These notes record two informal discussions with small groups of parents (20/04/04 and 21/04/04). Parents were invited to attend the discussions following completion of parents' questionnaires. Attendees were self-selecting as the invitation was extended to all parents. Between the two discussions parents of children in all four classes were represented.
Parents' comments
20/04/04
Three parents attended, representing children in YR, Y1, Y2, and Y4 from Class 1, Class 2 and Class 3. One parent had an ex-pupil currently in Y7 at secondary school so had recent experience of practice in Class 4.
- Class 1 practice (reading, words, sentence-making) - judged good by one contributor
- Anecdotal evidence re Y3/4 boy:
- 'Reading doesn't count as homework'
- Reading with child at home has become second nature - it's not like work
- Written work is homework - e.g. spelling, maths sheets
- Parents' questionnaire was useful
- Don't know where children 'are at' - homework can help inform parents
- Different methods:
- Methods in use in school are not known at home
- Helping in school keeps one contributor informed - but not available to all
- Information evening last year with Class 4 parents re maths methods judged very good
- There are changed expectations re primary school homework
- Little homework in Class 3 - no maths, reading, spelling apparently
- Lots in Class 1 - differentiation evident in experience of two contributors' children
- Children are very different - good to recognise differences
- Boy/girl differences?
- Need for benchmark for practice - homework leaflets distributed in Sep. give some indication of time commitment
- If school declares homework tasks it gives them status - 'Then they'll do it'
- Will there be a noticeable change from Class 2 to Class 3?
- Transition needs management?
- Parent wants to work with child (self-directed work undertaken) - not sure what to do
- Homework book useful - guidance
- Is differentiation desirable - different expectations on different groups? Realistic?
- 'Make and do' activity - once per term
- Research task - once per term
- Clarity over homework policy - key element
- Parents need to know what's expected
- Good communication crucial
- How to know?
- Homework set to a regular routine - regularity desirable
- Homework diaries
- Communication via Book Bags
- Methods for reading with children - use phonetic approach?
- Parents notice differences in practice from school to school
- Attention to enjoyment an important element - school known as a happy community: need to maintain this ethos in homework as elsewhere
- How to respond to non-completion of homework by pupils?
- Parental responsibility?
- Handing in homework, e.g. spelling sheets, not a huge expectation from school, little reaction if not done. Requires a more robust reaction: 'See it through'
- One parent worried whether children will be prepared for secondary school
- Second parent had found her child well prepared and found transition easy.
21/04/04
Five parents attended, representing children in YR, Y1, Y2, and Y5 from Class 1, Class 2 and Class 4.
- Make it fun
- Younger children tend to be more enthusiastic - capitalise on this
- Biggest concern of one parent is the expected 'shock to the system' on transition to secondary school; anticipated lack of preparedness
- Experience is inconsistent and irregular
- Better to declare Tuesday = this and Wednesday = that...
- Incentives from teachers seen as motivating: establish clearly understood reward system explicitly for homework (not arbitrary)
- Class 3: previous experience of little homework as teacher not committed to practice ('If children work hard in school day they deserve leisure time...')
- One parent indicated she didn't seem to know what homework her children would be getting in advance - regularity valued, so parents do know what's going on
- Parents need more help to know what to do to help.
- Need for clarity to allow parents to play their part
- Homework that reinforces school lessons a good idea - it needs to be constructive
- Gives children a chance to show off
- Indicate standards to be aimed for
- Parents value homework as a way of being informed of what children are doing, standard they are achieving
- Necessary to enforce homework diary
- Homework can prepare for work coming up, e.g. research
- Regularity with spellin, reading, x tables useful
- x tables - worksheets to support would be good
- More maths homework welcomed - one parent told of child's enthusiasm at receiving structured maths homework (Class 2)
- Response to non-completion?
- Create climate of encouragement in first place
- Maybe have 'slightly punitive' response (e.g. stay in at break time) - make it seem important
- Finding out homework - say once per term?
- Written description of homework task routine? - Sometimes good not to have everything spelt out to parents: force children to stand on own two feet (promote independence)
- Good task for young children - bring something in to school (not the end of the world if it's not done)
