGSAW tasks with them and are encouraged to work with their child to help the child complete the task set.
  • The home learning journal is intended to be used as a record of any home learning tasks completed; each family can choose the level they which to extend the recording process, for example, some parents and children may choose to take a photograph or do some writing about a task that has been completed, over and above the actual requirements of the task.
  • Parents are asked to sign their child’s home learning journal when a task has been completed and bring it into class. Other ways to record a completed task, for example, a photograph or written log of how a task has been completed, unless specified in the task, are not expected with every piece of home learning, but are very welcome as a way to enhance the sharing and celebration of the learning experiences.
  • Parents are actively encouraged to hear their child read on a daily basis in EYFS and KS1 and to record a comment to acknowledge their reading in their child’s home/school reading record.
  • Parents can also support their children by helping them learning spellings and times tables.
  • Once children become fluent and confident readers, as they move through KS2, parents are encouraged to support their child in developing a regular reading routine at home. KS2 children are expected to spend some time each day reading at home – this does not necessarily need to involve reading aloud to an adult but parents are encouraged to monitor their child’s reading. Parents are also asked to record, or support their child to record, when they do read in their home/school reading record.