Our Vision

At St Francis Xavier’s College we embrace diversity and the need for an Inclusive approach to learning. We understand that we are all teachers of SEND and that good teaching for SEND is good teaching for all. This is why our 10 Xaverian Principles of Teaching are evidence based and underpinned by research.

In our school, pupils will be provided with quality first teaching adapted to meet the needs of all learners. It is our vision to be truly inclusive and ensure that students feel safe, welcomed and confident in their learning environment.

At St Francis Xavier’s College we foster a setting where:

1. Students are happy and secure. 

2. Students learn in an Inclusive environment.  

3. Students achieve and reach their potential.

4. Students have equity of access to a broad, balanced and relevant curriculum. 

5. Students demonstrate personal development and a growth mindset.

6. Students experience activities leading to greater independence. 

7. Students make effective independent decisions. 

8.  We are child centred and students are actively involved in their learning journey and informed of their progress.

9. Staff build strong and supportive relationships with students.

10. Reasonable adjustments are made for students in order to meet their needs.


At St Francis Xavier’s College our intention for Special Educational Needs and/or Disabilities (SEND) follows the Graduated Approach of Assess, Plan, Do, Review, ensures that quality first teaching is inclusive and promotes consistently high expectation of students, regardless of SEND. We believe that it is vital that our pupils are equipped with the tools and strategies needed to have equity of curriculum access and become independent learners at school. At St Francis Xavier’s College we:

  • Pride ourselves on early identification of SEND.
  • Ensure that all students have equitable access to a broad, balanced and inclusive curriculum.
  • Provide a learning environment which meets the diverse needs of all pupils.
  • Encourage independence and a growth mindset.
  • Provide relevant training for all staff members supporting students with SEND.
  • Regularly monitor the progress of students with SEND, using a child-centred approach.
  • Work in partnership with students and parents/carers.
  • Work closely with external agencies and other professionals to extend our provision for students with SEND. 


At St Francis Xavier’s, every teacher is a teacher of SEND and good teaching for SEND, is good teaching for all. As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents/carers and most importantly, the student. 

At St Francis Xavier’s, students with SEND will: 

  • Have equitable access to an inclusive, broad and balanced curriculum.
  • Receive quality first teaching, that is planned effectively and purposefully scaffolded to meet their needs. 
  • Receive ‘additional to or different from’; this may include 1:1 or small group intervention.
  • Contribute to a student centred pupil profile that details their area/s of need and strategies to support them.
  • Feel safe, valued and welcomed in their learning environment.

At St Francis Xavier’s, some students with SEND will: 

  • Have 1:1 support in whole class settings.
  • Have targeted 1:1 or small group interventions to support their learning both academically and emotionally.
  • Have Access Arrangements for exams e.g. extra time, reader, scribe.
  • Have additional internal support from a Pastoral Support Officer, School Counsellor or a Learning Mentor.
  • Work alongside external agencies such as an Educational Psychologist, Speech and Language Therapist, Occupational Therapist or YPAS.


As a result: 

  • Students at St Francis Xavier’s feel valued, safe and respected. 
  • Students access an inclusive, broad and balanced curriculum that is age related.
  • Students demonstrate high levels of engagement in activities, improving their knowledge and developing their speaking, listening and social skills. 
  • Students with SEND make good progress from their starting points through reasonable adjustments made.
  • On leaving, students with SEND have a bank of strategies that will support them upon transition to their next destination.