The Education Endowment Foundation’s (EEF) Teaching and Learning Toolkit outlines evidence which indicates that well planned homework can, on average, have a positive impact on pupils’ learning (+ 5 months). A number of key elements underpin releasing this potential. It is important that we consider the purpose of homework, how it links to classroom work as well as how home learning can be supported. In my experience, I have found these five principles helpful in planning for, setting and implementing impactful approaches to homework in maths:
1. Homework should reinforce, not introduce new learning
As teachers, it’s important to regularly remind ourselves that the primary purpose of homework is to reinforce learning that has already been taught in class, not to introduce new concepts. Homework tasks should closely mirror the examples and concepts taught in school to ensure pupils have a clear and accurate foundation to build upon.For instance, if the focus in class that week was on the properties of regular polygons, the homework should directly link to this, to reinforce and consolidate understanding. Setting homework on the properties of irregular polygons, assuming that pupils can infer the differences based on their knowledge of regular polygons, could be misleading. Even though this might seem like a logical progression, small changes in task design can unintentionally create confusion, particularly for vulnerable pupils. While some pupils may be able to make logical connections, assuming that all will do so can lead to gaps in understanding. A well-structured homework task should ensure that all pupils, regardless of their needs or circumstances, have the chance to succeed.
2. Set Homework with intention and Purpose
Homework is also a valuable tool for strengthening foundational knowledge, making learning more solid and creating a strong base to build upon. I think of homework as building the foundations of a house. If the foundations are solid and strong, the structure built upon it will be sturdy and reliable. On the contrary, if the foundation is weak, the entire structure is at risk of crumbling, regardless of how pretty the building might look. Similarly, purposeful homework lays the groundwork for more complex learning in the classroom.For example: If pupils are learning to multiply two 2‑digit numbers in class, and the teacher notices that times table fluency is a barrier to making the learning accessible, assigning homework to practise times tables would be more effective than homework set to multiply two-digit numbers. This approach reinforces the basics, making the more complex task of multiplication easier to grasp.The key is to keep the focus of homework tight and purposeful. By being intentional about why we set homework, we ensure it supports and enhances classroom learning effectively.
3. Ensure accessibility to all pupils
To reduce stress for both parents and pupils, it’s essential to ensure that children have the necessary support to complete their homework. An effective approach is to provide scaffolded, step-by-step worked examples along with the homework task. This allows pupils to follow or refer to the examples for guidance, promoting independence and giving them more ownership of their learning without adding undue pressure on parents.
Sending a video of a worked example can also be helpful. However, without clear instructions, pupils may not know what to do with it. While some pupils may be proactive in figuring it out, many others may not, leading to confusion. To make these videos more effective, they should be paired with specific practice questions that pupils can work through while using the video as a resource. This approach fosters clearer understanding and greater engagement.
Additionally, we must consider pupils from disadvantaged families who may not have access to technology at home. What alternative solutions to scaffold homework can we provide to ensure these children receive the support they need to succeed?
4. Consider frequency and regularity
The power of ‘little and often’ is often underestimated. Homework doesn’t need to be tedious or feel like a chore. What makes homework impactful isn’t determined by lengthy amount of work, but by providing the children with opportunities to practise small, targeted areas of learning, regularly and frequently. For instance, setting a 10-minute homework task daily is more effective than setting an hour-long homework once a week. To decide which areas to prioritise, focus on the current learning at school or foundational knowledge that underpins more complex learning. For example, assigning Maths Fluency or Arithmetic homework instead of Reasoning. I would also suggest that for maximum impact, keep the focus of practice consistent. Once you’ve identified about 3 – 5 areas the children need to practise, only set questions that align with these focus areas, so that the children have enough opportunity to practise and consolidate their learning.
5. Marking and feeding back from homework
Evidence has suggested that children marking their own homework has a greater impact on their learning than when teachers mark it for them. However, this approach requires proper training, and training takes time. It is imperative to start by explaining to pupils why marking their own work is beneficial. Help them understand that it’s not just about finding out if they’re right or wrong but about developing self-awareness, reflecting on their work and identifying areas for improvement.
Also take the time to model the marking process to your pupils. Show them how to check their answers effectively and accurately while emphasising the importance of integrity. Let them practise marking their work at school before gradually transitioning this responsibility to their homework. Once the training is complete, children can take home both the homework questions and the answers.
You might wonder, “What if they just copy the answers?” While it’s true we can’t monitor children all the time, the real focus should be on fostering integrity. By instilling the value of honesty and accountability, we empower pupils to make the right choices even when unsupervised. When homework is handed in after being self-marked, there’s no need to review every single question with each pupil. A quick scan is enough for the teacher to note down areas that might need revisiting or the names of children who struggled with specific areas. These pupils can then receive targeted support during the next lesson or through intervention sessions if necessary. This approach not only lightens the teacher’s workload but also builds the pupils’ independence, and critical thinking skills – all invaluable tools for lifelong learning.
These five steers have been influential and impactful in my experience. Recommendations from the EEF’s library of guidance reports provide us a wealth of evidence-informed recommendations in support of our approaches as we develop, refine and evolve our practices to secure effective learning for all from homework in maths. Key resources for teachers and leaders in this context include:
The Teaching and Learning ToolkitImproving Mathematics in the Early Years and Key Stage 1 (in particular recommendation 4)
Improving Mathematics in Key Stages 2 and 3 (in particular recommendations 3 – 6
Metacognition and Self-regulated Learning (in particular recommendations 2, 3 and 7)
Special Educational Needs in Mainstream Schools (in particular recommendation 3)
Teacher Feedback to Improve Pupil Learning (in particular recommendation 1 – 3)
Working with Parents to Support Children’s Learning (in particular recommendation 2)
