Chirton Primary


Throughout the school, from years 1-6, the children undertake weekly home learning.

These are provided termly on a ‘Choice Grid’ and were introduced as a result of both pupil and parental feedback. These are linked to the termly topics and the tasks are designed to allow the children the freedom to interpret the tasks, and present their findings, using different media and formats. These are completed in conjunction with weekly spellings and reading. During the holidays, all children, from EYFS to year 6, are encouraged to complete a project that links to their forthcoming class topic. These tasks teach the children how to carry out research, select relevant facts and present the information in an attractive, imaginative and interactive way; they also provide a lovely opportunity for the children to work alongside their families at home in a fun and interactive way.

Please note that additional activities, that might be part of an Individual Education Plan or specific arrangements with a particular child, do not form part of the home learning grids. These will continue to be arranged through Mrs Baggaley or through dialogue with your child’s class teacher. They also don’t include some of the extra work which is given to the Y6s to help with their SATs preparation.

Home learning can often prove a tricky issue for children, parents and schools to manage, however we believe by working together we can make it a success. The activities set by teachers are optional and we hope that by working together it should become less of a battle, more enjoyable for the children (and yourselves) and help them with their progress. We are very fortunate to have the high levels of support and engagement from home and appreciate the time you spend with your children on school learning whilst juggling clubs, activities and general family life.

The three most common questions we get are as follows:

How much help should I give them?

(Think about how your children learn at school. Staff don’t expect them to learn in isolation, we give support, guidance, show them new skills or make sure they are safe if using particular tools or materials. Work and learn alongside them, talking and help them develop their ideas, skills and understanding, whilst still trying to develop resilience and independence.)

Should I correct their work?

(Again, follow our school line. Firstly prevention is better than cure, so careful planning and some thought as a piece is being completed should reduce the amount of editing at the end. But if there is a need, choose the most important aspects for your child and ensure that it is a positive learning experience rather than their feeling completely demoralised.)

How much time should we spend on a task?

(This is linked a little to the child’s own age and a 10 – 30 minute focused burst is much more effective than spending a couple of hours on something whilst at primary school. However sometimes a project activity will take longer or a child might become particularly engaged with a piece. Quality always outweighs quantity – and for some children, developing this skill can be harder than the more common issue of time management.)

If you have any further thoughts and questions, please do not hesitate to get in touch with Mrs Bekker Wrench or your child’s class teacher.