St Mark and All Saints Inclusive School

June 23, 2026

---

St Mark and All Saints has developed a way of working since opening in 2019 which is rooted in inclusion from the ground up, rather than seeing inclusion as an initiative to be added on. Inclusion is not additional but is integral to the operation of the school.

St Mark and All Saints has an atmosphere of belonging which is seen and felt tangibly, not just in displays and policies but in everyday life. It is seen in how children move around the school, access support naturally and casually, and can talk about inclusion and their experiences. Children describe inclusion in simple terms – making sure no one is left out and noticing when someone needs help – showing how these values are well understood and lived. Pupils look out for one another, invite other to play, and know when to seek help.

Collective inclusion

Across all stakeholder groups, there is a shared understanding that inclusion is a collective responsibility. Staff described this as part of everyday practice rather than something directed, and this was reinforced through conversations with governors, who spoke of open dialogue and a balance of support and challenge.

There is a high quality of adult interactions across the school, with staff being calm, respectful and attuned to pupils. Behaviour is understood as a form of communication, and this is reflected in how adults respond to and handle situations. This consistency and sense of calmness contribute to a predictable, emotionally safe and low stimulus environment which support engagement, regulation and readiness to learn.

There is a well-developed understanding that progress takes different forms. There is a consistent emphasis on a broad definition of success, including attendance, engagement, confidence, emotional regulation and relationships alongside academic attainment. Teachers can respond flexibly to individual needs while maintaining expectations and ambitions.

Outdoor spaces are thoughtfully designed and actively used, providing a range of opportunities for movement, creativity, collaboration and quieter engagement. Within the school, adaptations are embedded seamlessly into everyday practice. Pupils were observed independently accessing sensory supports and engaging fully in lessons and assemblies. Spaces are an integral part of the school’s provision and are used to promote engagement and wellbeing. Visual prompts, structured routines and support enable all to participate. Support is normalised and inclusion is not at the cost of belonging.

Thrive profiles are used alongside other information to build a picture of individual need, enabling support to be proactive and responsive. In this way, behaviour is understood within a development context and progress in different areas is tracked over time, such as confidence, regulation and engagement.

Engaging families and communities

Staff at St Mark and All Saints place a strong emphasis on developing purposeful and trusting relationships with parents and carers. There is a strategic focus on effective communication with parents and an understanding that this is essential to children being able to access learning and feel secure at school. Parents and carers speak about the support they and their children receive from the school.

There is clear evidence that the school prioritises clarity when working with parents, particularly where additional support is being put in place. Staff described the importance of ensuring that parents understand both the provision and the rationale behind it, enabling them to feel confident in the support their child is receiving. The school also demonstrates an awareness that families may require different levels of support at different times.

The school’s links with the local and wider community are a significant strength and form an important part of its inclusive approach. A key feature of this work is the school’s deliberate positioning of itself as part of the local community, rather than separate from it. Leaders described the school as acting as a hub within an area where access to services has historically been limited. There is now a sense that the school is connected to and embedded within its local area. The school groups together services and support that might be difficult for families to access, and recognises barriers such as transport. Through work with the Surrey Community Link Worker and the Ockford Ridge Steering Group, the school has contributed to a coordinated response to local need, bringing together health, housing, youth and community services.

Through their links to the Church of England, pupils can access shared provision such as Youth Café, where children access activities, food and social opportunities in a fully inclusive setting. This all reflects a school with well-established and purposeful community links, supported by a clear understanding of how these partnerships contribute to inclusion and opportunity for children.

St Mark and All Saints C of E Primary School is a truly inclusive school and we are proud to present the Inclusive School Award.