Home Learning
Home Learning at Goldsmith Primary Academy
WAT Aspire Curriculum
Our WAT Aspire Curriculum develops pupils’ aspirations so that they strive to be the best they can be.
Across all subjects, we carefully plan subject knowledge, skills, and vocabulary, combined with specific Aspire learner skills and character virtues, so that pupils have the tools they need to be successful in both learning and life.
This document outlines the key principles behind our approach to home learning.
Intent
At Goldsmith Primary Academy, we believe that parents and carers play a vital role in their child’s education. By working in partnership, we can share and celebrate learning success together as a community.
We believe that children who routinely engage in learning at home are more likely to make improved progress in areas studied beyond school (EEF, 2021). The Education Endowment Foundation (EEF) also highlights that greater progress is typically made when home learning incorporates digital technology.
As a school—and as part of Windsor Academy Trust—sustainability is central to everything we do. Consequently, we aim to eliminate unnecessary paper use for home learning, while using it consciously where appropriate.
The Offer in Detail
Research from the EEF shows that, in the EYFS, home learning should focus on language and oracy, while in Key Stages 1 and 2, a stronger emphasis should be placed on reading.
With this in mind, home learning across our school is structured as follows:
EYFS
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A selection of tasks linked to child-led play, oracy, basic maths, and a mini project are set half-termly in the form of a menu.
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These are shared via Class Dojo on the first Friday of each half term and should be returned by the final Wednesday of that half term.
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Completed learning can be uploaded through Dojo messages or brought into school. For videos or other large files, parents can use the school postbox, which is then forwarded to class teachers.
Oracy in EYFS – A ‘Talk Time’ task is set each half term to encourage structured speaking and listening at home.
Reading in EYFS – Reading is linked to Read Write Inc. (RWI) Phonics. Children begin with shared books before progressing to sound cards, words, and books. We expect parent–child paired reading at least 2–3 times per week, recorded in reading diaries.
Letter Formation in EYFS – Also linked to RWI phonics. As children learn new sounds, handwriting sheets are sent home to rehearse letter formation. This continues only until all sounds are secure and progresses at each child’s pace.
Key Stage 1
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A half-termly project is set on Class Dojo, encouraging parents to engage with their child’s learning. Projects are showcased at the end of each half term. -
Children complete weekly tasks including:
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Numbots or Times Table Rock Stars (alternating weekly)
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Spelling Shed (linked to weekly spelling patterns)
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Teachers may also set personalised tasks to support individual IEP or EHCP targets.
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In Year 2, additional revision activities are set during spring and summer terms to support end-of-year assessments.
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Work can be returned via Class Dojo or, where more suitable (e.g. videos), via the school postbox.
Some teachers may also set home learning through Showbie.
Reading in KS1 – Reading is linked to RWI phonics and matched to each child’s phonological stage. We expect paired reading 2–3 times per week, recorded in reading diaries.
Letter Formation in KS1 and KS2 – This continues only for pupils who require additional phonics reinforcement, tailored to individual ability and progress.
Key Stage 2
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Children use Showbie as their digital home learning platform.
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Weekly tasks include:
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One Times Table Rock Stars activity
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One Spelling Shed task (linked to current spellings)
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An alternating English or Maths task, set online
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Staff may also assign tasks to support personal targets, IEPs, or EHCPs.
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In Year 6, frequent revision activities are provided in the spring and summer terms to prepare for national assessments.
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All work is submitted via Showbie.
Reading in KS2 – Reading is linked to RWI or Accelerated Reader (AR) levels, matching each child’s phonological ability. We expect parent–child paired reading 2–3 times per week, recorded in reading diaries.
When is Home Learning Set?
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EYFS: Set half-termly on the first Friday of each half term; returned by the final Wednesday.
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KS1:
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Half-termly projects set on the first Friday; returned by the Wednesday before the final week.
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Weekly home learning set every Friday and due by the following Wednesday.
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Pupils unable to complete home learning at home are invited to lunchtime home learning clubs once per week.
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KS2:
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Weekly home learning set every Friday and due by the following Wednesday.
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Pupils unable to complete home learning at home are invited to lunchtime home learning clubs once per week.
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Impact
What is the Desired Impact?
Children who regularly complete home learning activities are more likely to make better-than-expected progress across the core curriculum, which in turn supports achievement in the wider curriculum.
Internal progress and attainment data is regularly compared with pupil engagement data to evaluate the impact of home learning.
How is Impact Measured?
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EYFS: Teachers track completion of home learning menus on a half-termly basis.
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KS1 and KS2:
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Weekly: Teachers track submissions and provide feedback on tasks.
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Half-termly: Pupils who complete all home learning are entered into a prize draw, monitored by Phase Leads and led by the Personal Potential and Inclusion Lead.
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Termly: Following assessment, pupils’ home learning records and attainment data are triangulated. Pupils with low engagement are encouraged to attend home learning clubs.
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Annually: Pupils who engage fully and are entered into all six prize draws receive a reward day in school.
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Inclusion
We are committed to ensuring that all pupils can access home learning at an appropriate level.
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Pupils who receive reasonable adjustments to access technology in school, or who have specific needs outlined in an IEP or EHCP, will receive the same adjustments for home learning.
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Teachers may assign additional tasks directly related to pupils’ IEP or EHCP targets.
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Pupils who cannot access a device at home are invited to weekly lunchtime home learning clubs. Completion during these sessions still qualifies pupils for prize draw entry.
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If pupils decline to take part in home learning, parents are contacted to strengthen the home–school relationship and reinforce the importance of regular home study.
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In a very small number of cases, printed tasks may be provided once every reasonable attempt to engage the pupil online has been made.