Daily Homework Shelley Tolley, Pyrford Primary (Year 1) Jenn Caverhill, Notre Dame School (Year 3)

Scope of project A short homework task is set each day, differentiated 2 ways To allow those who are confident to consolidate and deepen their learning To allow those who are less confident on the topic to reach a minimum expected level. Trialled with at least 1 class for a minimum of 1 term Evaluate and create a collaborative case study with recommendations

Pyrford Primary School – KS1 Background 90 Year 1 children in 3 classes. 3 form entry, mixed girl and boy Research Sutton Trust EEF Cooper Process Observations from previous year Resources Initial parental attitudinal survey Parental feedback used to adapt homework Interim attitudinal survey further affected format Next Steps Continue to use current format in year 1, adapting as necessary Develop with Year 2

Notre Dame School – KS2 Background Year 3 children, consisting of 22 children in 1 class. Single form, girls only school Research Student questionnaire Parent questionnaire Process Standardized testing Resourcing Develop weekly homework Work to foster good work habits Next Steps End-of-project questionnaires In-school discussion of implementatio n in other year groups

Year 1 example This week we are doing the inverse of addition, which is subtraction. We are using practical resources to demonstrate that subtraction involves finding out what is left when something is ‘taken away’. Use lego bricks, pasta or other small items to model taking away and let your child use them to work out answers in the following games. To help your child, here are the activities we would like you to enjoy together at home. Only spend 5 mins each day and then on Friday, we will send home something for the children to complete and return to school. MONDAY : Tickle me take away! Using the 0-10 cards in the maths pack: shuffle the cards. Each turn over a card. Use the numbers to make a take away sentence (i.e. 7 – 5 = ). First person to answer the sentence gets to tickle the other person! TUESDAY : Target Take Aways Use 0-10 cards. Lay the 0-10 cards face down on the table. Choose a target number – between 3 and 10. Find pairs of numbers that will make the target number, if you use them in a subtraction sentence. Example: target is 3, you choose 10 and 7 because 10 – 7 = 3. What other pairs can you find? WEDNESDAY : Squeaky Subtraction You call a subtraction sentence (i.e. 5 – 2), your child squeaks the answer! Good for the car! How many can you do in a minute? THURSDAY : Subtraction Sentences Use the 0-10 cards. Find as many different subtraction sentences in a given time (i.e. 10-1=9 8-2 =6, 7-3 = 4). Write them down. Shuffle the cards and find different ways. Make a poster showing the sentences you’ve found. Who can find the most? FRIDAY : Choose your favourite game and play it, or play them all! Give yourself a reward for your hard work. CHALLENGE: ? - ? = 4 Think of 5 number sentences, using subtraction, that gives you the answer 6.

Year 3 example Week of 9 November – 16 November Monday – 10 minutes of New Wave Maths Tuesday – Assigned Accelerated Maths Exercise Wednesday – Worksheet pg 35: Comet and Moon – Challenge 2 and 3 Sun and Star – Challenge 1 and 2 Thursday – 5 – 10 minutes of Maths-Facts-in-a-Flash Friday – Choose 5 different numbers. Count forwards as far as you can in 10s and then 100s and count backwards as far as you can in 10s and 100s for each number. Remember to count out loud to a grownup.

Impact so far Improved attitudes towards maths and confidence in the subject Positive difference in the medium to long term Habit building – discipline, fluency and confidence Should not be taken on as a single solution, and instead must be adapted to fit into the culture of the school Buy-in from staff, senior leadership, pupils and parents

Parent comments “I have been surprised by how much (she) has improved with her maths over one term.” “We have found that the homework has helped and (her) learning has suddenly come along this second half of term” “(Her) maths skills and speed at recalling number facts have visibly improved hugely since the homework started so I am all in favour.” “I think the concept is good and my child is keen to do it. “ “A very enjoyable experience. Would like it to continue.” “Doing it every night was a bit too much for us so we ended up doubling up on some nights. It was much easier when it was suggestions.” “I like having a combination of worksheets, games and online activities. It keeps it interesting.”

Consideration for further implementation Key message should be ‘Little and Often’ Should involve not only consolidation of the week’s work, but also times tables, mental arithmetic skills and problem solving Must be adapted to the resources, requirements and culture of each particular school environment Daily homework cannot be used as a stand-alone solution, but instead should be seen to support the wider teaching practice If adapting this programme of daily homework, it must be ensured that it does not become onerous for either children or teachers Trackable online maths programmes (e.g. Accelerated Maths, PurpleMash, Mathletics) should be investigated to help provide options within budget that are workable for teachers, as well as providing cross curricular links to ICT which involves different thinking skills