SEND Information: Special Needs Offer

From September 2014, all schools are required to publish information about how they support children with Special Educational Needs and Disabilities (SEND). This is known as the SEND Information Report and links closely to the Local Offer.

The Local Offer helps parents and carers understand what support and services are available for children and young people with SEND, and how schools, the local authority, and other agencies work together to support both the child and their family.

Below you can find information about our SEND provision at St. Mark’s Catholic Primary School:

SEND Information Report – 2024/25
SEND Information Presentation to Parents – 2025/26
Accessibility Audit – 2025
Whole School Provision Map
Useful Web Links for Parents

Who to Contact

If you have any concerns about your child’s development or learning, please speak to your child’s class teacher in the first instance.

Our Special Educational Needs and Disabilities Coordinator (SENDCo) is Mrs Dykes. Contact details:

Telephone: 0121 357 9892
Email: s.dykes@stmarkrc.bham.sch.uk

The link governor for SEND is Dr Oke Bukola Awoyemi.

Mrs Dykes, SENDCO

Birmingham’s Local Offer

The Birmingham Local Offer provides information about the wide range of services available to support children and young people aged 0–25 with SEND. This includes support for:

Education
Physical and mental health
Social care
Leisure activities
Preparing for independence and adulthood

Birmingham’s Local Offer Website

Inclusive School

St Mark’s Catholic Primary School is an inclusive school. We believe in supporting children within mainstream education wherever possible, enabling all pupils to achieve their full potential, whatever their individual needs.

Mrs Dykes, our SENDCo, identifies and monitors children on the Special Educational Needs Register to ensure their needs are fully met. She works closely with class teachers and relevant external agencies to plan appropriate support. Parents and carers are kept fully informed about their child’s progress, and regular review meetings are held throughout the year.

Children with SEND are primarily supported within the classroom by their year group team. Staff are aware of each child’s individual needs and, with guidance from the SENDCo, use a Provision Map to outline the support and strategies in place. Progress is carefully monitored, and additional interventions are provided where needed.

The Rainbow Room – Our Sensory Support Space

The Rainbow Room is a dedicated sensory space designed to support the wellbeing and development of our pupils. It provides a calm, safe, and welcoming environment where children can access sensory support tailored to their individual needs.

Sensory rooms offer a range of benefits for children, particularly those who may experience sensory overload, anxiety, or difficulties with emotional regulation. The Rainbow Room allows pupils to relax, refocus, and regain a sense of calm, helping them to better engage with learning when they return to the classroom.

Within the space, carefully selected sensory resources support self-regulation, emotional awareness, and positive behaviour. The room can be used to stimulate the senses or, when needed, to reduce sensory input, helping children feel secure and understood. This flexible approach supports children in managing their emotions, building confidence, and developing coping strategies.

The Rainbow Room plays an important role in promoting inclusion and wellbeing across our school. By providing a supportive sensory environment, we help ensure that every child has the opportunity to thrive socially, emotionally, and academically.

The Starlight Room – Our Nurture Space

The Starlight Room is a dedicated nurture space designed to support the emotional wellbeing of our pupils. It provides a calm, safe, and welcoming environment where children can receive nurture support and feel listened to, valued, and understood.

Nurture provision plays a vital role in helping children develop emotional resilience, positive relationships, and self-confidence. The Starlight Room supports pupils who may need extra help with managing emotions, building social skills, or navigating worries that may affect their learning and wellbeing. By offering a consistent and supportive space, we help children feel secure and ready to engage positively in school life.

As part of our nurture provision, we run weekly Nurture and Natter sessions led by a Teaching Assistant. These sessions provide children with the opportunity to talk openly, share concerns, and explore their feelings in a supportive and structured way. Through discussion, activities, and trusted adult support, children are encouraged to develop communication skills, emotional awareness, and effective coping strategies.

The Starlight Room reflects our commitment to inclusion, wellbeing, and the holistic development of every child. By nurturing emotional health alongside academic learning, we help our pupils build strong foundations for success both in school and beyond.

Speech and Language Therapist

We are proud to employ our own Speech and Language Therapist through West Midlands Speech and Language Therapy, enabling us to provide targeted and high-quality support for our pupils. Pictured here is one of our therapists preparing a LEGO® Therapy group within school.

LEGO® Therapy is a well-established, evidence-based intervention that supports the development and reinforcement of play and social communication skills. Through structured and collaborative activities, children are supported to develop:

Verbal and non-verbal communication
Joint attention
Task focus and listening skills
Sharing and turn-taking
Collaborative problem-solving

Our Speech and Language Therapist is currently working with pupils who require specific speech and language intervention through this programme. In addition, our teaching assistants are being trained alongside the therapist to ensure the intervention can be delivered consistently and effectively across the school.

This approach reflects our commitment to early intervention, inclusion, and building the communication skills children need to thrive both in school and beyond.