Transcript Staff Meeting
PARENT’S VOICE
2 nd October 2013
Priorities from questionnaire
• School discipline • Homework - spelling
March 2012
Michael Gove scraps government homework guidelines
Head teachers in England are to be given greater discretion over how much homework their pupils are set.
Education Secretary Michael Gove has scrapped the guidelines for home study introduced by Labour in 1998.
Research Review
• There is no consensus in the literature as to whether homework raises student achievement. However • Overall, it appears that some homework is preferable to too much or none at all, but the time devoted to homework must accord with the student’s age and stage of development • The quality of the homework assigned is likely to be more important than the quantity • The amount of effort spent on homework has a more positive impact on achievement than time spent on homework • Parental involvement in homework can improve students’ homework completion rates and parents’ attitudes toward their children’s schools.
So why set homework?
• Practice/extend/prepare for learning experiences • Learning skills / acquiring knowledge to be used in class • Parent’s sharing in learning experience; knowledge of what their child is studying in school • Opportunity for individual attention and support • Learning skills like self discipline, independence, responsibility • Reading is like learning to play an instrument – you need to practise, practise, practise
What do teacher’s think?
Children Parents Teachers
Clear understanding Recognition from teacher Hints & support resources Take responsibility Listen & explain to parents Take responsibility Effort & ask for help Be on board Ask for help/info WAGOLL Clear instructions Availability Realistic time & relevance Clear expectations Aware of children who need help Manageable What’s it for Understanding what we mean by homework.
Time manageable, add to quality of learning Flexibility
What do the children think?
• May not always like doing it but recognise that it helps them learn • Biggest concern is problems it can cause with parents
What would they like?
• Choice in some homework about how to present it: making things, videos, games • A WAGOLL for parents
What are we doing now?
Minimum FS- phonics & reading KS1 – phonics & reading, My Maths KS2 – daily reading and times tables • My Maths, spelling, a project related task • UKS2 story planning Extension • My maths games • Websites with literacy and numeracy games • Researching information to support topic study work • ICT programmes e.g.
scratch
Monday and Tuesday lunchtimes children have the opportunity to use the computer and/or complete tasks including reading quizzes.
Accelerated reader quizzes can be taken 8:40 – 8:50 Would access time after school be useful?
Where do we go next?
What is Assertive Mentoring?
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“Assertive Mentoring brings together many outstanding school systems together in one place.
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It is a focussed, child centred, collaborative approach based on a dialogue about the child’s present and future learning needs.”
Assessment
Regular assessment of each child’s progress is carried out – normally half-termly.
These assessments are used to plan the next steps in learning.
Mental maths tests at appropriate level
Mentoring Meetings
• Every term, each KS2 pupil will have a short meeting with their mentor (usually class teacher) to celebrate achievements, discuss their progress and set new targets.
There are 2 main topics for discussion at the meeting: - attainment - attitude and behaviour A standard form is completed during the meeting to record the discussion and any new targets agreed. A copy shared with parents/carers.
Traffic light colour coding
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Academic achievement
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Attendance
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