Special Educational Needs & Disabilities (SEND)
Director of Inclusion (& Interim SENCO): Nicola Van Zyl
At St Mark’s Academy, we hold high expectations for every student and are committed to ensuring that those with Special Educational Needs and Disabilities (SEND) thrive in an inclusive, supportive environment. Research overwhelmingly confirms that students’ access to high-quality classroom instruction, often called Quality First Teaching (QFT), is the single most important factor in improving academic outcomes. This priority holds true for all students but is especially crucial for those with special educational needs and those from socio-economically disadvantaged backgrounds. Research by the EEF has clarified that while targeted, structured interventions delivered by trained TAs can be effective, they must supplement, not replace, high-quality teaching from the class teacher. Based on this research, St Mark’s Academy focuses on the following structure:
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Targeted in-class support – TAs focus on specific pupils or groups with identified needs, such as those with SEND, English as an Additional Language (EAL), or other barriers to learning.
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Withdrawal interventions – A TA withdraws specific pupils from class, either individually or in small groups, to deliver targeted, evidence-based interventions. Teaching assistants provide specialized support for specific learning gaps, such as in literacy or numeracy. Interventions are most effective when structured, monitored, and clearly linked to the classroom curriculum.
Inclusive Curriculum & Provision
We understand that some students need additional support to access mainstream opportunities. To help every child reach their potential, we offer:
- ELSA (Emotional Literacy Support)
- Mentoring & Counselling
- Psychotherapy
- Numeracy & Literacy Support
- Speech and Language Therapy
- Lego Therapy
- Gardening Project
Categories of SEND
SEND is identified under four broad areas:
| Area of Need | Description | Examples |
|---|---|---|
| Communication & Interaction | Difficulties with speech, language and social interaction. |
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| Cognition & Learning | Challenges with acquiring and retaining knowledge. |
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| Social, Emotional & Mental Health (SEMH) | Emotional regulation and behaviour challenges. |
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| Sensory and/or Physical Needs | Physical or sensory impairments affecting access to learning |
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The Graduated Response: Assess–Plan–Do–Review
We follow the SEND Code of Practice to ensure effective support:
- Assess – Teachers and the SENCO analyse a pupil’s needs.
- Plan – Parents are involved in planning strategies and support.
- Do – Support is implemented with a review date set.
- Review – Effectiveness is evaluated and next steps agreed.
Working Together
If you have concerns about your child’s learning, progress, or wellbeing, please complete our SEND information form. This form helps us gather essential information so we can respond appropriately and ensure your child receives the support they need.
The SEND department meets fortnightly to review all referrals. Your child will be discussed at the next scheduled meeting following your submission. You will receive an outcome and decision within five working days of that meeting. Please note that the SEND team also reviews referrals between meetings and may contact you sooner if we feel it is necessary
Important: This form is not intended for sharing safeguarding concerns. If you are worried about the safety or wellbeing of a child, please contact the Designated Safeguarding Lead. Their contact details can be found on the school website.
Note: For safeguarding concerns, contact the Designated Safeguarding Lead via the school website.