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If you identify a learning difficulty and/or disability during enrolment, we’ll contact you ahead of your course starting to discuss requirements for support or additional tutoring. If applicable, we’ll also work with you as a Xaverian student to apply for exam concessions such as extra time, readers or scribes.
The College welcomes applications from students with learning difficulties and disabilities. Reasonable adjustments are made according to student need and in line with the Equality Act 2010. Additional support for high needs students are made in consultation with the relevant
ENRICHMENT XTRAS. Xaverian Xtras supports your learning at the College to ensure you have the opportunity to learn a new skill, meet new friends or simply have fun! We also offer Study Xtras which can help you improve your knowledge within your A Level or Applied subjects.
- Outstanding
- What is it like to be a learner with this provider?
- Contribution to meeting skills needs
- What does the provider do well and what does it need to do better?
- Safeguarding
- Information about this inspection
The quality of education Behaviour and attitudes Personal development Leadership and management Education programmes for young people Provision for learners with high needs Overall effectiveness at previous inspection
Students enjoy their time at Xaverian College. They would recommend the college to siblings, friends and peers. Students feel welcome and well supported. They appreciate the work of their teachers in helping them to achieve their potential. Students are proud to be Xaverians. Students have an overwhelmingly positive attitude to their learning. They...
The college makes a reasonable contribution to meeting skills needs. Leaders work effectively with local school and college partners to identify the current and future skills priorities for the city of Manchester and the GM region. They have established a close working partnership with local Catholic colleges and feeder schools as part of the Manch...
Leaders plan a highly ambitious curriculum that develops students and prepares them for aspirational destinations. They work closely with other GM providers to provide a Manchester-wide curriculum offer that meets the needs of their diverse and growing post-16 community of students. Leaders, managers and teachers provide a consistently high-quality...
The arrangements for safeguarding are effective. Leaders promote a culture of safeguarding as being everyone’s responsibility. They ensure that the safeguarding team members have the experience and training to carry out their roles effectively. Leaders have worked extensively with staff to ensure that staff know how to spot signs and report concern...
The inspection team was assisted by the assistant principal, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the...
Apr 10, 2017 · This small-scale qualitative study within a UK university led to the identification of five main themes. Participants expressed concern that there were students who chose not to disclose a range of disabilities resulting in inadequate levels of support.
- Lynne Kendall
- 2017
Nov 15, 2023 · This UK Q-Methodology study combining quantitative and qualitative techniques explores lecturers’ attitudes toward disability and inclusion of disabled higher education students. Disabled students are among those likelier to withdraw from university and have lower degree outcomes.
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May 4, 2022 · Students with disability have poorer post-school and independent living outcomes as compared to those without disability. For instance, only 53% of working-age individuals with disability are employed compared to 84% of those without disability (ABS 2019).
