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Leybourne SS Peter & Paul C E (V A) Primary School
Rectory Lane, Leybourne, ME19 5HD, UK West Malling
+44 (0)1732 842008


Our mission statement

Our mission is to promote the development of every child to achieve full potential through the following aims:

* To offer a broad and balanced curriculum that complies fully with legal requirements for children of statutory school age.
* To educate children to the highest possible standard through exposure to a stimulating environment. They will be presented with a variety of experiences and activities appropriate to their age and ability, thus enabling each child to reach full potential in all aspects of learning.
* To encourage children to develop enthusiasm, self-motivation, the ability to think for themselves and to deal confidently with the issues and decisions which life will present.
* To ensure that the relationship between home and school is such that parents and staff can work together in the interests of the children and the school. Emphasis will be placed on encouraging supportive links between school, home, parish and the wider community.


A broad and balanced primary education is prescribed by the National Curriculum. English, Mathematics, Science and Information and Communication Technology form the core curriculum. Greater proportions of the timetable are allocated to these subjects. The foundation subjects are Design Technology, Geography, History, Art and Design, Music, Physical Education and Religious Education. The Numeracy and Literacy Strategies provide the framework for the teaching of Mathematics and English.
Teaching of each subject is structured to provide progression in the children’s skills and understanding. They will achieve different levels depending on their aptitude and ability. At the end of each Key Stage, the children are assessed using national tests, known as SATs. These cover Maths and English at Key Stage 1 and Maths, English and Science at Key Stage 2.
At the end of Key Stage 1, an average 7 year old is expected to reach level 2 of the National Curriculum.
By the end of Key Stage 2, an average 11 year old is expected to reach level 4 of the National Curriculum.

A variety of teaching styles are used to ensure that children learn most effectively. We know that some children learn most successfully using visual information (seeing), others are auditory learners who learn best through hearing, while kinaesthetic learners learn most effectively through doing. Whole class teaching, group teaching and individual work are all used throughout the school. ICT is used to support and enhance teaching and learning, and curriculum areas may be interlinked wherever common themes can be identified. School visits to places of interest and invitations to drama groups and artists to visit the school all add variety and breadth to the children’s learning.


The school aims to help all children to reach their potential, whether they are exceptionally able or whether they experience learning difficulties. The school’s Special Educational Needs Policy is in place to assist staff and parents to implement a programme of help to suit each child’s need, whether that be academic, behavioural, emotional, physical or social. The Special Educational Needs Co-ordinator (SENCO) is responsible, with the headteacher, for the day-to-day provision for children with Special Educational Needs.
When an area of need is identified, problems can sometimes be resolved by the class teacher, with the support of parents. If it is felt that the difficulty is causing problems for the child, he/she may be included in the Special Educational Needs Register. This means that the child will receive a programme of support designed to deal with these problems.
A child placed within School Action will receive extra help from the class teacher. He/she will do the same work as the rest of the class, but it may be presented in a slightly different way. Should the child not make the expected progress then an Individual Education Plan may be written. Additional support will then be given to the child by the teacher and if appropriate by a Learning Support Assistant. This can be on an individual or small group basis. The Individual Education Plan is drawn up by the class teacher and the SENCO. It will contain targets for the child to work towards and will be discussed and reviewed each term at Parent Consultations. If the child is still experiencing difficulties he/she may be moved to School Action Plus.
The child within School Action Plus will also have an Individual Education Plan devised and implemented by the class teacher, supported by the SENCO. More support will be given, often on a one-to-one basis, by the teacher, Learning Support Assistant or SENCO as appropriate. The child may also receive help from other agencies such as Cognition and Learning Services, Speech and Language Service or the Educational Psychology Service. If these interventions are not helping a child to progress then the child may be considered for formal assessment, known as a ‘Statement of Educational Need’. The child will then be placed within Statutory Action.
We are committed to helping all our children, whatever their abilities and we welcome the opportunity to work in partnership with parents to provide this support. Parents will be informed and their views sought at an early stage if a child is experiencing difficulties and their help and support is regarded as vital to the child’s progress. Class teachers are available to discuss any concerns that parents may have, and the SENCO is also available to meet with parents.
Our Accessibility Plan shows how we plan to improve our ability to include pupils with physical disabilities.


The few rules we have are in the interests of the children’s safety and well-being.
We place a high priority on behaviour and expect all children to behave in a sensible and considerate manner.
A few important rules are listed below:
• Children should not play on the drive, the car park or nature area.
• Children should not be on the playground before 8.40am
• Children should not leave the school grounds unless permission has been given by the headteacher.
• All children should be dressed in school uniform.
The car park is reserved for the use of school staff only. If brought to school by car, children should enter and leave cars on the pavement side. Parents collecting children by car are requested to park in Oxley Shaw Lane and collect their children from the playground. Please adhere to all road markings at each entrance. Please do not bring your car into the school car park as this compromises the safety of all pedestrians, adults and children alike.
After school, children in Key Stage 1 should wait for their parents in their classrooms if parents are delayed. Key Stage 2 children should report to the office.
For Health and Safety reasons, please do not bring dogs into the school grounds or buildings.
Leybourne School is a non-smoking environment.

primary schools in West Malling, secondary schools in West Malling, schools in West Malling

Editorial office:
tel. + 48 (094)