Horsehead Lane, Derbyshire, S44 6XH.
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Supporting Home Learning Routines


A short video from the EEF to support discussions with your child around routines and home learning:


Parental engagement is consistently associated with academic success. This checklist suggests five tips to support parents/carers to access and support their child’s home learning.




1 Communication of home learning to parents and carers is simple and accessible:


2 Activities have been planned in-line with what is taking place in the classroom but adapted for virtual learning at home.

  • For those pupils with special educational needs or English as an additional language, learning will be adapted to meet their needs. We will also utilise other agencies to support with their learning.
  • If you are struggling to access learning online, we can look at alternative provision to support families with this.
  • To support with learning, if a pupil is in school when they are notified of the need to self-isolate, they will take home a pack of resources (including a pen, pencil, ruler, whiteboard, whiteboard pen, an exercise book and reading book). Further reading books are available through Oxford Owl and Accelerated Reader.
  • If a child is self-isolating and has not had the opportunity to take home their resource pack, these can be picked up from the school office or we can look at sending one home.
  • Wherever possible, resources for a lesson will be limited to allow for a child to achieve without the need for lots of additional materials and equipment.



3 Simple, practical strategies for parents and carers can be found on our website to provide support with home learning here: Bolsover Church of England Junior School - Virtual Teaching (

  • A daily teaching session via Zoom will take place to teach the skills being learnt that day along with explaining any independent tasks and providing top tips. Learning will always be posted on your child’s Class Dojo portfolio.
  • Following the virtual teaching sessions, there is no expectation for parents/carers to act as “teachers” and get directly involved in the work set. Following the session, your child should be confident to enough to complete their independent task. If they have any questions or queries, these can then be asked in their next virtual teaching session in the afternoon or the next day. Additionally, the virtual teacher can also be contacted at any time via Class Dojo (using the messaging system). If parents/carers support their child to engage with the work and provide them with a space to complete it, they are doing a great job.
  • Wherever possible, resources used will also offer small prompts or tips that can be easily used by parents and carers to support learning.


4 Opportunities for parents/carers to promote self-regulation are provided alongside the programme of work set

  • Each learning task will be explained clearly by the virtual teacher along with tips for completing the tasks set.
  • Tasks will be clearly explained. For example, ‘completion of five maths questions’ or ‘read chapter 2 of the text and complete the 5-questions.’
  • When explaining the independent tasks, the virtual teacher will also suggest approximate times for how long a child should spend on an activity.
  • If you need to support your child with developing their independent skills, try talking through the learning task with them and how they would approach it. Allow them five minutes to complete the task and then ask them how they approached it and how well it worked afterwards. This can help to develop self-regulation.


5 If you require further ways to support your children, consolidate learning.

  • Consolidate learning through retrieval practice. For example, quizzing them on the content they have covered in a lesson, using flashcards where helpful.
  • Talk with your child and encourage them to explain their learning.
  • Try to incorporate the TRUST technique that offers practical tips for parents to sustain a dialogue with the children and is great for consolidating learning.
  • Prompt your child to set short-term goals, and to self-evaluate their progress at the end of each day or week based on those goals.
  • Children may need to revisit some prior learning to ensure it truly has been consolidated.