According to John Hattie, a renowned education researcher from New Zealand, homework at secondary level has an effect size of d= 0.64. An effect size of 0.2 is small, 0.4 is medium and 0.6 is large. Hattie argues that for any educational approach to be effective, it requires an effect size of above 0.4. On this basis, homework for secondary students has an ‘excellent’ effect. 

Beyond its measurable impact, homework plays a crucial role in extending practice, allowing students to develop fluency, confidence, and deeper recall of key concepts. Given the limitations of lesson time, structured guidance for independent practice is essential to solidify understanding. Additionally, homework fosters independent learning by encouraging students to explore subjects creatively, take ownership of their studies, and prepare effectively for lessons, maximising the value of teacher input.

As an integral part of learning, homework reinforces skills, cultivates disciplined study habits, and broadens knowledge beyond the classroom. However, with the rapid evolution of artificial intelligence (AI), it is vital to adapt our approach to ensure both academic integrity and meaningful engagement with learning.

Our homework policy aims to strike a balance, encouraging students to use AI ethically and responsibly while ensuring that their work reflects genuine understanding and effort. This approach will protect the integrity of assessments, foster deep learning, and prepare students to navigate AI's role in education and beyond.

Homework timetables are written for Y7-8 by the Head of Year. They are given to students and sent home to parents outlining the requirements for each subject.

In Year 7, a graduated approach to homework is adopted to support pupils in making the transition from primary to secondary education. During Term 1, homework will be set routinely in English, Mathematics, Science and Technology subjects (including Design Technology, Textiles and Food). From Term 2, homework will be introduced across the remaining subjects in accordance with the Year 7 homework timetable. This phased approach recognises that pupils may have experienced different approaches to homework in primary school and provides an opportunity for them to develop the routines, organisational skills and independence required for secondary education. As pupils progress through Year 7, they will be expected to take increasing responsibility for managing and completing homework, with tasks gradually reflecting the greater complexity and demands of secondary school study.

Years 9-13 follow a broader homework schedule where students are given greater independence to organise their work; a schedule is produced by the Head of Year for staff to follow. It is given to students and sent home to parents outlining the requirements for each subject. 

Staff are asked not to routinely set homework for the next day; however, on occasion a small task such as pre-reading or preparation may be required.

For more information, please see our full Homework policy.