SDpends on waht the homework is. In ds' early years at primary school, he just got reading home, which we did with him - helping him and/or getting him to read out loud to us and asking him questions about it. It was supposed to take no more the 15 minutes a night, for reinforcement.
He then started getting number and language homework once or twice a week - again, it was supposed to take no more than 15 minutes. It helped us to see what level he had got to and whether he was coping. We were not expected to "do" it for him, altohugh we would check it, help him if necessary - and get him to look again at questions he had got wrong.
He's now in P6 (= Year 5) and getting more volume of homework - still ponly amounting to, at most, a hour and half over the week - which I think is manageable. He does it on his own but we then check it - so we can see where he has got to and whether he is having any problems.
The school makes a big thing about the "triangle of school, child and parents" - working together to make sure that our children make the most of their potential.
But they absolutely don't want us "putting in a large amount of parental input": it is a case of being aware of what your child is doing and giving them suport if necessary.
We did have issues in P3 and P5 with teachers who either weren't giving any homework or were giving the same homework to the whole class, which meant that ds was being bored out of his skull with his numbers homework as it was so easy it didn't add any value. The head teacher agreed that this meant that we (the parents) weren't able to particpate in the "triangle of support" to ensure the ds was progressing according to his potential if we couldn't see the level of work that he was doing in class.