How two pupils’ journeys from specialist to mainstream are strengthening inclusion at Mountjoy School

At Mountjoy Special School in Dorset, inclusion isn’t just an aspiration, it’s something lived and breathed every day.

For two pupils, Timothy and Ivan, that commitment has meant moving from a specialist setting into mainstream schools with confidence, clarity and the right support in place. Their journeys show how Valuing SEND (VSEND), IMPOWER’s approach to understanding and meeting children’s needs, is helping schools to move inclusion from in-principle ambition to in-practice delivery.

Headteacher Gillian and her team have been using Valuing SEND to reflect on provision, plan transitions and celebrate every learner’s progress. For Gillian, it’s become a simple but powerful framework – one that helps her staff see the whole child and build stronger links between special and mainstream schools.

“Valuing SEND gives us a language and a structure to talk about inclusion meaningfully,” says Gillian. “It helps us see every child’s profile in a clear, visual way and identify where support is working, and where we can do more.”

A vision for inclusion

Mountjoy’s vision is rooted in a belief that inclusion benefits everyone.

“It’s not about being benevolent or feeling sorry for children with additional needs,” says Gillian. “It’s about recognising that they are valued members of our community, with an equal part to play in the world.”

Having worked in mainstream education for many years, Gillian knows how powerful inclusive practice can be for all pupils – but she also recognises that it isn’t always easy. Gillian also emphasises that being part of a school community with a diverse range of needs benefits everyone – pupils and adults alike – by strengthening empathy, understanding and shared learning.

“With the right adaptations, mainstream schools can absolutely be inclusive,” she adds. “They just need the right support and the confidence to make it work.”

How Valuing SEND helps

At Mountjoy, Valuing SEND is starting to become a helpful part of day-to-day practice. Its visual profiles make it easier for staff, families and professionals to develop a shared view of each child’s strengths and needs.

“It’s so intuitive,” says Gillian. “You can quickly see where things are going well and where there might be a gap. It’s not an audit or a tick-box exercise – it’s a conversation starter.”

Mountjoy and other schools use Valuing SEND to support:

• Early identification – helping ensure children’s needs and support requirements are identified as early as possible.
• Local community inclusion – demonstrating that, wherever possible, children are educated within their local community, learning alongside mainstream peers with outreach support where needed.
• Fair and equitable provision – enabling schools to understand where they are meeting needs, identify strengths, and highlight areas for improvement.
• Needs-led planning – providing evidence for schools and local areas on how prepared they are to meet SEND needs, and supporting the celebration of best practice.
• Partnership working – offering a single, shared understanding of readiness and need that allows all partners to communicate consistently and build stronger relationships with schools, families, and local services.

“We wouldn’t have moved our pupils into mainstream without Valuing SEND,” Gillian reflects. “It gave us the confidence and clarity to know they were ready, and to communicate their needs effectively to the receiving school.”

Transitions that build confidence

Two pupils, Timothy and Ivan, have recently made the move from Mountjoy to mainstream schools – each taking their own path, but both supported through the same values-led approach.

For Timothy, a bright and articulate Year 4 pupil who particularly excels in English and maths, the Valuing SEND radar helped his teachers and family see that his needs could be met in a mainstream setting, particularly one that valued cognition, learning and emotional wellbeing. When his progress was reviewed, it was clear he was ready to take the next step.

The VSEND process gave both his parents and the professionals around him the confidence to explore the move, and Timothy himself played an active role by creating a video to introduce himself to staff at his new school. His transition began with several trial days. Although he found it a little overwhelming at first, he quickly settled and was excited to recognise some familiar faces. He’s already made friends and loves being able to walk to school – something that’s made a big difference for his family. Timothy is now looking forward to starting full time in September 2025.

For Ivan, also in Year 4, the process was similarly empowering. Bright, confident and full of curiosity, Ivan had thrived in his specialist school but his parents had begun to wonder whether mainstream might be a better long-term fit. The VSEND radar helped everyone involved to better understand his profile and see how a mainstream setting with strong communication and emotional support could meet his needs.

Like Timothy, Ivan created a short video to share what he enjoys and what matters most to him – a small act that built huge confidence for everyone involved. After a series of successful trial days at his local school, Ivan is now looking forward to joining full time next September, comforted by the fact that his younger sibling will also be there.

“It’s about recognising that inclusion looks different for every child,” says Gillian. “Sometimes it’s immediate, sometimes it takes time. The important thing is that they feel understood and supported.”

Together, their stories demonstrate what can happen when schools, families and professionals work collaboratively – and when inclusion is driven by understanding rather than assumption.

Changing the conversation about inclusion

Beyond individual transitions, Gillian believes Valuing SEND is helping to change how schools think and talk about inclusion.

“The hardest part of inclusion isn’t policy, it’s mindset,” she explains. “Valuing SEND helps leaders and teachers think differently. It makes inclusion visible, positive and practical.”

She’s also seen how the approach can help mainstream schools reflect on their own practice:

“It’s brilliant for self-evaluation. You can look across multiple pupils, see patterns and identify where your setting might need to strengthen support. It’s so straightforward – it’s something every school could use.”

Advice for other schools and leaders

Gillian’s advice is to start with curiosity and honesty.

“Look at your culture and how you celebrate diversity,” she says. “Inclusion isn’t about ticking boxes; it’s about making every child feel wanted and valued. Valuing SEND gives you a way to see that clearly – and to act on it.”

She encourages other school leaders to make Valuing SEND part of their ongoing improvement work:

“It’s quick to learn, simple to apply and effective for staff at every level. It’s not about more paperwork, it’s about creating understanding.”

Looking ahead

As education reforms continue to put inclusion in the spotlight, Mountjoy’s experience shows how Valuing SEND can help schools approach change with confidence.

“We’re proud of the children who’ve moved on,” says Gillian. “We miss them, of course, but seeing them thrive in mainstream is the best outcome. Valuing SEND gave us the clarity to make those decisions and the reassurance that it was the right time.”

For Gillian, inclusion isn’t an initiative – it’s the essence of education itself.

“The children teach us every day,” she smiles. “They remind us that inclusion isn’t an add-on – it’s who we are.”

About Valuing SEND

Valuing SEND (VSEND) is IMPOWER’s practical tool and approach designed to help schools and local areas better understand and meet the needs of children and young people with SEND. It supports schools and local areas to set their ambition for inclusion, and IMPOWER can work alongside you to help deliver it.

If you would like to discuss how VSEND could support your organisation, please get in touch.