Boundary Learning Together

At Boundary Primary School, 'learning together' is at the heart of our approach to homework, known as Boundary Learning Together (BLT). The activities and projects set are designed to be completed by children with support from parents, carers, or other family members. BLT provides valuable opportunities for children and adults to spend quality time together while supporting learning beyond the classroom.

Key Stage 1 and Key Stage 2

Teachers in Years 1 to 6 set half-termly projects linked to the topics and units of work being taught in class. These projects usually consist of five or six activities that can either be completed and submitted weekly or handed in together at the end of the half term.

In addition, children in Years 2 to 6 are expected to practise maths and times tables using Times Table Rock Stars (TTRS). Teachers may also set work using online platforms such as Seesaw, Reading Eggs, Maths.co.uk, and SPaG.com.

Each year group provides a newsletter outlining:

• The units of work being covered during the term
• The BLT project for the half term

Teachers will explain their specific systems for submitting BLT at the beginning of the academic year.

All children are expected to read with an adult at least three times per week.

Additional phonics, reading, or word-based activities may be provided for children in the Foundation Stage, Key Stage 1, or for those who require extra support in Key Stage 2.

Key Stage Expectations

Reception

In the Foundation Stage, learning at home is actively encouraged. Ideas and suggestions for supporting learning at home are shared through the half-termly newsletter. WOW slips are used to communicate achievements and learning from home, and reading record books are used where appropriate.

BLT Expectations

• Children are expected to read with an adult at least three times per week.
• BLT tasks (paper-based or practical) will be set on a Friday and should be completed by the following Thursday.

Year 1 and Year 2 (KS1)

BLT Expectations

• Half-termly KIRFs (Key Instant Recall Facts) will be sent home for children to learn. Where appropriate, children should use TTRS to support this learning.
• A half-termly project or creative homework task will be shared via Arbor on the first day of the half term and should be submitted on the final Monday of the half term.
• Children are expected to read with an adult at least three times per week.
• Year 2 children are expected to use Times Table Rock Stars (TTRS) to support their times table learning.
• Year 1 and Year 2 children are expected to use Reading Eggs to support their reading development.

BLT Club is available for children who wish to take part.

Year 3 and Year 4 (Lower Key Stage 2)

BLT Expectations

• A half-termly project or creative homework task will be shared via Arbor on the first day of the half term and should be submitted on the final Monday of the half term.
• Children are expected to read with an adult at least three times per week. This may include accessing Reading Eggs.
• Children are expected to use Times Table Rock Stars (TTRS), Hit the Button, and Maths Frame to support the development of times tables and KIRFs.

Year 5 and Year 6 (Upper Key Stage 2)

BLT Expectations

• Weekly BLT is set on a Friday and must be completed by the following Thursday. This includes differentiated Maths and English activities set through SPaG.com and Maths.co.uk.
• If weekly homework is not completed, children will use part of their Friday Always Time to complete the missed work.
• Opportunities are provided throughout the week for children to complete homework, including Homework Club.
• A half-termly project or creative homework task will be provided on the first day of the half term and should be submitted on the final Monday of the half term.
• Children are expected to read with an adult at least three times per week and access Reading Eggs.
• If reading expectations are not met, children will be expected to read for ten minutes during Friday break time in Oak Class.

Marking and Feedback

Teachers and Teaching Assistants provide feedback on homework in a variety of ways.

Some pieces of work may receive quality marking, where detailed feedback is provided alongside comments to support future progress.

Homework may also be discussed and marked verbally with individual pupils or as a whole class. In these cases, a V (Verbal Feedback) or SA (Self-Assessed) notation may be recorded on the child's work.

Expectations and Support

All children are expected to complete their BLT homework. However, if a child is unable to complete their homework for any reason, parents or carers should contact the class teacher or provide a note explaining the circumstances on the day the work is due.

Teachers keep records of homework completion, which are reviewed regularly.

If a child cannot access or complete their BLT, parents and carers should speak to the class teacher. Where appropriate, copies of homework can also be downloaded from the class page on the school website.

Parents and carers requiring support or guidance in helping their child with BLT are encouraged to contact the class teacher. If a paper copy is needed for an online task, this can be requested through the school office.

Pupils with SEND 

A balanced approach to homework will be adopted for pupils with SEND, in consultation with the pupil’s parents, teachers and SENDco.   Where appropriate, the school will set adjusted or specific tasks for pupils with SEND as outlined in their individual education plans. It may be necessary for some children, particularly those with complex needs, to focus on speech, language and communication targets, self-regulation and skills for life at home, but this will be agreed on an individual basis. 

Personalisation: Adjust homework to meet individual needs and EHCP targets.

Accessibility: Provide tasks in accessible formats (e.g., large print, visual aids, simplified instructions).

Communication: Ensure clear instructions and expectations for pupils, parents, and carers.

Support: Offer additional resources, such as scaffolded tasks, visuals, or the option for homework clubs.

Feedback: Give timely, constructive feedback focusing on effort and progress, not just outcomes.