Homework Policy

iBOS Homework Policy The aims of our school are:

• A school where teachers, staff, and students are expected to support and extend the atmosphere of respect, courtesy, the love of learning and the value of friendship that is held dear at iBOS.
• iBOS aims to develop students to become well-rounded individuals. We aim to empower our students with the best tools and resources, making them capable in following and achieving their dreams, to become valued members of our global societies, and to allow them to make a positive difference to the world, wherever they choose to progress to.
• Students leave iBOS prepared for university. They are confident, contributing, and caring members of the global community and they have embraced the challenge of our specialized education. They will have gained the values that equip them to make a positive contribution.

Responsibility of: The Principal

Date Ratified: 03 July 2025

Review Date: 03 July 2027

Background

Homework is an important part of a student’s learning. At iBOS, homework does not always have to take place at home, it can be anywhere there is an internet connection. It is often work that is extended from the lessons that take place in timetabled hours and is paramount due to knowledge being better retained by the student who revisits recorded lessons. Homework:

• May be categorized by practice or preparation
• May be set as ‘challenges’ or ‘projects’ and sometimes may be optional The policy aligns with the statutory requirements of the Education Act 2002 (Section 78), ensuring that homework contributes to students’ broader development. It also supports the school's compliance with Ofsted’s Education Inspection Framework (EIF) which assesses independent learning, and takes into account DfE’s guidance on remote education (2021–2024).

Aim

iBOS sees the importance of homework for the development of students, with the parent’s role being key to supporting their son/daughters with their education. Homework should:

• Show positive outcomes, where student motivation and commitment to a subject are often improved
• Target specific students who have a higher learning potential, or students with a passion for further developing their research and critical thinking skills Teachers must be mindful of inclusive practice, ensuring homework is differentiated to support pupils with Special Educational Needs and Disabilities (SEND), English as an Additional Language (EAL), or other individual learning needs, in line with the SEND Code of Practice (2015) and Equality Act 2010. Expected learning Year 3, 4, 5 & 6 60-120 minutes of home learning per day Years 7, 8 & 9 90-150 minutes of home learning per day Years 10&11 120-180 minutes of home learning a day Years 12&13 180-240 minutes of home learning a day These timings are broad recommendations and must be applied flexibly in cases involving SEND students, medical needs, or reasonable adjustments agreed with parents. Task types Not all tasks that are set require a form of written evidence. One type of task that may be set may consist of research on a specific topic, for an exam or upcoming topic. Independent learning

projects may also be set, which can last several weeks. These tasks are designed to encourage students to work as teams and improve their ingenuity and innovation.

Deadlines & Mistakes

Assignments will always be noted and checked for any reoccurring mistakes. If a student does not complete a task, this will be recorded, and the student will be expected to complete the task later. If a student consistently misses deadlines without valid reason, parents will be informed and a restorative meeting with the teacher may be arranged. Catch-up time may be allocated during break, lunch, or scheduled support sessions. Students will not be sanctioned punitively without prior intervention and support being offered.

Extra Support

A pupil’s first port of call should always be their teacher, if a teacher is then aware that more support is needed, extra support can be arranged. This may be during the department’s homework club at lunch, or after school. Homework support must be inclusive and accessible. Teachers should consider assistive technology and alternative submission methods where necessary. Online support platforms must comply with school safeguarding and GDPR policies. Roles and responsibilities Students are responsible for:

• Keeping track of their expected learning
• Completing all work to the best of their abilities
• Asking for help if they feel they need support or have any questions
• Submitting in a timely manner
• Assessing their feedback and making sure they take the information on board to make any changes in future work
• Regularly updating their home learning planner Teachers are responsible for:
• Ensuring they can help all students who need it in the best possible ways
• Making sure what is expected of the students is clear and understood
• Keeping a record of student’s achievements, deadlines and work that has been set
• Communicating with parents when it is necessary
• Differentiating homework tasks in a way that is equitable and accessible, in line with pupils' needs
• Monitoring student wellbeing and identifying patterns of stress, disengagement, or excessive workload
• Using regular sampling and feedback cycles to assess homework quality and effectiveness Parents/carers are responsible for:
• Showing an interest in their child’s work and homework and encouraging them to continue their independent learning
• Making sure that they are coping well with the workload

• Checking that all assignments have been completed by the deadline
• Encouraging their students to speak to their teachers when they are struggling or need support
• Regularly reviewing their child’s home learning planner.
• Informing the school if their child is unable to complete homework due to personal, technological, or learning-related issues
• Supporting a balance between academic work and wellbeing, especially during exam periods or following illness