Learning Journey: Myths, Monarchs & Mayhem<\/strong><\/h5>\n\n\n\n<\/div>\n\n\n\nOur learning at Dulwich Wood this week:<\/strong><\/p>\n\n\n\nReception<\/strong><\/p>\n\n\n\nFollowing on from our spring explorations before the holidays, we have begun reading ‘The Extraordinary Gardener’ by Sam Boughton. Once again, we have made great use of our imagining<\/strong> tool to design extraordinary plants and creatures, helping Joe (the story\u2019s main character) create a world that is less dull and ordinary. We have explored a variety of seeds, including pomegranate, beans, rice, sunflower, orange, onion and apple, and have enjoyed writing instructions for planting a seed. We have also been discussing what we need to do to help seeds thrive, using this to support our writing.<\/p>\n\n\n\n<\/div>\n\n\n\nYear 1<\/strong><\/p>\n\n\n\nWelcome back to the sunny Summer Term! Y1 has been using their asking questions<\/strong> tool to dive into our new history topic about schools in the past. It has been a fantastic week of maths learning, focusing on mass. We\u2019ve being using our making links<\/strong> tool to compare the weight of different objects and used our reasoning<\/strong> tool to explain our answers using the new vocabulary we have learnt.<\/p>\n\n\n\n<\/div>\n\n\n\nYear 2<\/strong><\/p>\n\n\n\nY2 have had a fantastic start back to school for the Summer term. They have been using their collaboration <\/strong>and making links<\/strong> tools to start comparing London in the past and present day. They have also used their perseverance<\/strong> tool to continue working hard on their division skills. <\/p>\n\n\n\n<\/div>\n\n\n\nYear 3<\/strong><\/p>\n\n\n\nY3 have had a fabulous first week back getting straight into our new learning journey. In Literacy we used our collaboration<\/strong> tool to carefully dig up fossils and other treasures in preparation for reading Mary Anning’s story. We’ve used our empathy<\/strong> tool when discussing how to talk respectfully to different people in PSHE. In Maths, we have used our perseverance<\/strong> tool to tackle some tricky work on capacity and volume.\u00a0<\/p>\n\n\n\n<\/div>\n\n\n\nYear 4 <\/strong><\/p>\n\n\n\nY4 have had a fantastic week of exploration and discovery! They took part in lively discussions about whether different materials are solids, liquids or gases, tackling some tricky examples such as slime, foam and sand with great curiosity. They have also begun an exciting new book about Tutankhamun, using their planning<\/strong> and collaboration<\/strong> tools to research and uncover fascinating facts about life in Ancient Egypt.<\/p>\n\n\n\n<\/div>\n\n\n\nYear 5<\/strong><\/p>\n\n\n\nY5 have started the Summer Term by exploring our new class text ‘The Island’ in Literacy, where we have used our empathy goggles<\/strong> to think carefully about how we can show hospitality towards a newcomer. In History, we have begun learning about Norse mythology and used our making links<\/strong> tool to help us understand and connect ideas about the nine realms.<\/p>\n\n\n\n<\/div>\n\n\n\nYear 6<\/strong><\/p>\n\n\n\nY6 have had a busy and exciting start to the term. We have begun our preparations for SATs week, using our perseverance <\/strong>and making links<\/strong> tools to help us build confidence and deepen our understanding across subjects. In literacy, we have started our powerful new text ‘Suffragettes: Battle for Equality’. To bring our learning to life, the boys created rules that unfairly favoured themselves, while the girls organised a small protest to challenge these laws\u2014just as women did during the Suffrage movement. This has helped us develop a deeper understanding of equality, fairness and standing up for what is right.<\/p>\n\n\n\n<\/div>\n\n\n\nParent Survey Feedback:<\/strong><\/p>\n\n\n\nThank you to everyone who took the time to complete our recent parent survey. We are very grateful for your feedback, which is extremely important in helping us to continue improving our school.<\/p>\n\n\n\n
We were very pleased to see that the survey highlighted a number of strengths. In particular, parents told us that children are happy at school, feel safe, and are well supported in their learning. Parents also responded positively about behaviour in the school and many said they would recommend the school to other families. We are very proud of these areas and of the positive school community we have built together.<\/p>\n\n\n\n
We also carefully considered the areas where parents felt we could improve. The main areas identified were communication between school and home, and how the school responds to, and follows up on, concerns raised by parents. We take this feedback seriously and we’ve been reflecting on how well we handle concerns raised by families.\u00a0 We’d like to understand your experiences better. This short survey is completely anonymous and will help us improve. It should take less than 2 minutes.<\/p>\n\n\n\n
Please complete the survey here!<\/a><\/p>\n\n\n\n<\/div>\n\n\n\nAttendance & Punctuality at Dulwich Wood <\/strong>– Every Day Matters<\/strong><\/p>\n\n\n\nPlease read the following information about attendance and punctuality: <\/p>\n\n\n\n
5 mins late every day =\u00a03.4 days of learning lost every year
10 mins late every day = 6.9 days of learning lost every year
15 mins late every day = 10.3 days of learning lost every year
20 mins late every day = 13.8 days of learning lost every year
30 mins late every day = 20.7 days of learning lost every day<\/p>\n\n\n\n
<\/div>\n\n\n\nWhat Does My Child’s Attendance Percentage Really Mean?<\/strong><\/p>\n\n\n\nMany parents don’t realise how quickly absences add up. Here’s what different attendance percentages mean in terms of days of learning lost<\/strong> over a school year:<\/p>\n\n\n\nAttendance Over One School Year (190 days)<\/strong><\/p>\n\n\n\nAttendance %<\/strong><\/td>Days Absent<\/strong><\/td>Days of Learning Lost<\/strong><\/td>Equivalent to<\/strong><\/td><\/tr>100%<\/strong><\/td>0 days<\/td> 0 days<\/td> Perfect attendance!<\/td><\/tr> 95%<\/strong><\/td>9.5 days<\/td> 9.5 days<\/td> Nearly 2 weeks<\/strong><\/td><\/tr>90%<\/strong><\/td>19 days<\/td> 19 days<\/td> Nearly 4 weeks<\/strong><\/td><\/tr>85%<\/strong><\/td>28.5 days<\/td> 28.5 days<\/td> Over 5 weeks<\/strong><\/td><\/tr>80%<\/strong><\/td>38 days<\/td> 38 days<\/td> Over 7 weeks<\/strong><\/td><\/tr>75%<\/strong><\/td>47.5 days<\/td> 47.5 days<\/td> Nearly half a term<\/strong><\/td><\/tr>70%<\/strong><\/td>57 days<\/td> 57 days<\/td> Over 11 weeks<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\nUnderstanding Attendance Categories<\/strong><\/p>\n\n\n\n\u2705 Good Attendance: 96-100%<\/strong> : Your child is getting the most out of their education and building positive habits for the future.<\/p>\n\n\n\n\u26a0\ufe0f Concerning: 90-95%<\/strong>: Your child is missing important learning. Small absences add up quickly.<\/p>\n\n\n\n\ud83d\udea8 Persistent Absence: Below 90%<\/strong>: A pupil misses 10% or more of school \u2013 equal to 1 day or more every 2 weeks. This seriously impacts learning and wellbeing.<\/p>\n\n\n\n\ud83d\udea8\ud83d\udea8 Severe Absence: Below 50%<\/strong>: A pupil misses 50% or more of school. This is a safeguarding concern and requires immediate support.<\/p>\n\n\n\n<\/div>\n\n\n\nFriends of Dulwich Wood Events <\/strong><\/h5>\n\n\n\n![\"\"](\"https:\/\/www.dulwichwood.com\/primary\/wp-content\/uploads\/sites\/6\/2026\/03\/fodw-agm-724x1024.jpg\")
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<\/figure>\nFRUITY FRIDAY <\/strong><\/p>\n\n\n\nPLEASE MAKE YOUR DONATIONS HERE! <\/a><\/p>\n<\/div><\/div>\n\n\n\n
Our learning at Dulwich Wood this week:<\/strong><\/p>\n\n\n\n Reception<\/strong><\/p>\n\n\n\n Following on from our spring explorations before the holidays, we have begun reading ‘The Extraordinary Gardener’ by Sam Boughton. Once again, we have made great use of our imagining<\/strong> tool to design extraordinary plants and creatures, helping Joe (the story\u2019s main character) create a world that is less dull and ordinary. We have explored a variety of seeds, including pomegranate, beans, rice, sunflower, orange, onion and apple, and have enjoyed writing instructions for planting a seed. We have also been discussing what we need to do to help seeds thrive, using this to support our writing.<\/p>\n\n\n\n Year 1<\/strong><\/p>\n\n\n\n Welcome back to the sunny Summer Term! Y1 has been using their asking questions<\/strong> tool to dive into our new history topic about schools in the past. It has been a fantastic week of maths learning, focusing on mass. We\u2019ve being using our making links<\/strong> tool to compare the weight of different objects and used our reasoning<\/strong> tool to explain our answers using the new vocabulary we have learnt.<\/p>\n\n\n\n Year 2<\/strong><\/p>\n\n\n\n Y2 have had a fantastic start back to school for the Summer term. They have been using their collaboration <\/strong>and making links<\/strong> tools to start comparing London in the past and present day. They have also used their perseverance<\/strong> tool to continue working hard on their division skills. <\/p>\n\n\n\n Year 3<\/strong><\/p>\n\n\n\n Y3 have had a fabulous first week back getting straight into our new learning journey. In Literacy we used our collaboration<\/strong> tool to carefully dig up fossils and other treasures in preparation for reading Mary Anning’s story. We’ve used our empathy<\/strong> tool when discussing how to talk respectfully to different people in PSHE. In Maths, we have used our perseverance<\/strong> tool to tackle some tricky work on capacity and volume.\u00a0<\/p>\n\n\n\n Year 4 <\/strong><\/p>\n\n\n\n Y4 have had a fantastic week of exploration and discovery! They took part in lively discussions about whether different materials are solids, liquids or gases, tackling some tricky examples such as slime, foam and sand with great curiosity. They have also begun an exciting new book about Tutankhamun, using their planning<\/strong> and collaboration<\/strong> tools to research and uncover fascinating facts about life in Ancient Egypt.<\/p>\n\n\n\n Year 5<\/strong><\/p>\n\n\n\n Y5 have started the Summer Term by exploring our new class text ‘The Island’ in Literacy, where we have used our empathy goggles<\/strong> to think carefully about how we can show hospitality towards a newcomer. In History, we have begun learning about Norse mythology and used our making links<\/strong> tool to help us understand and connect ideas about the nine realms.<\/p>\n\n\n\n Year 6<\/strong><\/p>\n\n\n\n Y6 have had a busy and exciting start to the term. We have begun our preparations for SATs week, using our perseverance <\/strong>and making links<\/strong> tools to help us build confidence and deepen our understanding across subjects. In literacy, we have started our powerful new text ‘Suffragettes: Battle for Equality’. To bring our learning to life, the boys created rules that unfairly favoured themselves, while the girls organised a small protest to challenge these laws\u2014just as women did during the Suffrage movement. This has helped us develop a deeper understanding of equality, fairness and standing up for what is right.<\/p>\n\n\n\n Parent Survey Feedback:<\/strong><\/p>\n\n\n\n Thank you to everyone who took the time to complete our recent parent survey. We are very grateful for your feedback, which is extremely important in helping us to continue improving our school.<\/p>\n\n\n\n We were very pleased to see that the survey highlighted a number of strengths. In particular, parents told us that children are happy at school, feel safe, and are well supported in their learning. Parents also responded positively about behaviour in the school and many said they would recommend the school to other families. We are very proud of these areas and of the positive school community we have built together.<\/p>\n\n\n\n We also carefully considered the areas where parents felt we could improve. The main areas identified were communication between school and home, and how the school responds to, and follows up on, concerns raised by parents. We take this feedback seriously and we’ve been reflecting on how well we handle concerns raised by families.\u00a0 We’d like to understand your experiences better. This short survey is completely anonymous and will help us improve. It should take less than 2 minutes.<\/p>\n\n\n\n Please complete the survey here!<\/a><\/p>\n\n\n\n Attendance & Punctuality at Dulwich Wood <\/strong>– Every Day Matters<\/strong><\/p>\n\n\n\n Please read the following information about attendance and punctuality: <\/p>\n\n\n\n 5 mins late every day =\u00a03.4 days of learning lost every year What Does My Child’s Attendance Percentage Really Mean?<\/strong><\/p>\n\n\n\n Many parents don’t realise how quickly absences add up. Here’s what different attendance percentages mean in terms of days of learning lost<\/strong> over a school year:<\/p>\n\n\n\n Attendance Over One School Year (190 days)<\/strong><\/p>\n\n\n\n Understanding Attendance Categories<\/strong><\/p>\n\n\n\n \u2705 Good Attendance: 96-100%<\/strong> : Your child is getting the most out of their education and building positive habits for the future.<\/p>\n\n\n\n \u26a0\ufe0f Concerning: 90-95%<\/strong>: Your child is missing important learning. Small absences add up quickly.<\/p>\n\n\n\n \ud83d\udea8 Persistent Absence: Below 90%<\/strong>: A pupil misses 10% or more of school \u2013 equal to 1 day or more every 2 weeks. This seriously impacts learning and wellbeing.<\/p>\n\n\n\n \ud83d\udea8\ud83d\udea8 Severe Absence: Below 50%<\/strong>: A pupil misses 50% or more of school. This is a safeguarding concern and requires immediate support.<\/p>\n\n\n\n FRUITY FRIDAY <\/strong><\/p>\n\n\n\n PLEASE MAKE YOUR DONATIONS HERE! <\/a><\/p>\n<\/div><\/div>\n\n\n\n
10 mins late every day = 6.9 days of learning lost every year
15 mins late every day = 10.3 days of learning lost every year
20 mins late every day = 13.8 days of learning lost every year
30 mins late every day = 20.7 days of learning lost every day<\/p>\n\n\n\nAttendance %<\/strong><\/td> Days Absent<\/strong><\/td> Days of Learning Lost<\/strong><\/td> Equivalent to<\/strong><\/td><\/tr> 100%<\/strong><\/td> 0 days<\/td> 0 days<\/td> Perfect attendance!<\/td><\/tr> 95%<\/strong><\/td> 9.5 days<\/td> 9.5 days<\/td> Nearly 2 weeks<\/strong><\/td><\/tr> 90%<\/strong><\/td> 19 days<\/td> 19 days<\/td> Nearly 4 weeks<\/strong><\/td><\/tr> 85%<\/strong><\/td> 28.5 days<\/td> 28.5 days<\/td> Over 5 weeks<\/strong><\/td><\/tr> 80%<\/strong><\/td> 38 days<\/td> 38 days<\/td> Over 7 weeks<\/strong><\/td><\/tr> 75%<\/strong><\/td> 47.5 days<\/td> 47.5 days<\/td> Nearly half a term<\/strong><\/td><\/tr> 70%<\/strong><\/td> 57 days<\/td> 57 days<\/td> Over 11 weeks<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n Friends of Dulwich Wood Events <\/strong><\/h5>\n\n\n\n
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