Homework Stress at Stewards Academy

Stewards Academy's Homework Threshold: A Recipe for Success or Stress? 

A storm is brewing at Stewards Academy, situated in Harlow, Essex. The origin of the dispute is a controversial policy. It dictates that pupils in the top mathematics sets must achieve a minimum score of 90% on their homework. Failure to meet this threshold results in detention. Expectedly, this stringent approach has ignited debate among parents, some of whom deem it excessively punitive. 

Joseph, a parent whose son is in Year 7, expressed his dissatisfaction. His son received a detention after scoring 81% on a recent mathematics assignment. Therefore, Joseph felt the punishment was unduly harsh. Drawing from his experience in working with children, he argued that employing negative reinforcement to cultivate aptitude can prove counterproductive. He believes this approach can erode a child's self-assurance and passion for learning. 

Defending High Expectations: The Head Teacher's Stance 

Nevertheless, Stephen Drew, the academy's head teacher, staunchly defends the school's stance. Drew, who has previously appeared on television in Educating Essex, is familiar with public scrutiny. He maintains that the academy offers substantial support for pupils grappling with their homework. For example, teachers are accessible during lunch breaks and after school to provide guidance. Also, there is a homework club. Furthermore, he stated that the mathematics homework threshold depends on the ability set. 

Additionally, Drew highlighted the pressure the school faces to elevate its standards. This pressure increased after the academy received a "requires improvement" rating from Ofsted in May 2024. Therefore, upon assuming the role of head teacher in September, Drew made it clear that the academy needed to improve. The aim is to empower pupils to achieve their maximum potential. For this reason, the academy is introducing a range of support initiatives. 

The Emotional Toll: Wellbeing and Self-Belief 

Conversely, Joseph remains unconvinced. He fears the policy will discourage pupils, particularly those in higher sets who find it challenging to consistently attain high marks. He also stresses the importance of recognising that children possess diverse aptitudes, skills, and intelligence. Therefore, it is unreasonable to expect every child to consistently score above 90%. In turn, he argues that those pupils who frequently fall just below the threshold will face ongoing punishment. Thus, this creates a discouraging and potentially detrimental environment. 

As Joseph articulated, imagine "striving to perform well but consistently falling short, and consequently being subjected to mandatory detention." For children, this can be particularly demoralising. Moreover, the school appears under pressure to consistently produce excellent results. Therefore, the implicit message is that 90% is simply not good enough. 

The Delicate Balance: Support Versus Strain 

Drew understands the challenges that the policy poses for pupils. However, he firmly believes that the elevated standard is attainable. Besides, he argues that the academy is providing adequate support to facilitate pupils' success. This includes in-class assistance and resources. 

The Department for Education (DfE) recognises the complexities involved in managing pupil behaviour. Their guidance lists detention as a potential penalty for misconduct. However, the DfE does not prescribe a specific approach to behaviour management. Instead, they contend that school leaders are best equipped to formulate and implement policies that align with their specific school environment. Essentially, head teachers must exercise their professional judgement to cultivate a secure and respectful setting for staff and pupils. 

Beyond the Numbers: Are We Overlooking the Human Element in Education? 

Stewards Academy's dilemma underscores a wider debate occurring within education. The central contention revolves around striking a balance between pursuing academic excellence and protecting pupils’ mental health. On the one hand, schools are under pressure to achieve high results. This subsequently drives the implementation of rigorous policies. Conversely, parents and educational specialists are increasingly worried about the potential adverse effects of these policies on pupils’ self-confidence and motivation. 

For example, a 2023 study by the National Education Union (NEU) revealed that more than half of teachers noted a rise in pupil anxiety linked to academic achievement. This anxiety, moreover, presents itself in various forms, including elevated stress, sleep disturbances and even physical symptoms. As a result, the burden to perform strongly academically demonstrably impacts pupils’ mental and physical wellbeing. Furthermore, the study highlighted that this issue is more noticeable in schools with a significant focus on standardised testing and performance metrics. 

The Stewards Academy policy poses fundamental questions regarding the efficacy of punishment as a key motivator. Whilst some argue that detentions can encourage pupils to take their studies more seriously, others assert that they can foster a climate of fear and anxiety. Also, this policy, however well-intentioned, may inadvertently deter pupils from taking risks and embracing challenges. Consequently, it establishes a potentially counterproductive atmosphere that impedes, rather than fosters, genuine learning. 

Parents as Partners: Creating a Home-School Alliance 

The significance of parental involvement in supporting pupils' learning should be considered. Joseph's experience, in which his son struggled with homework despite his mother's assistance, highlights the difficulties some families encounter. For this reason, schools should acknowledge that not all pupils have equal access to support at home. Subsequently, policies must be versatile and responsive to individual circumstances. Rather than resorting to punishment, schools can offer extra assistance and resources to help pupils overcome their challenges. 

For instance, offering tutoring schemes, mentoring programmes and homework clubs can create a more inclusive and supportive learning environment. In addition, schools can cultivate open communication with parents, empowering them to pinpoint and address any learning challenges their children may be experiencing. Also, the Education Endowment Foundation (EEF) discovered that parental involvement has a correlation with academic achievement. For this reason, schools can encourage a collaborative approach that benefits both pupils and their families. 

Redefining Success: Nurturing Skills for Life 

Also, the emphasis on achieving specific grades or percentages provokes wider questions about how success is measured in education. Instead of exclusively focusing on academic performance, schools should cultivate a more holistic approach that values creativity, critical thinking and problem-solving skills. Furthermore, focusing on these qualities guarantees that pupils are well-prepared for the demands of the 21st-century workplace. As such, this method requires a shift in attitude, progressing from a restricted emphasis on standardised testing towards a broader assessment of pupils’ skills and competencies. 

In addition, the Organisation for Economic Co-operation and Development (OECD) argues that education systems should prioritise the development of "21st-century skills". These skills include creativity, critical thinking, communication and collaboration. For this reason, schools can equip pupils with the tools they need to succeed in a rapidly evolving world. However, the current emphasis on high-stakes testing frequently overshadows the development of these fundamental skills. Therefore, pupils may be deprived of the chance to develop their full potential. 

Shifting the Focus: Embracing a Growth-Oriented Approach 

Therefore, instead of emphasizing punitive actions, schools have the opportunity to adopt alternative strategies. Cultivating a growth-oriented mindset among pupils can be highly beneficial. Carol Dweck, a psychologist at Stanford University, pioneered the concept of the "growth mindset". She contends that intelligence and capabilities are not fixed traits. She says these can develop over time through dedication and hard work. Therefore, pupils with a growth-oriented mindset tend to embrace challenges, persevere through obstacles, and consider failure as a chance to learn. 

Moreover, schools can foster a growth mindset by delivering constructive feedback to pupils. Also, they can encourage them to focus on effort and progress rather than solely on grades. Further, praising pupils’ achievements and acknowledging their hard work can establish a more encouraging and motivating learning setting. As a result, this approach is more helpful in fostering a love of learning. 

Individualised Support: Recognising Unique Needs 

However, it is also crucial to appreciate that pupils possess varied learning requirements and circumstances. The Stewards Academy policy appears to lack the versatility required to accommodate individual differences. While certain pupils may thrive under pressure, others may find it overwhelming and discouraging. Consequently, schools should adopt a more individualised approach to learning. This approach should be customised to fulfil the unique needs of each pupil. 

Moreover, this approach entails providing differentiated instruction, offering extra assistance to pupils who are struggling, and creating opportunities for pupils to excel in areas of strength. Furthermore, an individualised learning environment cultivates a sense of belonging and motivates pupils to take accountability for their learning. Therefore, it is important to consider each pupil's individual circumstances.

Beyond Academics: Fostering Holistic Development 

Moreover, the emphasis on academic performance frequently overshadows the significance of holistic development. Schools should endeavour to nurture pupils’ social, emotional and physical wellbeing, alongside their academic skills. This necessitates creating a supportive and inclusive environment where pupils feel safe, respected and valued. 

For instance, schools can promote positive relationships, foster empathy and provide opportunities for pupils to develop their leadership skills. As well as this, they can offer extracurricular activities that cater to varied interests and talents. Moreover, this holistic approach develops well-rounded individuals who are equipped to succeed in all aspects of life. Consequently, schools should consider the development of the whole person. 

The Role of Ofsted: Striking a Balance 

The function of Ofsted in holding schools responsible is an important element of the education landscape. However, some argue that the pressure to achieve high Ofsted ratings can result in unintended consequences. As an example, schools may feel compelled to prioritise test scores over pupils’ wellbeing. Further, this could lead to a narrowing of the curriculum and a reduction in opportunities for innovative teaching. 

Therefore, Ofsted should strike a balance between accountability and support. It should offer schools constructive feedback and guidance, whilst also recognising their unique difficulties and circumstances. In addition, Ofsted should encourage a culture of continuous improvement, rather than focusing solely on performance metrics. Furthermore, it should encourage schools to prioritise pupils’ wellbeing and holistic development. As a result, the education system would be more effective. 

Exploring a Wider Range of Disciplinary Measures 

Instead of exclusively relying on detentions, Stewards Academy could investigate a wider range of disciplinary measures. Positive reinforcement strategies can be surprisingly effective. Rewards, praise, and recognition can motivate pupils to strive for excellence. Moreover, these strategies create a more positive and supportive learning environment. 

Furthermore, restorative justice practices offer an alternative approach to addressing misbehaviour. These practices prioritise repairing harm and restoring relationships, rather than simply punishing offenders. For instance, pupils who have misbehaved may be asked to reflect on their actions, understand the impact of their behaviour on others, and take steps to make amends. Consequently, this fosters a sense of responsibility and promotes empathy. Therefore, the school can cultivate a more compassionate and understanding community. 

Moreover, peer mediation can empower pupils to resolve conflicts peacefully. Trained peer mediators can facilitate discussions between pupils who are in conflict, helping them to understand each other's perspectives and find mutually agreeable solutions. In addition, this can reduce the burden on teachers and create a more pupil-centred approach to conflict resolution. Therefore, peer mediation offers advantages for the pupils themselves. 

Investing in Teacher Development and Wellbeing 

Furthermore, teachers need adequate training and support to implement effective behaviour management strategies. This includes training in classroom management techniques, restorative justice practices, and strategies for supporting pupils with emotional and behavioural difficulties. Moreover, schools should provide teachers with ongoing professional development opportunities to enhance their skills and knowledge. Also, the school should cultivate a supportive and collaborative environment where teachers can share ideas and learn from each other. Therefore, teacher development constitutes an investment that yields significant benefits. 

Moreover, teacher workload is a crucial factor. Overworked and stressed teachers are less likely to provide pupils with the individual attention and support they need. For this reason, schools should strive to reduce teacher workload by providing adequate staffing levels and streamlining administrative tasks. In addition, they should encourage teachers to prioritise their wellbeing, ensuring they have time for rest, relaxation, and professional development. Consequently, happier teachers contribute to happier pupils. 

Building Bridges: Fostering Communication and Collaboration 

Also, open communication and collaboration between schools, parents, and the wider community are essential for creating a supportive learning environment. Schools should actively engage with parents, providing them with regular updates on their children's progress and inviting them to participate in school events and activities. Furthermore, they should work with community organisations to provide pupils with access to resources and opportunities that they may not otherwise have. Moreover, the school should foster a sense of shared responsibility for pupils' education. Therefore, effective communication is crucial. 

Moreover, establishing parent-teacher associations (PTAs) or similar organisations can provide a platform for parents to share their ideas and concerns. These associations can also raise funds for school projects and organise events that bring the school community together. Also, engaging with local businesses and community groups can provide pupils with valuable work experience opportunities and help them to develop their employability skills. Consequently, this strengthens the link between the school and the wider world. 

Re-evaluating Assessment Methods: A More Comprehensive View 

Additionally, schools must re-evaluate their assessment practices. They should move away from a reliance on single scores and embrace a more holistic approach that considers pupils' progress, effort, and understanding. As an example, formative assessment techniques, such as quizzes, class discussions, and peer feedback, can provide teachers with valuable insights into pupils' learning. Moreover, this enables them to adjust their teaching accordingly. Furthermore, schools should provide pupils with regular feedback on their work, highlighting their strengths and identifying areas for improvement. Therefore, the whole process has progress at its heart. 

Moreover, portfolios can showcase pupils' best work and demonstrate their progress over time. Portfolios can include a variety of materials, such as essays, projects, presentations, and artwork. In addition, this can provide a more comprehensive picture of pupils' learning than a single test score. Furthermore, pupils can be involved in selecting the pieces to include in their portfolios, which can foster a sense of ownership and pride in their work. Consequently, it promotes the overall system. 

Furthermore, self-assessment can encourage pupils to reflect on their own learning and identify their strengths and weaknesses. This can involve pupils completing self-reflection questionnaires or keeping learning journals. Moreover, self-assessment can help pupils to develop metacognitive skills, which are essential for lifelong learning. Therefore, this can enable pupils to become more independent and self-directed learners. 

Looking Forward: A Balanced Perspective 

Therefore, Stewards Academy's homework policy highlights the challenges schools face in balancing the pursuit of academic excellence with the need to safeguard pupils’ wellbeing. Overall, the current system has many difficulties. While striving for high standards is commendable, it is essential to ensure that policies are fair, equitable, and supportive of all pupils. Consequently, the overall results will benefit everyone. 

Ultimately, schools should adopt a more holistic approach to education that values creativity, critical thinking, and social-emotional development, alongside academic achievement. For example, they can embrace alternative disciplinary measures, foster a growth mindset, and prioritise teacher training and support. Therefore, this summarizes many crucial points. 

Conclusion 

Moreover, by fostering open communication and collaboration between schools, parents, and the wider community, a more supportive and inclusive learning environment for all pupils emerges. Therefore, the advantages from prioritizing pupils' wellbeing and holistic development are wide-ranging. In conclusion, it is vital to remember that education is not just about achieving high grades. It is also about nurturing well-rounded individuals who are equipped to thrive in all aspects of life. For this reason, policies like the one at Stewards Academy require careful consideration and a commitment to the best interests of every pupil. 

Therefore, from this discussion, it is possible to rethink the best approach and implement a more balanced and supportive system for all pupils and stakeholders involved in the education system.