In the UK, primary homework is increasingly experienced as an integral part of parental responsibility and practices. However, its framing as a teacher-directed activity results in limited understanding of the social and relational dimensions of homework as it happens inside families. Conceptualising homework as a parent-child interaction, and using auteur theory and a relational mothering lens, this paper analyses video-recorded examples of mother-child homework alongside mothers' stimulated reflections, to explore patterns of interaction in homework. Findings suggest homework culture is mapped on maternal bodies in spatio-temporal, embodied and linguistic ways, producing 'relational homework practices' built on patterns of interaction rooted in the mother-child relationship. The paper argues that homework is a nuanced, mother-led practice, embedded in family relationships, and distinct from school processes. By recognising the importance of mothers' existing relational knowledge, this paper challenges the deficit discourses schools use to direct parents in teacher-like behaviours and reconceptualises parents' engagement.