Homework Policy

Homework is a very important part of the work of our school and is a point of regular contact for many parents with the school. Each child will be given a homework, suitable to his/her ability in order to:

a) reinforce work done in class

b) help him/her develop a habit for personal study

c) keep parents up to date with their child’s work

d) give parents an opportunity to become involved in their child’s work.


The content will vary according to the work being done in class but will generally be based on:

a) practical work

b) written exercises (especially in English and Maths)

c) reading

d) spellings

e) oral investigations

f) learning by heart e.g. part of a poem or song

g) a particular task set for Religious Education.


Homework will be given by every teacher Monday – Thursday. The length of time to be spent on homework will also vary with an age of pupil. In setting homework, staff will follow the guidelines below which suggest an approximate length of time spent on homework.

Year One Time – approx. 10 minutes

Year Two Time – approx. 15 minutes

Year Three Time – approx. 20 minutes

Year Four and Five Time – approx. 30 minutes

Year Six and Seven Time – approx. 45 minutes – 1 Hour

It is essential that parents should involve themselves in homework by:-

a) listening to their child read. Encourage enthusiastically and assist where necessary. Talk about what has been read and its meaning

b) checking written work. Insist that this is done as neatly as possible. Parents are asked to sign all written homework after they have checked it for content and neatness. This will indicate to both your child and the teacher that you are actively interested in his/her progress at school.

Parents should ensure that their children do homework at a suitable time and in a quiet place where they will not be disturbed by other children or television/radio.

Should your child experience obvious difficulty in completing his/her homework please indicate this on the homework book.

It is most important that, in addition to any written work which may be given, all children should spend time reading each night. Children are also encouraged to read library books as much as possible but especially at the weekends.

Policy for Teaching and Learning


This policy takes account of developments such as the Accelerated Learning programme and the introduction of broader based learning strategies such as creativity and thinking skills. The overall purpose of the policy is to identify our principles of teaching and learning in terms of the role of the teacher, the child, parents and Governors, and outlines our strategies for teaching and learning.


The broad aims at our school are that every pupil will leave Holy Family Primary School with the best possible skills in all curriculum areas especially skills in the core subjects of Literacy and Numeracy, having been introduced to a wide ranging curriculum, shown how to become an independent enthusiastic learner and acquired the skills needed to become a valuable citizen so that they are able to contribute usefully to society. We wish to prepare our children for transition to the post primary and adult life and to help them become self-motivated, independent and flexible learners.

We wish to:
•    build on the emerging strengths of our children and to strive for excellence in every area, to ensure that each pupil develops his or her potential to the full extent,
•    recognise and celebrate achievements so that the children’s self esteem is raised,
•    provide a happy, caring, learning environment,
•    be sensitive to children’s individual characteristics and needs while helping them to work together co-operatively, supporting and encouraging each other,
•    help every child to continue to develop the values, attitudes, experience, knowledge and skills to enable them to cope with the expectations and demands of the community in which they live and the wider world beyond it.

As teachers we aim to:
•    provide a broad, balanced curriculum which fulfils the legal requirements but is also related to our children’s interests and adapted to meet the needs of individual children,
ensure that all pupils receive equal regard and access to the curriculum regardless of race, colour, creed, ability, disability, gender or social circumstances.