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The Great British Homework Debate 2023 – Is It Necessary At Primary School?

Alexander athienitis.

The homework debate is never much out of the news. Should homework be banned? Is homework at primary school a waste of time? Do our children get too much homework?

Not long ago, UK-based US comedian Rob Delaney set the world alight with a tweet giving his own personal view of homework at primary school. We thought, as an organisation that provides maths homework support on a weekly basis, it was time to look at the facts around the homework debate in primary schools as well as, of course, reflecting the views of celebrities and those perhaps more qualified to offer an opinion!

Here’s how Rob Delaney kicked things off

Gary Lineker leant his support with the following soundbite:

And even Piers Morgan weighed in, with his usual balance of tact and sensitivity:

A very experienced and knowledgeable Headteacher, Simon Smith, who has a well-earned following on Twitter (for someone working in education, not hosting Match of the Day) also put his neck on the line and, some might think controversially, agreed with the golden-heeled Crisp King of Leicester…

Fortunately Katharine Birbalsingh, Conservative Party Conference keynote speaker and Founding Headteacher of the Michaela School, was on hand to provide the alternative view on the importance of homework. Her op-ed piece in the Sun gave plenty of reasons why homework should not be banned.

She was informative and firm in her article stating: “Homework is essential for a child’s education because revisiting the day’s learning is what helps to make it stick.”

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How much homework do UK primary school children get?

Sadly, there’s little data comparing how much homework primary school-aged children in the UK and across the globe complete on a weekly basis. A study of teenagers used by The Telegraph shows that American high-schoolers spend an average of 6.1 hours per week compared with 4.9 hours per week of homework each week for UK-based teens.

Up until 2012, the Department of Education recommended an hour of homework a week for primary school Key Stage 1 children (aged 4 to 7) and half an hour a day for primary school Key Stage 2 children (aged 7-11). Many primary schools still use this as a guideline.

Teachers, parents and children in many schools across the land have seen more changes of homework policy than numbers of terms in some school years.

A ‘no-homework’ policy pleases only a few; a grid of creative tasks crowd-sourced from the three teachers bothered to give their input infuriates many (parents, teachers and children alike). For some parents, no matter how much homework is set, it’s never enough; for others, even asking them to fill in their child’s reading record once a week can be a struggle due to a busy working life.

Homework is very different around the world

We’d suggest that Piers Morgan’s argument for homework in comparing the UK’s economic and social progress with China’s in recent years based on total weekly homework hours is somewhat misguided – we can’t put their emergence as the world’s (if not already, soon to be) leading superpower exclusively down to having their young people endure almost triple the number of hours spent completing homework as their Western counterparts.

Nonetheless, there’s certainly a finer balance to strike between the 14 hours a week suffered by Shanghainese school-attendees and none whatsoever. Certainly parents in the UK spend less time each week helping their children than parents in emerging economies such as India, Vietnam and Colombia (Source: Varkey Foundation Report).

Disadvantages of homework at primary school

Delaney, whose son attends a London state primary school, has made it plain that he thinks his kids get given too much homework and he’d rather have them following more active or creative pursuits: drawing or playing football. A father of four sons and a retired professional footballer Gary Linaker was quick to defend this but he also has the resources to send his children to top boarding schools which generally provide very structured homework or ‘prep’ routines.

As parents Rob and Gary are not alone. According to the 2018 Ofsted annual report on Parents Views  more than a third of parents do not think homework in primary school is helpful to their children. They cite the battles and arguments it causes not to mention the specific challenges it presents to families with SEND children many of whom report serious damage to health and self-esteem as a result of too much or inappropriate homework.

It’s a truism among teachers that some types of homework tells you very little about what the child can achieve and much more about a parent’s own approach to the work. How low does your heart sink when your child comes back with a D & T project to create Stonehenge and you realise it’s either an all-nighter with glue, cardboard and crayons for you, or an uncompleted homework project for your child!

Speaking with our teacher hats on, we can tell you that homework is often cited in academic studies looking at academic progress in primary school-aged children as showing minimal to no impact.

Back on Twitter, a fellow teacher was able to weigh-in with that point:

Benefits of homework at primary school

So what are the benefits of homework at primary school? According to the Education Endowment Foundation (EEF) (the key research organisations dedicated to breaking the link between family income and educational achievement) the impact of homework at primary is low, but it also doesn’t cost much.

They put it at a “+2 months” impact against a control of doing nothing. To put this into context, 1-to-1 tuition is generally seen as a +5 months impact but it’s usually considered to be expensive.

“There is some evidence that when homework is used as a short and focused intervention it can be effective in improving students’ attainment … overall the general benefits are likely to be modest if homework is more routinely set.”

Key to the benefit you’ll see from homework is that the task is appropriate and of good quality. The quantity of homework a pupil does is not so important. In this matter Katharine Birbalsingh is on the money. Short focused tasks which relate directly to what is being taught, and which are built upon in school, are likely to be more effective than regular daily homework.

In our view it’s about consolidation. So focusing on a few times tables that you find tricky or working through questions similar to what you’ve done in class that day or week often can be beneficial. 2 hours of worksheets on a Saturday when your child could be outside having fun and making friends probably isn’t. If you really want them to be doing maths, then do some outdoor maths with them instead of homework !

At Third Space Learning we believe it’s all about balance. Give the right sort of homework and the right amount at primary school and there will be improvements, but much of it comes down to parental engagement.

One of our favourite ways to practise maths at home without it become too onerous is by using educational games. Here are our favourite fun maths games , some brilliant KS2 maths games , KS1 maths games and KS3 maths games for all maths topics and then a set of 35 times tables games which are ideal for interspersing with your regular times tables practice. And best of all, most of them require no more equipment than a pen and paper or perhaps a pack of cards.

Homework and parents

One of the key benefits cited by EEF is in regard to parental engagement. Time after time, the greatest differentiator between children who make great progress at school – and those, frankly – who don’t is due to the same factor in the same studies: parental engagement .

It is a fair assumption that if a parent is engaged in their child’s learning, they’re probably going to be the same parents who encourage and support their child when they’re completing their homework.

Whereas parents who are disengaged with their child’s school and schooling – for whatever reason (sorry, Piers, it’s rarely due to laziness), are highly unlikely to be aware of what homework gets set each week, let alone to be mucking in with making sure it gets handed in completed and on time.

We also encounter time and again, the issue of parents’ own lack of confidence in maths. A survey by Pearson found that:

• 30 percent of parents “don’t feel confident enough in their own maths skills to help their children with their primary school maths homework”
• 53 per cent insisted they struggled to understand the new maths teaching methods used in modern classrooms. Fortunately that’s what we’re here to address.

Setting the right homework at primary school can be tricky

Although we disagree with Piers, we can see what he may be driving at in terms of setting appropriate homework.

The question quickly becomes what would Piers think of as being ‘interesting’ homework, and if all four of his children would agree upon the same thing being ‘interesting’.

That’s the problem.

One would imagine Piers would find it hard enough finding one task to satisfy the interest of all of his four children – it’s almost impossible to find a task that will engage the interest of 30 or more children in their out of school hours.

Each with different emotional, behavioural and learning needs, then sprinkle in the varying levels of poverty each family suffers (be it financial or in terms of time), and you can see how it isn’t just about being a good or bad teacher – whatever that means – in regards to being able to set Morgan-approved homework tasks.

What does this mean for my child?

Ultimately, the question at the top of mind whenever a parent thinks about homework is a more general one – am I doing the best for my child?

Although the world is changing at a faster pace than ever before in human history, what’s best for children hasn’t changed that much (if at all).

One-to-one support is best, and young people benefit most from adult-child conversations where they acquire new vocabulary and language structures to form and share their thoughts and opinions.

These insights – that one-to-one support is best and that regular, structured adult-child conversations are life-changing within a child’s development – are what inspired us to create Third Space Learning.

A platform where children can engage with a community of specialist tutors in a safe, structured learning environment where they are able to engage in one-to-one conversations that enable them to progress in their learning with confidence.

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Online 1-to-1 maths lessons trusted by schools and teachers Every week Third Space Learning’s maths specialist tutors support thousands of primary school children with weekly online 1-to-1 lessons and maths interventions . Since 2013 we’ve helped over 150,000 children become more confident, able mathematicians. Learn more or request a personalised quote to speak to us about your needs and how we can help.

Subsidised one to one maths tutoring from the UK’s most affordable DfE-approved one to one tutoring provider.

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Differences Between Good & Bad Math Students

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Although math comes easily to some, most students have to apply themselves and work hard to gain proficiency in this subject. Good math students realize that you cannot learn mathematics by simply going to class or by watching the teacher work out the problems. You have to be actively involved both in the classroom and during personal study time. Good math students adopt effective math study habits, such as actively participating in class, regularly studying and practicing math, double-checking math homework and seeking help when necessary.

Active Participation

One of the most glaring differences between good and bad math students is that the former actively participate in class, seeking to understand math vocabulary, principles and formulas, while others remain passive, hoping to memorize what they need for the test. Good math students listen attentively and follow the teacher’s directions on how to solve math problems. They also ask questions when they do not understand. According to Doctor Tanoh, students who have negative thoughts, low expectations and anxiety toward math tend to be bad at the subject because they convince themselves that they can only fail at it. They may also neglect to put in effort to understand the lessons and thus often end up performing poorly.

Regular Practice

Good math students practice consistently, answering math problems posed during class and completing all homework assignments at home. On the other hand, bad math students often ignore in-class challenges and procrastinate when doing their homework. Good math students study their notes and textbooks, do their homework promptly, and practice the day’s lesson to internalize the processes involves in solving math problems. As a result, they are often well-prepared for math quizzes and exams, unlike the bad students who simply assume they know the lesson simply because they listened in class.

Double-Checking

Math problems involve several steps and skipping one results in an incorrect answer, but unlike bad math students who often make careless mistakes, good students double-check their work to confirm each step and the final answers before handing it in. Math lessons usually consist of interrelated concepts and students need to understand how different concepts and sequences relate, if they are to correctly answer the exam questions. Therefore, good students take time to identify the necessary steps, to show their work clearly, and to review their work to ensure that their work is accurate before submitting it for grading.

Seeking Help

Math students can also be differentiated by the way they handle difficulty with the subject. Good math students freely seek help from their teachers and are able to identify specific areas for which they need help. The students also make full use of the available resources in the school, such as computer tutorials or videos, problem-solving sessions or even one-on-one-meetings with teachers to discuss individual learning styles. Conversely, bad math students tend to sit back and struggle with their difficulties before eventually giving up and deciding that they are just bad at math.

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Maria OCadiz has been writing professionally since 1982, most recently publishing for various websites on topics like health and wellness, and education. She holds a Master of Arts in Education. She is a former university professor, curriculum facilitator and teacher.

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Am I a Bad Teacher For… Giving Homework?

by Angela Barton

Dear Bored Teachers,

I’ve read every single article, watched every single video, and read every survey in the book about homework. It looks like those of us who do still give homework are viewed as evil. Honestly, I believe in math homework, and I’ve seen my students’ progress skyrocket when I assign weekly worksheets for them to practice more after school. I know it’s taking away from family life and extracurricular activities, but I don’t believe I can get them to pass the standards without it. There’s just not enough class time. How do other teachers do it?

Signed, Homework Helps

Dear Homework Helps,

Look, I have been around a lonnngggg time in education. I came out of college at a time when phonics was viewed as “evil drill and kill.” Well, the pendulum swings, and it swings often. Whole language is now considered evil, although all strategies have their merits; it is when they are taken to the extreme that problems ensue.

Trends always come full circle, and you are correct that homework does not seem in vogue at the present time. But, that doesn’t mean it doesn’t have value if given the right way, and I certainly wouldn’t call it evil unless you are assigning mountains of busywork for students.

Quality over quantity!

I am not convinced the research fully supports having no homework at all . It seems that the majority of research focuses on the quantity of homework without looking at the benefits of quality homework.

Giving homework to give homework seems to be the problem. Many schools still stick to the idea that they must give homework every night without considering if it is actually appropriate and would aid in helping students learn a particular concept. This is why there are so many homework haters, and I agree with this case. Homework must be purposeful, relevant, and short.

The notion that students need time to participate in play and extracurricular activities is the biggest criticism of homework, but the 10-minute rule of first graders doing 10 minutes of homework, second graders doing 20, etc. would leave students plenty of time for those activities. Not overburdening students with homework and leaving weekends free is crucial.

Giving math homework is important.

Math requires mastery and automaticity and is very sequential. Students who have not mastered one concept will certainly fail at the next concept. There is often not enough time for some students in school to achieve mastery, and they will then fall behind. My daughter had trouble with math, and homework allowed me the opportunity to see what she was having a difficult time with and attempt to help her. Homework was a lifesaver to remediate and practice much-needed skills.

Research backs this up with disadvantaged kids, as parents are more likely to help with homework if their child is struggling, and their children achieve more as a result. Parents should be encouraged to help with homework in order to stay connected to what their child is learning and fill in the gaps. The partnership is key.

You are the judge.

Here is the crucial thing, and I want everyone to listen carefully: You are the professional and must trust your own judgment above all else.

I can find research in support of and against any educational topic. You said that your students are more successful with homework; other teachers might not come to the same conclusion for their students. You have to do what you feel provides the greatest overall benefit to your group of students. Ignore the homework haters.

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Teaching Math without Homework

• By Mike Anderson
• In Homework , Mike's Blog , Teaching Strategies

I have always struggled with assigning math homework. I hate the idea of busywork, so work that seems too easy feels like a waste of time. Then again, assignments that are challenging don’t work either since I’m not there to support students when they need coaching. I also know that 10 minutes of work for one student can be an hour of work for another.

As a parent, I’ve watched my own children struggle over the years with unwieldy math homework. Some grades have been better than others, but in the bad years, there can be regular meltdowns. My children have developed more of a fixed mindset and have learned to dislike math in the years when homework is too much of a focus. Talking with other parents and educators has led me to the conclusion that in too many math classrooms almost all teaching and learning revolves around homework. This is problematic for several reasons.

• Appropriately challenging work requires the coaching of a good teacher.  Few students have access to high-quality math support at home.
• Appropriately challenging work requires good energy. We all know how hard it is for kids (and teachers) to engage in lively and productive work at the end of the school day. Late afternoons and evenings are even worse. What takes 15 minutes in school can easily take an hour at home when a student is exhausted.
• When the bulk of a class period is spent correcting and reviewing homework, little time is left to teach the next concept. Poor teaching leads to struggles with homework, struggles with homework lead to more time spent correcting/fixing it, which in turn leads to poor teaching. It’s a vicious homework doom loop that’s hard to escape once it gets going.

So what does it look like when math instruction doesn’t revolve around homework? There are two suggestions I’d like to offer in this post: 1) Use a simple three-part lesson plan and 2) Use fun projects that last multiple days. Both of these strategies keep the bulk of the math work–the practice, problem-solving, and higher level thinking that require support and coaching–where they belong: in the classroom!

When teaching a simple lesson, use a three-part plan.

Beginning (5-10 min.):

• Introduce the main idea of the lesson. Why is today’s work important? How does it connect with previous work? How does this skill/concept fit into the big picture?
• Teach a brief mini-lesson. Be clear and succinct. Explain what students will do and how they will do it. Use simple examples as illustrations—ones that will help students understand the skill being learned. Take few questions and comments from students. You can address questions and coach students better once they’re working.

Middle (20-40 min.):

• Make sure the work itself it open-ended enough to be accessible to all students. Jo Boaler recommends low floor, high ceiling tasks. Consider offering choice as a way to help students self-differentiate their work.
• As students work, you coach. Students may collaborate together to understand key ideas and practice skills. You circulate and support students individually. Or, you may pull a couple of small groups together, either to support students who are struggling or offer an extension for students who are ready.

End (5-10 min.):

• Have students reflect on their work. What do students better understand? What do they still need to work on? Consider having students fill in a simple reflection tool—perhaps a quick note on a note card with an example of a problem or two on the other side—so you can better understand where students are. This will help inform tomorrow’s lesson.

Projects can add vigor and purpose to math.

What’s something that you and your students can work on together over more than one class period? When students engage in longer-term projects, the work can take on a greater significance and learning can be deeper. You can also spend more time supporting students’ math thinking and less time engaged in direct instruction. Remember—whoever is doing the talking is doing the thinking. The less time students spend listening to us, the more time they can spend thinking about math!

There are tons of fun projects that can make math work more purposeful and joyful for students (and teachers). Here are some ideas that might get your creative juices flowing:

• Problem-Solving Puzzle Book: Students create various mathematical problems and puzzles using the key content being studied. They must create an answer key with a detailed explanation of the solution. Problems and puzzles are published in a class anthology.
• TED Talks: a monologue speech
• ESPN Math: one student solves a problem, another narrates the play-by-play, another records
• Animate: students use dry-erase animation and voice-over narration to explain math concepts or solve problems

Better Homework:

If, in the end, you still need to give homework, consider these ideas to help it be better for students:

• Keep it easy. If students are expected to do their work at home when they’re tired and don’t have a teacher on hand for support, it needs to be simple review work.
• Keep it short. Five problems are better than 50. Don’t confuse volume for rigor.
• Offer some simple choice. Give an assignment with 20 problems and have students choose at least three to work on. Encourage them to tackle problems that offer a little push but that they can also do independently.
• Don’t correct it in class. In fact, you might not need to correct it at all. If it was simple practice, you might just scan through students’ work to get a sense of how it’s going.

For more ideas about great math instruction, I highly recommend the work of Jo Boaler. Check out some of her work and resources at https://www.youcubed.org/ .

Mike Anderson has been an educator for more than 25 years. A public school teacher for 15 years, he has also taught preschool, coached swim teams, and taught university graduate level classes. He now works as a consultant providing professional learning for teachers throughout the US and beyond. In 2004, Mike was awarded a national Milken Educator Award, and in 2005 he was a finalist for NH Teacher of the Year. In 2020, he was awarded the Outstanding Educational Leader Award by NHASCD for his work as a consultant. A best-selling author, Mike has written nine books about great teaching and learning. His latest book is Tackling the Motivation Crisis: How to Activate Student Learning Without Behavior Charts, Pizza Parties, or Other Hard-to-Quit Incentive Systems. When not working, Mike can be found hanging with his family, tending his perennial gardens, and searching for new running routes around his home in Durham, NH.

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