Assessment for Learning (AfL) has long been identified as effective in supporting teachers to modify their teaching and learning with the aim of improving attainment but AfL practices are rarely applied to mathematics homework. Parental involvement in learning is also a key ingredient to success. This paper explores the benefits of using AfL strategies within mathematics homework that harnessed the involvement of parents. Nine English primary schools piloted the use of mathematics homework projects that were based in the lived experiences of parents and children. A designated classroom changeover session was introduced to provide an opportunity for children, teachers and parents to practice AfL strategies within the context of mathematics homework. Findings suggest that changing the nature of the homework provided more opportunities for discussion in the home which resulted in higher quality engagement. Parents commented that there was reduced tension over homework as they were able to use their own calculation methods and children were more willing to see them as experts with this type of activity. Children more readily accepted feedback from parents and peers on how to improve their approaches.