It is the aim of the school to provide the best education for its Pupils with the philosophy of honesty and optimism. We believe it is important to receivechildren into a welcoming and secure atmosphere, with each pupil given the opportunity to fulfil his or her potential academically, physically, aesthetically, socially, psychologically and spiritually.
We actively create lines of communication between the school and home in order to ensure the best possible environment for the child. A positive interaction between the home and the school will provide a stable foundation for children to thrive in the school situation and enable them to develop to their full potential. The lines of communication set up between the school and the home will allow everyone to be aware of their roles in the child's development and will enable everyone to contribute to the common goal of developing the school and all the children within it.
Llandybie is a happy school with a dedicated, professional, hard-working staff, committed to improve standards for the benefit of the children in their care. This commitment causes pupils, parents, governors, the Local Education Authority and the local community to be proud of their association with the school.
Words of welcome
As chairman of the Governing Body, it gives me great pleasure to welcome parents and children to Llandybie Primary School. The Governors work in close harmony with the Headteacher and staff to ensure that every pupil is provided with a broad and balanced curriculum. There is an excellent relationship between staff and parents which enable children to progress smoothly through the school and onto Comprehensive Education at one of the local schools.
The staff encourage children to participate in various cultural and sporting activities which enables them to build confidence in their abilities. Please take the opportunity to visit the school in order to appreciate the atmosphere within the school and to discuss any aspects of school life with the Headteacher and the staff.
Chairman of Governors
Parent Teacher and Friends' Association (PTFA)
The parent Teacher and Friends' Association extend a warm welcome to all new parents. We are fortunate to have an extremely active and hard working Association at the school. Our aim is not only to raise funds for resources, but also to build a convivial and friendly relationship between parents, teachers and the community. To ensure continuing success for the future, please support our endeavours.
Llandybie is situated in the south east of Carmarthenshire. The Brecon Beacons National Park lies immediately to the east of the village, an area of outstanding natural beauty with its solitary peaks, the imposing castle of Carreg Cennen, deep wooded gorges and raging torrents such as the Loughor headwaters at Llygad Llwchwr and Glynhir Falls.
Possibly the oldest record we possess of the community involves the church that proudly stands at the centre of the village. It is built at a point on which Brychan Brycheiniog (one of the Princes of South Wales who ruled between 500-600 AD built a memorial to his daughter, Tybie, who was killed by the natives while preaching Christianity. It is to her the church is dedicated. Llandybie remained a small community clustered around the church for Centuries. With the advent of coal mining at the end of the last century the population expanded. The village stands on the edge of the coal field. There is no coal at all beneath the limestone rock - the old miners referred to it as 'Farewell Rock', and the great limestone outcrop to the north of the village was a sure sign of the very end of a coal mining area. Historically, this industry was short lived with very little evidence left of its existence. However, the quarrying of lime and stone for building has been more resilient and continued to be an important industry until quarry closure in 1999. Over the last thirty years other industries have developed in industrial estates to the north of the village. The modern Llandybie is a thriving village and is conveniently situated to the M4 motorway. However, with the aid of farms and hills that surround the village, it continues to retain many of its rural traditions and its history ensures the village is steeped in the mystique of legends.
Llandybie Community Primary School,
e-mail - firstname.lastname@example.org
Headteacher - Mr. D. Griffiths
Chair of Governing Body - Rev. T. J. S. Thomas
The school stands on a rise overlooking the village and the beautiful surrounding countryside. A private lane leads to the school (from the main Ammanford - Llandeilo trunk road.) It is very important to note that the school lane gets extremely congested during the 'peak' times when children are brought to school at the beginning and collected at the end of the school day. Parking is only allowed on the left hand side going down the lane. It is requested that the turning circle at the top of the lane is kept clear at all times to avoid congestion of traffic. There are ongoing discussions with the Education Authority for ways to ease the congestion around the school and therefore improve safety for children and parents. The school can be accessed on foot from two other directions where designated public footpaths across farmland are used.
Nursery 9.10 a.m. - 11.30 a.m.
12.30 p.m. - 3.00 p.m.
Infants 9.10 a.m. - 11.45.a.m.
12.45 p.m. - 3.10 p.m.
Juniors 9.00 a.m. - 12.20 p.m.
1.10 p.m. - 3.30 p.m.
School Uniform (Optional)
Girls: grey skirt, white blouse, maroon cardigan/jumper.
Boys: grey trousers, white shirt, maroon jumper.
There are maroon sweatshirts and tracksuits and white polo shirts bearing the school logo available for purchase from the school Office.
Llandybie Primary School is a designated bilingual primary school according to the school categorisation set by Carmarthenshire Education Authority.
Children may begin their education at the school in the term after their third birthday when they enter the Nursery Class. Children begin on a part-time basis but the amount of time allocated varies according to the number of children on roll in the Nursery Class and the child's 'readiness' for school. The number on roll varies from term to term and each child varies in their 'readiness' for school. No more than twenty six children can be accommodated in the Nursery at any time.
Children are encouraged to use Welsh as much as possible in the Nursery class. On transfer to the Infant classes in the term after their fourth birthday parents have a choice whether to have their children taught through the medium of Welsh for the whole of the Infant phase or to receive their education through English, with Welsh taught as a Second Language. The organisation continues throughout the school until the age of eleven, English being introduced into the Welsh classes at the beginning of the Junior phase. Carmarthenshire Education Authority's aim is that every child will be bilingual by the age of eleven. It is agreed by staff and Governors that if a parent wishes their child to be bilingual by eleven years of age that parent should place their child in the Welsh class in school.
A Welsh ethos is encouraged in all classes within the school.
The school follows the guidelines for admission arranged by Carmarthenshire Education Authority. Children, as stated previously, may begin their education during the term following their third birthday. Any family living outside the catchment area of the school will have to seek permission from the Director of Education and Community Affairs, Education Department, Pibwrlwyd, Carmarthen, SA31 2NH before the school can allow admission. Detailed information regarding admission arrangements are available from the Headteacher.
Health and Safety
The health, safety and welfare of all the people who work or learn at our school are of fundamental importance. We aim to provide a safe, secure and pleasant working environment for everyone. The governing body, along with the LEA, takes responsibility for protecting the health and safety of all children and members of staff.
The school has adopted a Governing Body/LEA approved security system when staff and children are present during the school day. This system ensures that staff and children are secure inside their buildings but can exit the premises e.g. during emergencies. Any visitors to the school are directed to the main entrance in the Junior Block where a buzzer/intercom enables staff to identify individuals and allow them access to the premises.
General aims for the School.
· To ensure that each pupil is received into a welcoming and secure atmosphere where he or she will be given the opportunity to fulfil his or her true potential, academically, physically, aesthetically, socially, psychologically and spiritually.
· To ensure that the relationship between home and school is such that parents and staff can work together in the interests of the pupil. (Parents are requested to sign a copy of the Home-School Agreement a copy of which appears at the end of the Prospectus).
· To ensure that the environment in which the staff work is such that everyone can achieve personal satisfaction from their tasks and that everyone feels personally involved with the development of the school.
· To ensure that the ethos is such that the Governors, Local Education Authority, Visitors and the community in general, can take pride in their association with the school.
Structure of the School
The Junior section comprises of five classrooms, the gymnasium and Assembly Hall combined. Also housed in this building are the girls' cloakroom, and toilets, the cleaners' room, the boys' cloakroom and toilets, the caretaker's room and a Teachers' resource room/library. The block also has an upstairs annexe comprising the offices of the Headteacher and Administrative Officer/Dinner Clerk.
Behind the building and running parallel to it is the Nursery/Reception/ Infants Department. This includes learning areas, which include a carpeted area, staffroom and storage and inter-connecting practical areas. The Nursery has its own toilet facilities and an outside play area, while the remaining classes share toilet facilities and cloakrooms.
On the eastern side of the main buildings are two double classroom units with toilet facilities in one. One of these units houses the Special Education room and an Infant classroom (utilised since September, 1999). The remaining double classroom unit is an Art & Craft room and a Junior classroom (utilised since September, 2000).
A large playground stands in front of the Junior Block. This is used by the Infant and Junior children. A recent development is the Early Years yard, which is situated near the dining room.
At Llandybie Primary School we believe in the concept of lifelong learning and the idea that both adults and children learn new things every day. We maintain that learning should be a rewarding and enjoyable experience for everyone; it should be fun. Through our teaching we equip children with the skills, knowledge and understanding necessary to be able to make informed choices about the important things in their lives. We believe that appropriate teaching and learning experiences help children to lead happy and rewarding lives.
Aims and objectives
We believe that people learn best in different ways. At our school we provide a rich and varied learning environment that allows children to develop their skills and abilities to their full potential.
Through our teaching we aim to:
· enable children to become confident, resourceful, enquiring and independent learners;
· foster children's self-esteem and help them build positive relationships with other people;
· develop children's self-respect and encourage children to respect the ideas, attitudes, values and feelings of others;
· show respect for all cultures and, in so doing, to promote positive attitudes towards other people;
· enable children to understand their community and help them feel valued as part of this community;
· help children grow into reliable, independent and positive citizens.
We acknowledge that people learn in many different ways and we recognise the need to develop strategies that allow all children to learn in ways that best suit them. The psychologist Howard Gardner identifies seven main areas of intelligence: linguistic, logical/mathematical, visual/spatial, kinaesthetic, musical, interpersonal/group working, and interpersonal/reflective. We take into account these different forms of intelligence when planning teaching and learning styles.
We offer opportunities for children to learn in different ways. These include:
· investigation and problem solving;
· research and finding out;
· group work;
· pair work;
· independent work;
· whole-class work;
· asking and answering questions;
· use of the computer;
· fieldwork and visits to places of educational interest;
· creative activities;
· watching television and responding to musical or tape-recorded material;
· debates, role-plays and oral presentations;
· designing and making things;
· participation in athletic or physical activity.
We encourage children to take responsibility for their own learning, to be involved as far as possible in reviewing the way they learn, and to reflect on how they learn - what helps them learn and what makes it difficult for them to learn.
THE CURRICULUM IN ACTION
The Llandybie County Primary School Curriculum consists of the following subject areas-
Design and Technology
Statutory requirements mean that the school has to teach Religious Education and have a policy on Sex Education.
There are three phases of education at the school-
· Early Years (3-5 year-olds)
Desirable Outcomes for Children's Learning before Compulsory School Age (ACCAC, 2000) identifies six areas of learning and experience and desirable outcomes within them for children of pre-compulsory school age.
· Key Stage 1 (5-7 year-olds)
This stage includes the Year 1 and 2 children and they are taught according to the Programmes of Study for each subject listed above. Attainment Targets set out the expected standards of pupils' performance.
· Key Stage 2 (7-11 year-olds)
This Stage includes the Year 3 to 6 children they are taught according to the same criteria set out for Key Stage 1.
At the end of each Key Stage children are statutorily assessed using Standard Assessment Tasks or Tests (SATs). The results are reported to parents.
Complaints about the Curriculum can be made by arranging an appointment with the Headteacher.
Arrangements for pupils with Special Educational Needs
If any child requires further support in order to ensure that they continue to develop to their ability the school pursue a policy which caters for children on an individual basis.
A support teacher is employed at the school who works with children in their own classroom or in a separate classroom on a withdrawal basis. In general the main curricular areas where support is required are Literacy and Numeracy. Parents are consulted fully before any child is given support and an Individual Education Plan is drawn up for each child who receives support. In certain instances a referral to outside agencies might be required e.g. Educational Psychologist. Parents' opinions and permission would be sought prior to any referral to outside agencies.
Other support staff, e.g. NNEBs and Care Assistants, are also utilised in order to meet the needs of certain children. Funding is usually provided centrally from Local Education Authority held budgets for these staff.
The school's SEN policy states that 'The individual main stream teacher's experience and professionalism is essential in identifying pupils with difficulties and, in addition, the Dyfed publication, IDENTIFYING, ASSESSING AND PROVIDING FOR CHILDREN WITH SPECIAL EDUCATION NEEDS - June, 1995, will be utilised to assist in defining the difficulties of the individual child in observable terms and identifying what they have achieved.'
In addition to these aims staff will also take the following points into consideration when teaching children with Special Needs:-
· To ensure that all pupils' needs are considered individually, so that the programme of study they follow is relevant to their needs.
· To identify individual learning difficulties and to organise and manage the support for pupils of all ability levels.
· To provide a support in any subject as well as the basic skills of Literacy and Numeracy, using methods and materials adapted and modified to the needs of the individual child.
· To help pupils develop effective communication skills.
· To help individual pupils progress from the security of close support to as great a degree of independence as possible.
· To help to equip pupils with essential life skills and prepare them for life outside of school.
· To help to provide assistance and guidance to enable pupils to make appropriate decisions about their futures when they eventually leave school.
Access - Disabled Pupils
There are no facilities at the school for children with physical needs. Steps at the rear of the school would make it difficult to accommodate children who, for example, were confined to wheelchairs.
We do not discriminate against anyone, be they staff or pupil, on the grounds of their sex, race, colour, religion, nationality, ethnic or national origins. This is in line with the 1976 Race Relations Act and covers both direct and indirect discrimination.
We promote the principles of fairness and justice for all through the education that we provide in our school.
We ensure that all pupils have equal access to the full range of educational opportunities provided by the school.
We constantly strive to remove any forms of indirect discrimination that may form barriers to learning.
We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone to achieve.
We challenge stereotyping and prejudice whenever it occurs.
We celebrate the cultural diversity of our community and show respect for all minority groups.
We are aware that low self-image and ignorance cause prejudice and stereotyping. Through positive educational experiences and support for each individual's point of view, we aim to promote positive social attitudes and respect for all.
We have based our school's sex education policy on the DfEE guidance document Sex and Relationship Education Guidance (ref DfEE 0116/2000). In this document, sex education is defined as 'learning about physical, moral and emotional development. It is about understanding the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health'. Sex education is part of the personal, social and health education curriculum in our school. While we use sex education to inform children about sexual issues, we do this with regard to matters of morality and individual responsibility, and in a way that allows children to ask and explore moral questions. We do not use sex education as a means of promoting any form of sexual orientation.
Parents have the right to withdraw their child from all or part of the sex education programme that we teach in our school. If a parent wishes their child to be withdrawn from sex education lessons, they should discuss this with the headteacher, and make it clear which aspects of the programme they do not wish their child to participate in. The school always complies with the wishes of parents in this regard.
Religious Education and Collective Worship
Our school curriculum for Religious Education meets the requirements of the 1988 Education Reform Act (ERA). The ERA stipulates that religious education is compulsory for all children, including those in the reception class who are less than five years old. The ERA allows parents to withdraw their child from religious education classes if they so wish, although this should only be done once the parents have given written notice to the school governors. The ERA also allows teachers to refuse to teach religious education, but only after they have given due notice of their intention to the school governors. The Religious Education curriculum forms an important part of our school's spiritual, moral and social teaching. It also promotes education for citizenship. The ERA states that the RE syllabus should reflect the fact that the religious traditions in Great Britain are in the main Christian, and that it should, at the same time, take account of the teachings and practices of other major religions.
In line with the 1988 Education Reform Act, which states that collective worship should be 'wholly or mainly of a broadly Christian character', we normally base our assemblies on the teachings of Christ and traditions of the Christian Church. However, we conduct our assemblies in a manner that is sensitive to the individual faith and beliefs of all members of the school.
We expect all children to attend assembly. However, any parent can request permission for their child to be excused from attending religious worship and the school will make alternative arrangements for the supervision of the child during the period concerned. Parents do not have to explain or give reasons for this. This complies with the 1944 Education Act and was restated in the 1988 Education Reform Act.
Sport at the school
The school encourages children to participate in sports. Sporting skills are developed during Physical Education activities while children can put these skills into practice in team and individual competitions entered by the school. Team sports offered by the school include netball, rugby and soccer while children can compete on an individual basis in sports such as cross-country running and swimming.
A list of sporting events the school have been successful in can be found at the end of the prospectus.
The school encourages children to participate in sports offered by clubs and associations in the village and the wider community. These include tennis, rugby, soccer, swimming, bowls, horse riding, as well as martial arts classes at various venues. The school hall is utilised for dance classes during the weekday evenings.
Information regarding the sporting activities available in the community can be obtained from the school.
The school also encourages children to participate in extra-curricular activities, especially those organised by Urdd Gobaith Cymru. Many sporting and cultural activities are organised by the Urdd and the school staff work hard to prepare children to perform/compete in these activities.
Children are given the opportunity in the last two years of school to attend residential courses at the Urdd Camp at Llangrannog (weekend) and Lady Stepney Education Centre, Pendine (Monday to Friday). There is a charge for both these activities.
Music plays an important part in the life of the school and, in addition to the normal music sessions, children have the opportunity to take lessons in brass instruments, guitar and violin from peripatetic teachers who visit the school weekly. There is no charge for these lessons. Parents are encouraged to purchase instruments for their children as the school have insufficient to satisfy demand. The school choir has several public commitments in the community during the year in addition to concerts organised within the school.
Charging and remissions policy
The school pursues numerous activities - educational visits, sporting and cultural activities etc.
Attendance and National (all Wales) comparative NC assessment result
Information on the above can to be found at the end of the Prospectus.
Information on the Curriculum
Parents may have access to the documents relating to the school's curriculum by consulting with the Headteacher. Documents can be made available for perusal in the school but if documents need to be taken off the premises a charge may be made to cover the cost of duplication.
The school prides itself in being open and honest in dealings with parents. Any problem' which cannot be remedied through discussion with the class teacher, must be discussed with the Headteacher. If any parent is unhappy after discussion with the Headteacher the complaint/problem should be discussed with the Chair of Governing Body.
The Governing Body has Parent Representatives voted into office by parents. If any parent does not feel confident in discussing any matter with members of staff they are welcome to approach these representatives. Their names can be found on the full list of Governing Body towards the end of the prospectus.
Certain activities are arranged by the school to enhance the children's education. Educational and residential visits, cultural visits, visiting theatres etc. are organised during the year. The school attempts to keep the cost of these activities as low as possible and requests the support of parents in financing the costs.
Complete list of Governors
Annual attendance (authorised and unauthorised absences).
The school's latest National Curriculum assessment results for Key Stage 1 and 2 the latest available all-Wales comparative National Curriculum assessment results as published by The National Assembly for Wales.
Sporting and other 'successes' at the school.
Winners of the Tre-gib 5-a-side Soccer Tournament
Winners of the Tre-gib Swimming Gala 2000
Winners of the Tre-gib Swimming Gala 2001
Winners of Year 3 & 4 Girls Dinefwr Cross-Country Shield
Winners of the Amman Valley Urdd Soccer 7s Competition 2003