We are a one form of entry school in the heart of Mitcham town centre, serving a richly diverse population, where every child is recognised, nurtured and celebrated in a caring yet aspirational culture. The school has high levels of Special Educational needs (41%), EAL (73%) and deprivation (44% pupil premium). Many of our children live in challenging circumstances but we are determined to remove the barriers that these circumstances might bring. Our academic outcomes at the end of Year 6 are consistently above national.
At our school, we believe that a child’s primary school career must be more than simply academic excellence alone, it must nurture and develop the whole child: resilience, empathy, self-confidence and a passion to learn. The school’s founding vision is built on a strong and sustained commitment to developing a truly trauma-responsive environment, with relational approaches woven throughout all policies, provisions, and daily practices. To achieve this vision, St Mark’s has invested significantly in high-quality professional development. All staff have undertaken comprehensive training in trauma and attachment, resulting in a consistent, whole-school relational approach that underpins everyday practice.
The impact of this approach is evident across a range of outcomes. Pupils benefit from improved attainment, attendance, and behaviour, alongside a marked reduction in suspensions and repeated incidents. The school’s relational ethos has contributed to a calm, inclusive and supportive climate where pupils feel safe, valued and able to learn. Pupils demonstrate increased engagement in learning, improved emotional regulation, and stronger peer relationships.
Staff confidence and consistency in supporting pupils with effective regulation have also improved significantly, with a shared understanding of trauma-informed practice embedded across the school. This has led to enhanced staff–pupil relationships and improved overall staff morale.
In addition, the school has strengthened early intervention and reduced the need for more intensive external support, while maintaining highly effective partnerships with external agencies. These combined factors demonstrate a sustained and coherent whole-school approach that is having a clear and positive impact on both pupil wellbeing and outcomes.
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