We got a KICK out of Sports Day!

What a fantastic Sports Day we had this year and no-one can deny how hard everyone tried.  We had some excellent challenges; frisbee, skipping, football and an obstacle course to name a few.  It was great to see so much team work and how our older children cheered on their younger friends in their first sports day.  We later enjoyed a lovely ice lolly in the sun.  Well done to everyone involved!!

High Ropes

It was hard to handle. – Degan

I conquered my fears and it was fun because you had to work as a team to help people. – Lucy

I’m so proud I did the Leap of Faith!  I felt like collapsing – which I couldn’t as we were harnessed in! – Lillie

I was scared at first until I did it and then it was fun! – Natasha

Harder than it looks! – Millie H

Don’t look down! – Kieran


I liked archery because it was something new and when you try it, it is fun! – Erest

This was one of the best activities.  I found the superheroes game fun where you had to get the colours of your favourite superhero. – Kara

Archery was hard because I had not done it before, but, for my first time, I think I did pretty good! – Katie

I found archery entertaining when we reversed the board and the bulls-eye was worth 1 and the outer ring was worth 10! – Kayleigh

Low Ropes

Stop being a wimp and get dirty! – Grace

Only me and Keenan did the monkey crawl! – Emily C

It was fun – just needed to sit on a bin bag on the bus home…arghhhh! – Lennon

This was scary when me and Mr Reader tried to cross the ropes! – Ashleigh

This was a great test of balance, skill and bravery. – Thomas


I remember that I stood in the river and didn’t know how deep it was!  I was in a forest all of my own! – Demi

I guess I was known as Granny! – Ashleigh

Be prepared to be soaked… up and down… splish splash… eyes peeled! – Keiran


Synchronised dabbing with my friends: laughing with embarrassment – it was the best! – Jadon

I loved standing on the raft with my “shadow” friend Emily Miller! – Lillie

I tried to do the pencil jump, but Emma did less splash than me! – Demi

Zip Wire

Just do it! – Ashleigh

Last year it looked scary – this year I just did it!  It was my favourite part! – Jake

Although we were nervous, the excitement over-ruled it! – Emily M

There was a glorious view on the way back up to the top! – Lillie

Scary? Nah! Push yourself! – Kayla

Weeeeeeeeeeeeeeeeeeeeeeeeeeeeeee! Dab!

Gymnastic Double Winners!

Mr Hymers and Mrs Moore took the Year 3 and Year 4 Gymnastic teams to the South Tyneside Gymnastic Centre at Temple Park, in South Shields. We participated in an excellent morning of gymnastics.

All the children taking part from schools around the borough were fantastic and the standard was very high.

We kept up the great sporting traditions of Dunn Street by coming first in both the Year 3 and Year 4 competitions.

The Year 3 team registered the best score of the day and will now represent South Tyneside at the regional competition.

We are all so proud of the children that represented our school.

Helping Your Child with Spelling

Children can find writing a real challenge; they need encouragement, support and praise for their efforts. You can best support them by encouraging them to write on every possible occasion, praising their efforts and, importantly, by letting them see you writing whenever possible. You can play word games with them (e.g. I spy, Find the word puzzles), you can also discuss interesting or new words.

Most of us, even if we consider ourselves to be good spellers, make spelling mistakes at some point. What is important is that we know what to do when we get stuck and we know how to correct our mistakes. At school, our children learn the rules, conventions and spelling strategies needed to become confident at spelling.

Here are some of the strategies that will help your child become a confident and accurate speller:

  • Sounding words out: breaking the word down into phonemes (e.g. c-a-t, sh-e-ll) Many words cannot be sounded out so other strategies are needed;
  • Using the Look, say, cover, write, check strategy: look at the word and say it out loud, then cover it, write it and check to see if it is correct. If not, highlight or underline the incorrect part and repeat the process;
  • Dividing the word into syllables, say each syllable as they write the word (e.g. re-mem- ber);
  • Using mnemonics as an aid to memorising a tricky word (e.g. people: people eat orange peel like elephants; could: O U lucky duck);
  • Finding words within words (e.g. a rat in separate);
  • Making links between the meaning of words and their spelling (e.g. sign, signal, signature) – this strategy is used at a later stage than others;
  • Using a dictionary as soon as they know how to.

Encourage your child to have a go at spelling words they are unsure of. This will give them the opportunity to try out spelling strategies and to find those that they find useful. You can help them to use the strategies outlined above and praise their efforts.

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As you may be aware, from 2015 all children are following a curriculum with higher expectations.  To help you understand the new end-of-year expectations, we are providing a leaflet summarising the main goals in reading, writing and maths in Years 1-6.  The majority of children are expected to be secure and have mastered these learning expectations by the end of the year. 

Some children who receive extra support or who were not yet ready for the year group expectations, may find it difficult to make the amount of progress to become secure and so may have different goals more suited to their needs.

If a child is working at Greater depth, they are not expected to access the next year’s curriculum, but apply their learning ie to problem-solving situations – so developing greater depth of understanding. 

We hope these guides are of help to you :

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Comic Relief Homework Presentations

Pupils in Year 5/6 once again rose to the challenge of their homework project based on this press release from Comic Relief:

For 2017, we are dialling up the comedy at the heart of the campaign. We are, after all, ‘Comic’ ‘Relief’, and ‘laughing in the face of tragedy’ is where it all started. So, we’ll use the language of jokes to tell our stories, from fundraising to need to progress. Expressed across a range of creative, the call to action will be the same:


We laughed, puzzled and shook our heads at a wide range of presentations.  Many people did well and engaged their audiences and took to the challenge of making us laugh in original and imaginative ways…

We also participated in the whole school event where we selected our favourite three jokes to share in assembly.  The winning joke was from Kieron:

Why do the French like eating snails?


They’re not keen on fast food!!

We were also very proud to sponsor Jadon as he went from wild to mild with a new hair style… many thanks to former pupil, Ashleigh Prior, for her hard work in transforming Jadon into a stylish top fundraiser!!

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Group Image Of The Noses For RND15

Music Outreach – Durham Cathedral

Our KS2 choir members have been lucky enough to be involved in a programme that started in 2003 working with Sunderland Local Authority Primary Schools. The programme now works with schools throughout Durham, South Tyneside and Sunderland, with around 800 children taking part each year.

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The Cathedral Choristers, together with our Director of Music Outreach, James Randle, work with up to eight primary schools from the region each term culminating in a very special concert, where all participating schools have the chance to sing together in the magnificent Cathedral in front of a packed audience of family and friends.

As well as experiencing the joy of singing and a real sense of achievement, participating in music in this way has also been shown to boost children’s confidence and encourage positive social skills. James also works with the teachers from each school, helping them develop choral leadership skills to enable the singing to continue to flourish beyond each music outreach concert.

The aim of the Music Outreach Programme is to encourage a lifelong love of music starting at a young age. The musicianship training used is based on the Kodály method, an approach to music learning developed in Hungary in the 20th century by composer Zoltán Kodály.

We couldn’t be prouder of our choir members: they sounded stunning!  A truly memory forming day!  Thank-you to family and friends who travelled and supported the children.  Thank-you also to Mr Reader and Mr Miller for the extra practices and support!  Well done everyone!