Homework Policy
The Board of Management of St. Matthew’s National School has adopted the following policy for Homework. It will be reviewed every 3 years
Purpose
This policy provides a consistent, evidence-informed approach to homework across the school that:
Reinforces classroom learning through short, purposeful tasks.
Promotes reading, independent learning skills and family engagement without causing undue stress.
Recognises developmental differences from Junior Infants to 6th Class.
Ensures equity: homework should not rely on resources that all families may lack.
Supports the 2023 Primary Curriculum Framework, embedding the seven key competencies in homework design.
Focuses on balance: as per 2023 Primary Curriculum Framework it acknowledges the importance of play and leisure for children’s development.
Guiding Principles
Quality over quantity. Tasks should have a clear learning purpose (practice, pre-teach, consolidation, or extension).
Developmentally appropriate. Time, format and expectations vary by age and ability.
Equity and inclusion. Adjustments are made for learners with additional needs and for families with limited capacity to support homework.
Balance and wellbeing. Homework must not routinely infringe on sleep, play, family time or physical activity.
Feedback and follow-up. Teachers review homework, give timely feedback and use outcomes to inform instruction.
Partnership with families. Parents/caregivers are partners — not substitutes — in supporting learning at home.
Competency-based learning. Homework should nurture the seven key competencies from the 2023 Framework: Being Well, Being a Digital Learner, Being Mathematical, Being an Active Learner, Being Creative, Being a Communicator, and Using Language.
Transparency and consistency. Expectations are clearly communicated in school journals, induction packs and the school website.
Rationale
This policy reflects recent research summaries and guidance which show:
Homework effects in primary-aged children are small and depend heavily on task quality; poorly designed, high-volume homework shows little benefit. (See evidence summaries from the Education Endowment Foundation and John Hattie research syntheses.)
Short, focused practice (particularly reading and mathematics practice) and tasks set with clear purpose produce the most reliable gains in younger learners.
Class Level Guidance— teachers use professional judgement, differentiated to students’ needs. The following guidelines are used:
Junior Infants: No formal written homework. Home activities focused on storytelling, oral language, shared reading, rhymes and fine-motor play. (Total active engagement: 0–10 minutes.)
Senior Infants: Reading/word games and short, playful activities; occasional purposeful worksheets (max ~10 minutes/night).
1st Class: Reading nightly; short phonics/spelling activities and simple math’s practice (~10–15 minutes/night).
2nd Class: Reading nightly; short written tasks in math’s and literacy (~20 minutes/night).80 minutes a week
3rd Class: Reading, math’s practice and occasional longer projects; tasks remain short and purposeful (~25 minutes/night).100 minutes a week
4th Class: Reading; consolidation tasks across core subjects and manageable project work (~30minutes/night). 120 minutes a week
5th Class: Daily reading; consolidation and extension tasks with explicit success criteria (~40minutes/night).160 minutes a week
6th Class: Regular reading; subject-specific consolidation and transition preparation for post-primary learning (~40 minutes/night). 160 minutes a week
Types of Homework
Reading practice: to support early reading skills, develop fluency and to help students build comprehension and vocabulary
Using Language & Being a Communicator: daily, age-appropriate; the highest priority across all years.
Fluency/practice (Being Mathematical & Using Language): short maths facts practice, handwriting, phonics.
Preparation tasks (Being an Active Learner): short pre-reading or vocabulary tasks to prime a future lesson.
Extension tasks (Being Creative): challenge questions for early finishers or high-attaining pupils (optional).
Family/creative tasks (Being Well & Being a Communicator): occasional low-pressure family activities (bake simple recipe, family interview) that connect learning to daily life.
Digital or research tasks (Being a Digital Learner): age-appropriate online research or use of digital tools, with offline alternatives available.
Longer-term projects (Being Creative & Being an Active Learner): limited in number, scaffolded by teachers, and supported by check-in deadlines (not set over major holidays).
Roles & Responsibilities
Teachers:
Design purposeful tasks aligned with classroom learning outcomes and competencies.
Give clear instructions, estimated completion time and success criteria.
Provide timely feedback or follow-up on the next lesson.
Differentiate or adapt for SEN and EAL students.
Parents:
Set aside a quiet regular time for homework.
Provide a supportive routine and environment for homework.
Encourage reading and independence; avoid doing the work for the child.
If homework turns into a stressful prolonged task, it’s best to stop.
Communicate with teachers when homework is regularly not completed or causes difficulty.
Reflect on how tasks help build competencies in your child (e.g., communication, creativity, digital skills)
Pupils:
In older classes before you start, ensure you are in a quiet area and have all the resources you need.
Attempt homework independently in senior classes
Ask for help when instructions are unclear.
Record homework in the school journal and return completed tasks by the agreed time.
Reflect on how tasks help build competencies (e.g., communication, creativity, digital skills).
Board of Management / Principal:
Ensure homework policy is accessible, reviewed and enacted fairly.
Support staff professional development regarding effective, competency-based homework design.
Special educational Needs, Equity and Access
Homework should be reasonable and flexible for learners with additional needs. Teachers will provide adjusted activities, extra time or alternative home tasks as required.
The school will ensure that homework does not require resources that some families cannot provide (e.g., high-cost materials or constant online access). Where online tools are used, paper alternatives will be provided.
Parents who face barriers (time, language, technology) are invited to meet with the class teacher to negotiate reasonable alternatives.
Accessing Homework
Homework is communicated to parents directly in Junior and Senior Infant classes. This may be through seesaw or an instruction sheet in homework folders.
1st - 6th Classes use a Homework Journal. Teachers may provide more guidance though the Seesaw App.
Senior Classes may use Google Classroom where appropriate
Feedback, Marking and Assessment
Written or verbal feedback should be timely and indicate next steps.
For younger classes, teacher checks and brief corrective feedback in class are preferred to heavy written marking.
Errors that point to a wider learning issue will be logged and used to adjust classroom teaching and interventions.
Feedback should also highlight competency development (e.g., “This shows creative thinking” or “You communicated your ideas clearly”).
Managing Workload and Wellbeing
To promote student well-being and to support transitions, homework may not be assigned during the following periods:
At the commencement of each school term.
During the final weeks of the academic year.
In the week leading up to the Christmas holidays.
Homework is assigned Monday - Thursdays only
Teachers may use ‘homework passes’ or give a night off homework to their class at their own discretion.
Time guidelines, as listed, help to manage overload.
Students are encouraged to let their teacher know if they are overwhelmed or struggling to complete tasks.
Communication & Consultation
The school will publish the homework policy on the website and share age-appropriate expectations in induction materials for new families.
The policy will highlight its alignment with the 2023 Primary Curriculum Framework and its seven competencies.
Monitoring, Evaluation & Review
Class teachers will record patterns of non-completion and discuss recurring issues at staff meetings.
Policy will be updated when new evidence or Department/NCCA guidance emerges.
In general, be encouraging and supportive, your attitude is contagious.
