Home Learning Policy 2020 2021 - Rutherford House School
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Rutherford House School – Home learning policy
Home Learning
Policy 2020 - 2021
This policy applies to all children in the school including EYFS
Signed:
Chair of Local Authority Board: Jonathan Dunkerley
Approved: October 2020
Review Period Annually
Review Date: October 2021
1
Rutherford House School – Home learning policy
Introduction
Learning at home is an essential part of good education. Regular home learning is
important, since it gives pupils the opportunity to practice at home tasks done in the
class, and helps the pupils work towards improving important skills. It also helps
children to become confident and independent in their learning, which will help
throughout their time at school, and in adult life.
Rationale
At Rutherford House School, our Home Learning Policy aims to recognise the role of
parents within a range of social and cultural home settings, as partners in creating the
development of the child’s self-concept as a lifelong learner.
Why set home learning?
Home learning refers to any work or activities that pupils are asked to do outside
lesson time – either on their own or with parents or carers. At Rutherford House
School, we set home learning for a variety of purposes:
1. To raise attainment.
2. To improve the quality of learning experiences offered to children.
3. To promote a firm and effective partnership between parents and teachers, in
relation to their child’s learning.
4. To increase parents/carers understanding of the curriculum and provide an
opportunity for parents and children to work together to enjoy learning
experiences.
5. To practise or consolidate basic skills and knowledge (e.g. reading, spellings,
number bonds, times tables).
6. To encourage independent learning.
7. To extend learning in the community – e.g. through the use of the
library, local environment etc.
8. To encourage our older children to develop confidence and self-confidence and
self- discipline needed for study on their own and in Year 6 to prepare them for
Key Stage 3
Aims
In setting home learning our aim is to ensure that we:
1. Involve parents in their children's learning
2. Help inform parents of what their children can and cannot do
2Rutherford House School – Home learning policy
3. Take advantage of the home context to extend and apply skills learned in school
4. Encourage children to talk about their learning
5. Extend time for learning and provide opportunities for extra practice
of skills introduced in school
6. Enhance children’s independent learning skills
Recommended Time Allocation
Home learning should never be too onerous, nor should it ever create stress within the
pupil’s family. If parents have any concerns they should not hesitate to contact their child’s
class teacher. Children will be given a half term to complete the 30 point tasks, however
some daily practice is to be encouraged e.g. reading, spelling and times tables.
The following are government recommendations as appropriate time
allocations for home learning activities:
Years Reception – 30 building to 45 minutes per week on a point task
Year 1 and 2 - 1 hour per week on a point task
Years 3 and 4 - 1.5 hours per week on a point task
Years 5 and 6 - 30 minutes per day
This could be through completing a point task or completing daily practice tasks.
Home Learning Expectations at Rutherford House School
Reading – children should be reading each night, recording this in their home
school planner.
Spelling - children will receive a new list of words each half-term. Spellings will be
linked to national curriculum spelling objectives for their year group and will include
high frequency and tricky words. The amount of spellings will vary depending on the
age and stage of development of the child. Through the half term, your child will
be taught multiple methods to spell these words. Assessment will be carried out by
reading through children’s writing and using an ‘end of half-term term’ test. For this
test, we will choose a range of words from the list sent home.
Mathletics – children from Reception to Year 6 have their own log in to Mathletics
and are encouraged to earn 1000 points a week. To do this, 10 activities would
need to be completed correctly, between Monday and Sunday. Earning 1,000
points would earn them a bronze certificate.
Timetable Rock stars – children from Year 1 to 6 have their own log in to Timetable
Rockstars. They are encouraged to practise this 2 – 3 times a week.
3Rutherford House School – Home learning policy
N.B. Please let us know if your child does not have access to the internet at home.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7
Daily Reading (Do
not forget to write
a comment in
your diary)
Spelling practise
(You could
record your
score each
week in the box
too)
Mathletics
(Remember earning
1000 points in a
week, gets you a
bronze
certificate)
Times table Rock
Stars
(Are you a Rock
Hero yet?)
Children are asked to record these weekly tasks on the grid at the top of their term point
tasks.
Independent Learning Projects and Competitions – in addition to the daily and
termly home learning outlined above, Rutherford House School aims to develop
children’s creativity, imagination, independence and resilience. Each half term the
children are set a creative challenge or competition to complete at home. These
currently include:
- Photography competition (Autumn)
- Spelling Bee (TBC)
- Easter Egg competition (Spring)
- Poetry in the Playground (Summer)
- Independent Learning Projects (ILP’s) set three times a year (over each half term holiday)
These tasks support parents and children in engaging with learning at home based on
their interests, a visit, an event or current affairs. This enables flexibility and creativity
in how the child approaches a topic. Children are given opportunities to share their
work in school through displays and presentations. Projects and competitions are
constantly under review to gauge suitability based on DfE guidelines for schools.
4Rutherford House School – Home learning policy
Point tasks – children will be set 1 grid of tasks each half term. The grid is split into
tasks for Topic. Science, English and Maths. Tasks are either given 5.10.15 or 20
points. Children can select which tasks to complete but must complete 30 points by
the end of the half term. Children will be required to bring in their home learning at
2 points during that half term – 1 mid way through the term, 1 at the end of the
term. Tasks may be completed in books, videoed, photographed or created using ICT
or Art and DT resources.
Examples of tasks for Autumn 2 are below;
Reception
5 points 10 points 15 points 20 points
Make a rocket using recycling Make a circle map to Fruit and vegetables come People often celebrate by
Topic
materials. What are you ‘define’ and show what you in lots of different colours. making treats for their
going to use to join the know about celebrations. Can you think of a friends and family. Make a
materials together? How can Put the word ‘celebration’ fruit/vegetable for every sweet treat (e.g. a cake,
you decorate your rocket? in the middle and write any colour of the rainbow? Can some biscuits or cookies
words you know to do with you make a rainbow etc) for your family. You’ll
this around the outside. picture by drawing the fruits need to find a recipe and
and vegetables? follow it carefully.
Play ‘Fred says’ with a grown Look in a book and find Make a poster to show a Make a zig-zag story book
Literacy
up in your family. Take it in these ‘tricky’ words. Which festival/event that your to retell your favourite story
turns to give instructions using words did you spot the family celebrates (e.g. (fold a piece of paper into
Fred-talk (e.g. “touch your f- most? Diwali/Christmas/birthdays 4). Can you draw pictures
ee-t” or “eat your t-oa-s-t”). etc). Can you include any of the main events and
the, to, no, go I. special items linked to the write some words/captions
celebration? Can you add to match each picture too?
words and labels too?
Collect some twigs and sticks Choose three different Make a timetable to show Find our which is your
Maths
from outside. Put the sticks in coloured pens or pencils. what you did one weekend families favourite breakfast
order from the longest to the Draw a different shape with day. You could draw a food. Draw the different
shortest. Can you find each colour. Can you picture or take a photo of breakfast options on pieces
something that is longer than repeat the pattern? Can each activity. Stick them in of paper. Each day record
the longest stick and shorter you make any different the right order. Write in your who has what for breakfast
than the shortest stick? patterns using those three meal times and any other by making a mark next to it.
colours/shapes? activities you do. At the end of the week see
which food was the most
popular.
Go outside or look out of a Go on an autumn walk and Make some shadow Look at pictures of different
Science
window when it is dark. Can collect some leaves. Can puppets using old Halloween costumes. What
you see the stars? Can you talk about the similarities cardboard boxes. Use a materials are they made
see the moon? Does the sky and differences between torch to make the shadows from? Draw your own
change from one night to the the leaves? Can you use move and dance. Can you Halloween costume and
next? the leave to make a picture make your shadow get colour it in. Can you label it
or collage? bigger and smaller? What and add what materials
do you need to do with the you would use to make it.
torch to make this happen?
5Rutherford House School – Home learning policy
Year 1
5 points 10 points 15 points 20 points
Ask your grown up to tell you Create a firework safety Make a double bubble Use the internet or books to
Topic
about a festival that they poster reminding people map to compare and research what London was
celebrate. Talk about how to stay safe during contract Diwali and like when Guy Fawkes was
whether light is used in the bonfire night celebrations. Christmas. What is the same alive (17th century). How
celebrations. Are any other about them and what I was life different to life
items which are used to help different? today?
celebrate?
Look in a book and find these Make a food diary by Make a story map to retell Create your own non-
Literacy
‘tricky’ words. Which words writing down what you the story of the gunpowder chronological report (fact
did you spot the most? have for dinner each night plot. Can you add a file) about an animal of
for one week. Make sure caption to each picture to your choice. You’ll need to
what, there, have, like, some you add the correct explain what is happening? research facts about the
punctuation to each animal first then share the
sentence (capital letters key facts in your report.
and full stops).
Go outside and collect some Make a model
Maths
autumn items like conkers, (house/robot/rocket etc)
acorns, sticks and leaves. using recycling from your
How many different ways can house. Talk about the 3D
you sort them (size/colour/ shapes you have used to
type etc)? Can you count make your model. Can you
how many of each you have identify the faces, edges
and make number cards to and corners?
match? Can you add the
groups together to find the
total?
Go for an autumn walk. Talk Make a zig-zag book (by Design a new animal and Make a weather chart to
Science
about the autumn season folding a piece of paper in the habitat it would live in. show a) your predictions for
and the things that you can four) to show the four Think about what features the weather each day next
see/hear/smell/touch which seasons. Draw a picture to the animal would need to week and b) a record of
tell us it is autumn. represent each season suit its environment. Draw what the weather was
showing what the weather and label your animal and actually like.
is like during each one. its habitat.
6Rutherford House School – Home learning policy
Year 2
5 points 10 points 15 points 20 points
Research the Jewish Pick your favourite Pick an ocean of your Make a moving
Topic
religion and create a habitat and create a choice and create an vehicle that could
bullet point list facts. picture of it. You could information book about it. travel around a
What countries are near the
paint it, draw it or make habitat of your
ocean? What animals are
it as a collage. found in the ocean? What choice. Explain how it
interesting facts can you is suitable to the
find about the ocean? habitat.
Write a poem of your Write 2 diary entries, as Write a story about an Write a letter to
Literacy
choice about either being an explorer in an Ocean underwater adventure. Green Peace
in the ocean or a marine of your choice. Remember to plan using explaining an
habitat. Remember to use a story mountain. Can environmental issue
your senses and noun you use conjunctions? affecting the oceans.
phrases.
Ask an adult to give you Go shopping with an Write 2 addition and 2 Create a game to
Maths
different amounts of adult. Work out the coins subtraction word problems remember your 2,3,5,
money to make using needed to pay for for someone in our family to and 10 times tables.
coins e.g. make me 27p or something and the solve. Check they given you
the write answer using the
make me £2.35. Can you change you will be
methods we use in class.
make the same amount of given.
money in different ways?
Draw a food chain of your Go on a treasure hunt to Go to a water habitat Create your own pond
Science
choice for a Marine investigate objects with an adult. List the like habitat. What
animal. around your home that physical and human physical features would
are living, dead or have features, list the animals you need? You could
make it edible. (Google
never been alive. your see and describe
wild life watch edible
how their needs are met. pond)
Year 3
5 points 10 points 15 points 20 points
Find out the names of 5 Create a poster all Where are the most Find a rock and turn it
Topic
volcanoes and write a list about staying safe in an volcanoes? Write a into a piece of art –
– can you add their earthquake. postcard from this use the internet for
heights too? country (make sure you ideas if you need to .
tell the reader about the
weather in that place).
Label a diagram of a Create a collection of Find a newspaper report Write a story about
Literacy
volcano – remember to newspaper headlines – – label the headline; someone who lives
add detailed captions. can you find any which picture; caption; near a volcano.
have alliteration or use a opening paragraph;
question mark? direct speech (quote)
Create a diagram Can you find half, Write 5 word problems Telling the time!
Maths
showing tenths. Can you quarter, a third and a which can be solved How could you show
write calculations adding sixth of 24, 36, 12 and using addition or you have mastered
tenths? 18? subtraction. this skill? Amaze your
teacher and class.
Find out the names of the Can you create a What are the differences Find out how fossils
Science
different types of rocks. volcanic eruption using between the types of are formed. Make a
bicarbonate of soda rocks? Create a quiz poster or PowerPoint
and vinegar? Bring it in with at least 6 questions to show the process.
and show your class. to challenge your class.
7Rutherford House School – Home learning policy
Year 4
5 points 10 points 15 points 20 points
When were the Romans in What did the Romans What did Roman Soldiers What did the Romans
Topic
Britain? Make a timeline to eat? Create a menu wear? How can you do for us? Share your
show this? showing a typical daily share this information answers to this as a
menu. with the class? poster.
Create an alternate cover Make a bubble map of Write a poem about the Write a story about a
Literacy
for Varjak Paw. Remember adjectives to describe Romans, states of matter Roman child or a
title, author and blurb. Varjak’s personality. or Varjak Paw. story which links to
Varjak Paw.
Can you make factor What are the prime Using the weather page How did the Romans
Maths
bugs for 24, 36, 48, 12, 18? numbers to 20? What is a of a newspaper to find count? Create a
prime number? Find out out the temperatures in problem page to
as much as you can. 15 cities; write them in help someone learn
order – hottest to about Roman
coldest. Numerals.
What are the three states Look around your house. Water can be in all three Where in your home
Science
of matter? Draw a picture Create a classifying map states. Draw a cartoon can you find
for each one. (Tree map) showing all to show this. Or present it changes of state? E.g
the solids, liquids and in a way of your Water to gas. Take
gases you find. choosing. photographs and
label the changes.
Year 5
5 points 10 points 15 points 20 points
Use a double bubble map Follow a Victorian Create an information Make your own
Topic
to compare Victorian recipes to make a tasty leaflet about the version of a Victorian
Britain and Britain today. treat for your family. Buddhist religion. child toy e.g.
Kaleidoscope,
Zoetrope, toy soldiers,
whip and top, Quoits
or a toy theatre
Write a newspaper report Last term we looked at Write 3 diaries entries as Write an explanation
Literacy
announcing a Victorian writing a balanced a Victorian poor child text about the
invention. argument. Research a then 3 entries as a Victorians. Include at
Victorian crime and Victorian rich child. least 6 different
write the reasons why Include information aspects of Victorian
this is a fair crime and about your family, work, life.
then why it is not. fun and food.
Create a line graph to Create a poster Write 5 multiplication Google ‘Nrich
Maths
show how the temperate explaining what factors, and 5 division word through the window’
in two different places has common factors, prime, problem for someone in and complete the
changes over a week. square a cube numbers your family to solve. investigation about
are. area and perimeter.
List as many reversible Investigate where water Pick 3 of your favourite With an adult,
Science
changes as you can. Then evaporates the fastest in sweets and investigate if investigate the time it
explain why it is important your house. Put the they dissolve in warm takes for different
that these changes are same amount of water in water. Do they dissolve chocolates to melt.
reversible. different places e.g. in different liquids? Can How will you make
window sill, radiator, you get the sweets this is a fair test?
cupboard, then record back?
how long it takes for the
water to evaporate.
8Rutherford House School – Home learning policy
Year 6
5 points 10 points 15 points 20 points
Can you design and Can you create a double- Can you create a ship’s log as if Imagine a new animal has
Topic
make a postcard from bubble map comparing the you are Darwin on the voyage of evolved to have the perfect
the Galapagos Islands Galapagos Islands to a the Beagle. You can write your adaptation for life in London.
country you have visited. diary or film it as a vlog. Can you:
a) Write an owner’s
guide for this animal
b) Draw a diagram
showing how it’s
adapted
c) Write a newspaper
report from the day
it was discovered
Can you write a review Can you compare The Girl Pick a chapter of your choice Can you re-write the ending
Literacy
of our book The Girl of of Ink and Stars to another from the book The Girl of Ink to The Girl of Ink and Stars.
Ink and Stars, book you have read. Can and Stars. Can you retell the What details do you need to
you find some common story. Think about the effect you keep? What are you going to
themes between your want to have on the reader. change?
books?
Can you find 4 examples of
Maths
Make up an eight-digit 4 operations sheet. negative numbers in real life Can you create a revision
number. contexts and write a problem- guide for all four operations or
How many different solving question for each. E.g If rounding any number up to a
ways can you represent it is 10am in London and Sydney million.
this number? is – 12 GTM, what time is it in
Sydney?
Can you create a fact Can you draw a detailed Can you create a model of a
Science
file about Charles diagram of an animal of Can you create a flow map that fossil that Darwin used to
Darwin. your choice labelling how explains how humans have demonstrate/ explain his
it’s adaptions have led to evolved? theory of evolution.
its survival.
9Rutherford House School – Home learning policy
Key Principles
For Staff:
Home learning activities should be planned in advance, as part of the topic, to
consolidate and extend learning in class.
Activities should be clearly explained; children and parents are clear where they need
to go for support if needed.
Home learning should be acknowledged and commented on and parents kept informed
of their child’s progress.
Expectations of presentation and quality are the same for home activities as they are
for school work.
To ensure that home learning is set consistently across classes in the Year group.
To ensure any home learning is purposeful and links directly to the curriculum
being taught.
Refer back to home learning in class and use as an assessment tool.
To reward and praise children who regularly complete home learning tasks.
For the Senior Leadership Team:
To check compliance of the Policy.
To meet and talk with parents when appropriate.
To discuss with staff how far the policy is being successfully implemented.
For Parents:
A place for completing activities should be provided, without distractions.
Encourage and support your child. Show an interest in what they are learning.
Support the school by explaining to children that home learning is important and aids
learning.
Complete the weekly grid with your child and ensure they earn 30 points within a half- term.
To encourage and praise their child when they have completed their home
learning tasks.
To become actively involved and support their child with home learning
activities. To make it clear that they value home learning and they support
the school by explaining how it can help learning.
For Pupils:
Make the most of all the learning opportunities you are presented with.
Tackle tasks promptly and with a positive attitude.
Take pride in presentation and content.
Take responsibility for handing in completed work and making sure you have all the
necessary equipment.
10Rutherford House School – Home learning policy
Racial Equality & Equal Opportunities
All children have equal access and inclusive rights to the curriculum regardless of their
gender, race, disability or ability. We plan work that is differentiated for the
performance of all groups and individuals. Rutherford House School is committed to
creating a positive climate that will enable everyone to work free from racial
intimidation and harassment and to achieve their full potential.
Extended periods of home learning
We have created a Remote Learning Policy in the event that pupils are unable to
attend school for a pro-longed period of time due to enforced school closure or if they
are advised not to attend (for instance due to medical circumstances or self-isolation).
Frequently asked questions
Why is my child given home learning?
Your child and their teacher work very hard to ensure that every day something new is
learnt. Your child is given home learning so that they can practise the new learning they
have covered in school and at home and as a result make more rapid progress. It also
keeps you the parent informed about the sort of learning your child is doing in school
and what you can do to help at home.
When will my child be given home learning?
You child will be sent the half termly grid home with them on the first Friday of each new
term. However, reading home learning should be carried out on a daily basis by children
throughout the school and children should bring their book bags to school every day.
How long should my child spend doing their home learning each evening?
Your child works very hard in school and we also appreciate that many children have
after school commitments, however we strongly recommend that reading should be a
daily activity. Other pieces of home learning are set in accordance with your child’s
age, ability and specific learning need.
How will I know how to help my child?
Home learning is mostly self-explanatory; teachers will include an example where
11Rutherford House School – Home learning policy
appropriate. All home learning will be explained to your child before they bring it home
so that they know what they have to do. You can help your child by arranging, if possible,
for your child to have somewhere quiet (away from the television!) where they can do
their home learning. Please do not do the child’s home learning for him/her.
Attend the Parent meetings, where the class teacher will tell you how to help your
child.
Try to find somewhere quiet to read together / somewhere quiet for them
If you have allocated time to complete reading/home learning tasks, aim to stick to the same
time and place each day/week. We hope for children to be intrinsically motivated to
complete tasks. If you have treats/fun activities planned, aim to complete homework first.
Encourage your child to point at the words as they read, if needed
Praise your child for working out any words and ask them to read the sentence again.
Sit with your child but do not do it for them
If your child is unable to work out a problem, please do not get cross but tell them
the word and ask them to re-read the problem
Talk about the story with your child by asking them questions about what
happened in the story.
When you have read with your child please sign the diary. You may also wish to
write a comment. You could write about how well they read/the words they
worked out/what your child said when you talked about the story and how well
they understood what they read.
Attend/make time to view our Parental workshops
Encourage your child to do what they can in their heads but do not worry if they
cannot. Instead encourage them to use their fingers or count objects around
the home (chickpeas, buttons, pencils, beads, counters or cubes).
How can I help my child when I don’t know how to speak, read or write English?
Your child’s teacher will always understand if this is a problem. In the past many
parents have successfully arranged for an older brother, sister, cousin, uncle or other
relative to help. Please tell your child’s class teacher if this is not possible in your case.
What if my child cannot do the home learning?
Children should be able to access all home learning, as it reflects content taught in class. If
however, your child does appear to be struggling at any time please do not become cross
or irritated with your child but talk to their class teacher who will be happy to help. Some
of the grid tasks will only be able to be completed once that have studied this in class.
What if my child does not want to do the home learning?
When home learning is set it is compulsory for all children. Home learning is a key part of
your child’s learning journey and reinforces and builds upon everything we do here at
12Rutherford House School – Home learning policy
school. If your child is refusing to do the home learning please talk to their class teacher
who will be happy to discuss the problem with you and your child.
What if my child is ill or we are just too busy to do the home learning?
Your child’s teacher will always understand when there are occasional reasons for the
home learning not being completed. Please remember to communicate with your child’s
teacher to explain so that your child does not suffer any embarrassment.
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