In praise of homework

Eleanor Updale’s attack on homework published in the TES provoked a surge of interest as she claimed that homework is often pointless and needlessly time-consuming and that it blights ‘family life, even at weekends and half-term’. She also claimed that homework encourages unhealthy lifestyles and challenged the validity of any homework tasks. Her message was clear — homework is bad. I was invited to respond to Dr Updale on BBC Radio 4 and was delighted to have the opportunity to speak in favour of well-set, relevant homework which might even enhance family life by providing interesting discussion.

Of course, there will be variations between schools and teachers. We rely on teachers to set homework sensibly. We expect learning to be part of the fabric of life at home as well as at school and we seek a responsible homework policy from the school which supports families’ aspirations for pupils. Clearly, Dr Updale has had some bad experiences with homework and has lost faith in it. She fears that teachers are setting ‘pointless tasks’ purely for the sake of satisfying school and parental demands.

Firstly, the values of school and home should be aligned to avoid mixed messages for children. Secondly, one hopes that anxiety is not a huge feature of school life.

Any parent of an anxious child should be liaising with school, developing a shared strategy to support the child so that he or she can enjoy a fulfilling and successful school life. The purpose of schooling is to promote learning, not to undermine it.

It is true that a poor lesson or homework can be a negative experience. So can a poor film-choice or violent computer game played at home.

Teachers, parents and carers share responsibility for directing youngsters towards good choices and positive engagement with the world, and providing positive role models for living and learning. Having fun, socialising, reading, playing and entertainment can all be forms of learning. Even if we only have a little time in a busy day to come together, we can all do our bit to ensure best use of that time. Surely, learning cannot be an exclusively school-based activity? We are all lifelong learners, supporting each other in engaging with the world and enjoying life in all its fullness.

In my experience, prep schools set prep. Rather than taking an unhealthy proportion of precious home time, I know that teachers are flexible where necessary to allow extra time and opportunities to get prep done. More data would provide an interesting insight into trends but it seems likely that children around the age of 11 might find themselves with up to an hour’s homework per night.

Dr Updale might consider this to be torture, but the Year 7 girls at Vinehall Prep School, East Sussex, told me only last term that good prep tasks provide opportunities to show the teacher how well they are doing (assessment of learning); to continue class work tasks and revisit class work (consolidating learning) and as long as the work set is neither too hard nor too easy, it brings a sense of achievement.

A good teacher will get the balance right and schools will set a range of types of homework which are interesting, clearly of value to the learner and pose an appropriate level of challenge. Good teachers aim to inspire a love of learning. Children become increasingly competent through practice and ‘little and often’ is a good way to learn so homework provides opportunities for children to improve. Successful homework is confidence-boosting and effectively encourages youngsters to manage their time and tasks well.

Where I do agree with Dr Updale is that we must ensure that homework is pitched at an appropriate level and not overly burdensome in terms of time or worry. As David Hanson, the chief executive of the Independent Association of Prep Schools, said: “No-one is in favour of hopeless homework or pointless prep.” But, at the same time, consolidation of class work, skills development and practice, the discipline of independent learning and the sense of achievement that comes with successful completion of tasks all give homework value and purpose.

We should support the personal development of youngsters by encouraging them to take pride and interest in all that they do, both in school and out.

Parents will serve children best by taking an interest in school work and homework: provide a quiet environment for study and ensure that time is put aside. Support the study process but do not do homework for children! The teachers want to know how well the pupil is getting along and will spot outside influences.

Sometimes, children will need encouragement to get on with homework and coursework. There are several ways in which parents can respond to the frustration of watching a young person succumb to ‘last minute panic’ syndrome.

The hands-off parent will allow the youngster to get into a tangle and see for him — or herself the consequences after which the parent can make suggestions and provide support which is more likely to be taken on board. This approach carries the added bonus that it is time/work/the system with which we are fighting (rather than each other). The over-anxious parent will not be able to sit back, however, and will be compelled to play the part of unofficial home tutor. This is a common approach, borne of care and a desire to support. However, it can lead to conflict between parent and child and does not encourage increasing independence and responsibility on the part of the youngster. Parents should use the nagging approach sparingly (it is wearing and thankless) and are well advised to liaise with school and specific teachers in order to ensure that pupils are receiving the same message from home and school about priorities. At Vinehall Prep School in East Sussex, where I was head teacher, there are regular parent meetings for the discussion of homework policy and approach to study and staff outline year group deadlines for the coming year so that parents and school can agree a combined approach. Where parents can position themselves as enabling pupils to meet the aims of the school, again, parents are not the bad guys, they are the support team.

Parents are well advised to play a positive game, supporting study by, for instance, suggesting little treats upon the completion of tasks. The child must feel that it is his or her work and his or her responsibility to do whilst parents are there to help, advise and support but not to take away the responsibility. Independent study is one of the most important areas of learning for individual pupils to come to terms with at school and parents need to give children the space to find their own way to cope with the pressures of time and task management.

When I suggest to my12 year-old daughter that I might like to help her with something, she often rejects the offer, particularly when I am itching to get my hands on some homework! However, I would be undermining her developing independence – let alone our relationship — if I were to interfere too much. She knows that I am here to help when she needs it and I have learnt that by muscling-in I will only create a new pressure.

On the other hand, some children need plenty of support at home and parents can support self-esteem and developing confidence by following-up and consolidating classwork. The key, here, is to work with teachers. Liaise with the teaching staff and attend to their advice. If teachers encourage parents to help and provide guidance, then go ahead and support.

The overriding principle in supporting children (and school) effectively is to be sensitive to the needs of the child. Pushy parents are an embarrassment to the child and inspire defensiveness in teachers. This can lead to unhappy times all round.

However, interested and supportive parents who seek to understand the aims and position of the school whilst getting the best for their children can work with all parties and avoid mixed messages. Aim for harmony — not too much nagging, not too much intervention. Also for sympathy; understand the pressures on teachers and the need to find a good balance for your child. If you can create relationships through which your child feels that you are on his or her side and the school feels that you are supportive rather than critical then school days may well turn out to be the best days of our lives, even accommodating the pressures of homework.

Julie Robinson was head of Vinehall Preparatory School in East Sussex for 2-13 year-olds. She is now Education and training director for IAPS and a contributing editor of Attain. This article first appeared in the Autumn 2010 issue of Attain— the leading magazine of the independent schools’ sector and official magazine of IAPS - www.attainmagazine.co.uk