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Homework Club

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This subscription service offers a framework for keeping your projects and practices a priority. Each month you'll receive a workshop to help support your practice, a live QnA/Study Hall, and the option to be matched with a pod of 3 other creatives.

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Rising Stars Homework Club

Welcome to Our HWC Family

The Rising Stars Homework Club's goal is to help close the achievement gap by exposing younger children to a wide range of learning activities, to help them form bonds with many community volunteers , and to make learning fun. We provide consistent love and support through a daily structured program involving homework support, reading time, computer activities , and positive socialization activities each day.  

  Patti Fabiani: Program Directo r | Heather Maltin: Program Supervisor    

 call or text for information | # (445)225-9595, email | [email protected], ambler borough hall, 131 rosemary avenue, ambler pa 19002 .

Water ice treat donated to students by Rita's Water Ice, Ambler.

Rising Stars Homework Club nominated as Hometown Heroes in June 2022. Beccah Hendrickson at ABC 6  interviewed volunteers and students. 

Left to right: Elizabeth Russell, Ambler Borough Coordinator;  Patti Fabiani, RSHC Program Director; Heather Maltin, RSHC Program Supervisor; Ellen Quinn, Leading Volunteer

Left to right: Cindy Wedholm, Mattie Dixon Community Cupboard Director; Nancy McKernan, Volunteer; Patti Fabiani, RSHC Program Director; Gina Fabiani, Parent and Volunteer; Heather Maltin, RSHC Program Supervisor were at PSEA Awards Ceremony revieving award 

Homework Club

Program overview.

Students and volunteer mentors put their heads together over homework assignments and literacy enrichment activities. This daily, one-on-one academic support improves student’s educational outcomes while simultaneously fostering the meaningful, personal relationships with caring adults that are vital to our children’s academic growth and personal well-being.  

Our Next Generation’s inaugural program, Homework Club, was founded when a group of enterprising volunteers recognized a need for additional youth support in their community in the early ‘90s. They began to meet weekly to give students a safe and focused environment to complete their homework assignments and receive academic support. Soon after, they incorporated as a 501(c)3 nonprofit and Our Next Generation was born.

Over the years, volunteers have continued to provide this vital service to the students of our community – not only offering academic support, but also developing stable and meaningful relationships with student that help create the safe and welcoming environment that the youth of our community so desperately need. Although Our Next Generation has evolved over the years to include additional academic and enrichment programs  as the need and capacity arose, Homework Club remains a vital and effective service for our students.

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Homework Clubs: Taking the home out of homework, dropping the pretence.

I was highly amused when I recently discovered the existence of a ‘Homework Club’ at my child’s school. The club, which is offered to children in years 4 – 6 (ages 8 – 11), involves children staying behind together at school once a week to complete all their week’s homework. The benefits, I was told, is that this allows children to get all their homework out of the way in one go and not have it ‘hanging over them all week’, and reduces family conflict at home caused by parents having to nag children to do their homework. 

Why did I think this was so funny? Well, for me, it basically shoots itself in the foot. 

The answer is, it doesn’t. Instead, it drops the guise and reveals homework for what it really is – nothing more than extra indoor, desk-based schoolwork for kids to do in addition to the hours they’ve already put in as part of the normal school day. 

The Homework Club basically admits that there is no such link sought between home and school via homework assignments, that homework puts pressure on children, and that homework creates family conflict. Great. 

This doesn’t seem to me to leave much to be said in favour of homework other than that perhaps it is necessary for children’s learning and achievement. But this doesn’t stand up either. There is no evidence that homework at this stage improves academic performance. Studies have repeatedly failed to show any correlation between homework and academic achievement. 

When I looked into this further I found that these clubs seem to be all the rage, used at many schools, and advocated by many, even those seemingly against the notion of homework. 

French president, Francois Hollande, banned homework last year, not because he felt children needed more free time, but because he felt it created inequalities between pupils with a supportive home environment and pupils without this advantage. His answer; homework clubs, and lengthening the school week. This in a nation where children already spend longer hours in school than those in many other countries. Not surprising, I think, that France’s education system and student achievement doesn’t come up looking too rosy in international comparisons. 

“ Work should be done at school, rather than at home ” says Hollande. Yup. Tend to agree with that one. But I’m not in favour of extending the school day either, which is effectively what homework clubs do. 

Professor Susan Hallam of the Institute of Education at the University of London published a book back in 2004 entitled “ Homework: The evidence ”, which highlights how studies have repeatedly failed to show any conclusive link between primary school homework and student attainment levels. 

“Homework can also create anxiety, boredom, fatigue and emotional exhaustion in children, who resent the encroachment on their free time,” she says. 

Yet she too is in favour of homework clubs. Erm, homework club is an encroachment on free time, is it not? 

What bugs me throughout all of this is the underlying assumption that the more formal learning we can cram into children’s lives the better, and that this is the only form of learning, the only ‘worthwhile’ activity for children to be doing. 

Yet too much too soon does not create a lifelong love of learning. What’s more, children, particularly at primary school age, benefit from learning in so many different ways, and that includes spending time outdoors, free play, family time, and pursuing other interests and activities of their own choosing. Having time to just be children. 

David Blunkett, when he introduced homework guidelines back in 1998, was right to bemoan the fact that 50% of children were spending more than 3 hours a day in front of the television. But recommending more homework in answer to this showed a sadly narrow view and understanding of what constitutes worthwhile activity for children, how they learn, and what is important for their development and well-being.

The Association of Teachers and Lecturers voted at their conference in 2009 in favour of the abolition of homework in primary schools. 

But this, along with Gove’s scrapping of Blunkett’s homework guidelines last year, seems to have made no difference. The homework tradition is already too embedded in our culture. Schools continue to operate under the false assumption that homework is necessary for maintaining standards, and to pander to the misguided expectations of pushy parents who mistakenly judge the quality of a school or a teacher by the amount of homework that is set. 

Yet pandering to the needs of children should take priority over this. And more time spent engaged in formal learning, whether at home or at school, is not one of those needs.

Sign the petition against homework in primary schools.

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• Homework Clubs:      Definition
• Junior & Senior Infants

First to Sixth Class

Secondary students, school holidays.

• Community School Strategy
• Where & When

Homework Clubs

Dolphin and Fatima Homework Clubs are programmes of Rialto Youth Project. As part of a community-based project our work concentrates on Homework Support and Arts-based programmes. We have recognised that while supporting young people, it is essential to assist them in learning six basic skills: following instructions, concentration, listening, checking quality & accuracy, working on your own and working under pressure. We believe that when young people acquire those six basic skills they become more independent within their work and more self-directing within their own lives.

We believe in equality of opportunity for children and young people. We believe in the uniqueness, dignity and equal worth of young people and in their right to access opportunities that enhance their lives. Young people should be treated equally.

SOCIAL JUSTICE

We believe in challenging and making a long-term commitment to transforming unjust social conditions through a pragmatic interface with the real politics of change. We are committed to social justice around questions of access to education.

VALUE OF EDUCATION

We believe in the value of education. We encourage participation and achievement within the education system to the best of every young person’s ability including progression to college.

You keep us occupied when we could be doing other things. You keep us safe. There’s fun activities and you have the craic with the leaders.   Shannon Redmond Age 11

Definition of Homework Clubs

The primary function of the RYP’s Homework Clubs is to offer homework support. Situated in an area of longstanding and multiple inequality where lack of space and poor living conditions are an issue, the homework clubs are at times the only place a child can complete their homework. Belief in the value of education is key to our work. We work closely with schools and support children in their literacy development by supporting and adopting the literacy strategy developed by the local schools. Building strong and compassionate relationships with young people is at the heart of what we do. The homework clubs are a safe and welcoming space. The clubs place high value on fostering a strong homework routine. A key worker works alongside each young person on homework support while also developing a trusting relationship. The strength of our relationships with young people is evident from their continued voluntary use the service throughout their school lives. The RYP Homework Clubs run Seasonal programmes, which offer fun and creative projects outside school term and are specifically designed with prevention in mind.

Homework Clubs Philosophy

Six basic skills, arts-based practice, community, school & family, information management system, needs assessment, individual approach.

We don’t just support young people in their educational development. We recognise that it is essential to acquire six basic skills: following instructions, concentration, listening skills, working under pressure, working on your own and checking quality & accuracy. We believe that when young people learn these skills they can become more self-directing in their lives.

Education does not only mean formal education. We are also heavily engaged in arts-based practice. We work in collaboration with many artists in dance, visual arts, street arts and music, so that young people can experience arts practice and possibly find their passion and interests. We believe in the arts as play, as education and as a vocation.

An important part of our approach is working with families of young people in conjunction with local schools. The relationship between school, community and family is key to supporting young people through their educational development. We have developed a framework which enables us to work closely with schools in the local area. It is child-focused and allows community and schools to link together on many levels.

We have developed an Information Management System to plan and review our programmes using an outcomes-based model of practice. We also use this tool to record young people’s attendance, participation and basic skill development within programmes. Such information is used to develop individual and group-based plans of action for young people. Plans are recorded and reviewed regularly.

Needs assessments are carried out for all the children attending the Homework Clubs. Based on the individual child’s needs and interests, both in terms of basic skills and social development, we work hard to create a safe and supportive environment where young people can complete their homework and engage in a positive social space with peers and leaders.

We recognise that each child’s needs are different. Some need encouragement and to be given the confidence to work on their own and check their own work. Others may need a quiet space and one-to-one help to build concentration and listening skills. Each child knows what peers they will work with and which leader will help them. This is crucial for building positive, supportive relationships both with peers and adults.

Homework Clubs Five Programme Strands

• Homework Support: Junior & Senior Infants offers early literacy support and basic skills development through homework, story telling and play;
• Homework Support: First to Sixth Class offers homework and literacy support, basic skills development and support with transition to secondary school;
• Homework Support: Secondary Students aims to encourage young people to work independently. We offer grinds and help to develop study skills. We support young people into adulthood;
• School Holidays: We run dedicated seasonal programmes during school term and during school holidays to coincide with Halloween, Christmas, Easter and the summer;
• Community School Work encompasses the Principals Network, In Service Training Network and regular visits between school and community;

The work of the RLC in creating a seamless learning environment for young people between home, school and community clearly demonstrates the ‘art of the possible’

The RYP is well placed to promote a young person’s enjoyment of school and a belief in their own abilities, which should impact positively upon improved attendance and educational outcomes.

 The RYP is well placed to influence young peoples enjoyment of school and their belief in their ability to succeed in school. The evident success of fostering relationships and working practices between schools and the community provide a compelling rationale to maintain and further strengthen these connections.

Queens University Belfast: 2014 Evaluation of the RYP’s Rialto Learning

Junior & Senior Infants

Imaginative Out of School Time Support for 4 to 6 Year Olds

Programme Profile

We create a welcoming space offering a structured programme. Children are encouraged to talk about their day. They are encouraged to look after their own belongings and are given small jobs and tasks. We aim to make homework fun and ask questions through games. Parental involvement is very important. Parents are encouraged to volunteer for different aspects of the programme. Development of oral language is essential at this age therefore the club aims to support and develop these skills through carefully designed activities and storytelling. We encourage every child to be themselves and to dive into their own imagination.

PROGRAMME COMPONENTS

Support school curriculum. Vocabulary, early literacy and numeracy development through storytelling, arts and social interaction and educational play using different stations for board games, pegs, blocks etc. Oral language development through storytelling and dialogue. Active educational games and sports days. Healthy cooking and eating.

PROGRAMME OUTCOMES

Children feel welcome. Greater sense of routine established. Integrated early literacy & numeracy support in all elements of the programme. Enhanced basic skills. Greater ability to share & socialise. Enhanced imaginative capabilities. Ability to create in a range of visual means. Pride in creative capacity. Improved social skills & increased parental involvement.

ARTS & ACTIVITIES

Our ArtSparks programme uses a Story-based approach. An overarching narrative provides the basis for children to explore the world around them in a creative way. It introduces the child to basic art skills using a broad range of materials, which help develop dexterity and motor skills. ArtSparks is an open and magical space where children’s imaginations are engaged by the wonder of the story. Oral language, literacy and concentration are also developed through ArtSparks.

A Basic Skills Programme for Independent Learning for 6 to 12 Year Olds

We create a welcoming out of school time space where a strong homework routine is established from the start of the school year. Our homework support is based on the conviction that young people find the answers for themselves through developing their basic skills. This is essential in preparing young people to transition into secondary school. We provide them with materials, resources and the support to do this. The social and educational activities after homework are very important to young people as they attend the clubs on a voluntary basis. The clubs also provide a daily healthy meal. This kitchen time fosters positive relationships. Arts-based groups and youth clubs complete the programme.

Homework & educational support; Basic skills development; Literacy support; Reading and Library time; Educational games and activities; Kitchen Time; Arts-based programmes; Sports; Youth clubs; Seasonal programmes;

Welcoming space with routine established. Homework support. Further support of Schools Literacy programme. Further development of the six basic skills. Increased levels of independence among young people.  Enhanced organisational & study skills. Increased communication between families, community and school.

Up to 2 nd class, children can join the ArtSparks programme. From 3 rd class, children can engage in the RYP’s dedicated Arts Programme which encompasses a wide variety of artforms such as Music, including guitar and keyboard lessons, Street Performance, Dance, and Visual Arts. The RYP Arts Programme offers clear progression for young people, encouraging them to develop a real interest and express themselves creatively.

An Educational Support Programme for 12 to 18 Year Olds

We provide a homework space where young people can work independently. We assist the development of study skills, often providing grinds in the preparation for State exams. We support young people in the move from primary to secondary school, particularly in relation to becoming more independent and organised. We encourage young people to assess Further Education, assisting with college and grant applications, CV writing and study choices. Working with the youth work team of RYP we ensure the smooth transition of young people to youth work programmes, providing opportunities for them to engage in arts, culture, sports and travel. We also encourage young people to become part of the Junior Leadership programme.

Homework Support; Study Skills; Grinds; Arts-based programmes; Youth work programme; Seasonal Events; Junior Leadership programme; Transitional programmes, from primary to secondary and from secondary to further education;

Basic skills are applied in homework completion. Successful transition to secondary school. Enhanced preparation for state exams. Successful transition to further education. Participation in youth work programmes & Junior Leadership programmes. Greater sense of creative selves. Young people more self-directing.

Young people engaged in the RYP Art Programmes are encouraged to use the skills they have developed to find their voice and become more self-directing. As well as their creative selves we develop young people’s sense of social justice through issue-based projects. We encourage young people to take greater ownership of creative projects they are engaged in and to consider arts as education and as a vocation.

A Creative School Breaks Programme for 4 to 18 Year Olds

Provision outside the school term is an essential part of our work. Young people expect us to be part of significant events in their lives, for those markers of change in their community as well as seasonal events, which every child looks forward to. Local children are put front and center in the planning and delivery of the Seasonal Programme, further developing positive relationships in a more informal, fun atmosphere. Seasonal Programmes also provide an opportunity for teenagers to see if they are interested in the Junior Leadership programme and provides them with a meaningful alternative for their free time during school holidays. Programmes are consciously planned with prevention in mind. They also bring the community together.

Week long Easter arts programme with grand finale in the grounds of Irish Museum of Modern Art. Four week extensive summer project, with wide range of daily activities & arts programmes as well as regular outings. Halloween & Christmas, older teenagers engaged in the creation of the Haunted House and Christmas Wonderland for younger children and the wider community.

Wide range of creative, fun & safe programmes provided for children & young people during school holidays. Stronger relationships with young people established. Enhanced community spirit. Positive & preventative alternative programmes for young people at key points in the year. Enhanced Leadership Skills among older teenagers.

SUMMER PROJECT

The Summer Project is an intense, 4-week programme for children aged 4 to 11 years. Our aim is to create a fun, energetic atmosphere, taking young people off to explore nature and experience adventures, as well as sports and arts-based programmes. Volunteers and Junior Leaders make up a key part of the Summer Project, further developing their skills. Parents also come along to join in the fun.

Community/School Strategy

A Programme of Information and Exchange

Over the past few years the RYP Homework Clubs have built strong connections and enhanced relationships with five local schools. A key aspect of this work is the Principal’s Network where principals get to meet each other and identify gaps and strategies in educational practices. The network focuses on community collaboration and educational attainment, with a view to agreeing school and community based activities. In-Service Training supports the development of skills and strategies in the community to successfully complete homework. We also explore ways of supporting literacy development. These structures are complimented by regular visits to and from the schools, which focus on the individual needs of the child.

Principals Network. In Service Training for Homework Club staff delivered by teachers. Meetings with Home School Liaison. Community School Visits. Reading Support Worker in school & Homework Club. Individual support for young person and family within the educational system.

Positive relationships and day to day engagement between schools & Homework Clubs. Increased links between Homework Club project workers & teachers. Greater cohesion & awareness around the needs of young people in home, community & school. Improved information flow. More sustainable communication structures.

COMMUNITY SCHOOL VISITS

The Homework Club leaders regularly visit the schools, staff rooms & classes. Making this connection highly visible reinforces for children that their school & Homework Club are working together. The connection allows us to jointly encourage a child’s hard work & to identify needs early. The aim is to provide a triangle of support around individual young people through home, school & community all working together.

our critics speak!

We get to do homework and play games

I love all the holiday stuff we do at Christmas and Halloween and Summer Project

There’s lots of books and games there and you get all your homework finished and get to spend time with your friends.

Where & When

There is a very significant level of local participation in the Homework Clubs. The majority of children and young people living in Fatima and Dolphin participate in programmes that extend over the school holidays as well as term time. We currently have 213 children and young people registered with both Dolphin and Fatima Homework Clubs, which function from the community centres in Fatima and Dolphin House. Homework Programmes take place from Monday- Thursday from 2-7pm. On each of these days children and young people are welcomed to their group which is a structured programme divided up by school year. There are 4 groups that run each day and each group has between 20-25 children and young people attending regularly. Complementing this, there are different activities and arts-based programmes taking place in the evenings and Fridays. Healthy eating is an important part of the programme. Each team has a kitchen operative who provides all children with a healthy meal and a snack on a daily basis. Kitchen time has become a core part of the homework programme and is very popular with the children – often a first question a child asks is “What food are we getting today?” All the Homework Club programmes are delivered by two core teams of four homework support workers in each location, supplemented by CE workers, students and volunteers. For specific programmes we also work closely with artists, teachers and youth workers.

Value of Education

We believe in the value of education as a core conviction. We believe fundamentally in the right of children and young people to a good education including progression to college. We encourage them to participate and achieve within the education system to the best of their ability. We’re committed to building links between school and community, fostering an ethos of school attendance

A Safe, Welcoming Space

We aspire to provide a safe, friendly and warm drop-in space in the Rialto community where all young people are valued, welcomed and encouraged to express, explore and experience opportunities which are important to them

Non-Judgmental Inclusion

RYP is non-discriminative. We foster an ethos of openness and inclusiveness. Individuals are valued from all walks of life in all their various ways at all stages of their lives. We are committed to having a non-judgmental attitude where young people can come and talk about anything that is on their mind

Supporting Young People to Reach their Full Potential

We are committed to supporting young people to fully explore and follow their dreams and aspirations. This means giving young people the opportunity to find their strengths, interests and talents and to develop them

Spend more time with your friends and it’s better than doing homework at home. The music lessons are cool. 

Kelsey Redmond – Age 11

Programme Coordination

The Rialto Youth Project Homework Clubs are coordinated by two Team Leaders. Each Homework Club team consists of a Team Leader and 4 core part time staff and a kitchen operative. Staff also receive support from Community Employment Scheme, Parents, Volunteers and Students on Placements. We have weekly team leader meeting with the RYP manager and the team leader from the youth work team. Here we plan, co-ordinate and discuss the development of the overall direction of the project. We strategically plan for the project within the wider context of youth work and community development. We also have weekly team meeting with the core teams who deliver the Homework Club programme on the ground. At those meetings, programme outcomes and the needs of individual young people are discussed and follow up actions are planned. All these areas of work are monitored within our Information Management System.

Rialto Youth Project, Homework Clubs

Dolphin House and Fatima Homework Clubs are programs of Rialto Youth Project. We are a community-based project which works under 6 areas of development. These include Homework Support/Education, Coaching and Mentoring, Group Work, Arts Work, Sport and Social Programming.

Dannielle McKenna

P: (01) 4531638 E: Dannielle

P: (01) 4531638 E: Sue

Rialto Youth Project, St. Andrew’s Community Centre, 468 South Circular Road, Dublin 8.

The Homework Clubs are core-funded on an annual basis by Pobal’s Community and Childcare Scheme.

Additional funding sources include:

• City of Dublin Youth Services Board (CDYSB)
• Dublin City Council

as well as a variety of one-off small grants and sponsership. The programme is also supplemented by a range of fundraising activities organised throughout the year by staff and young people.

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Homework Club gives students the opportunity to complete homework with a teacher available to advise them if they are finding something difficult. It is a space to focus on and complete assignments and tasks set in classes.

Often students peer teach and help each other improve at various subjects during this time. Students who join find it helpful in developing study and organisational skills. It is of great benefit to students to get the bulk of their homework done before they go home. Students are encouraged to bring a healthy snack to help energise the brain after the day's classes.

The club is free and open to all students. It takes place weekdays Monday – Thursday from 15.30 to 16.30. It provides a positive atmosphere to support and enrich students’ educational experience by focusing on organisational and social skills, self-esteem and it empowers students with a love of learning. In this club, students take ownership of their learning.

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The Zuev Workers Club

The Zuyev (also: Zuev) Workers' Club in Moscow is a prominent work of constructivist architecture. Designed by Ilya Golosov in 1926 and completed in 1928, it housed various facilities to educate and entertain Moscow workers in line with the revolution.

The composition of this building is based on the intersection of a cylindrical glazed staircase penetrating a stack of rectangular floor planes behind which are a sequence of club rooms and open foyers leading to a rectangular 850-seat auditorium for theatre performances and assemblies.

Part of the extensive glazing has been bricked up and the balconies have been removed in the 1970s, thus lessening the original perforated cubic mass into a more solid box. The building still houses a cultural centre with a children's theatre and a comic theatre.

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