BlankProspectus 
Headteacher's foreword 
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. 
PTFA 
The Village 
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. 
School details 
Llandybie Community Primary School, 
Llandybie, 
Ammanford, 
Carmarthenshire, 
SA18 3JB 
01269 850243 
e-mail - admin.dybie@ysgolccc.org.uk 
Headteacher - Mr. D. Griffiths 
Chair of Governing Body - Rev. T. J. S. Thomas 
Location 
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. 

Session times 
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. 
Language Policy 
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. 
Admission arrangements 
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. 
SCHOOL CURRICULUM. 
Introduction 
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. 
Effective learning 
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- 
English 
Welsh 
Maths 
Science 
Design and Technology 
Physical Education 
Music 
Geography 
History 
Art 
Information 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. 
Equal opportunities 
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. 
Sex Education 
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. 
Complaints 
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. 
Charging Policy 
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. 
Supplementary Information 
Complete list of Governors 
Home-School Agreement. 
Term Dates. 
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 
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