Equality Objectives

The Xavier Catholic Education Trust’s commitment to equality in everything that we do.

Xavier Trust is committed to equality in both employment and education provision. We recognise the diverse nature of our locations and services, and aim to ensure that students, parents, governors, employees, contractors, partners, directors, clients and those who may potentially join the Xavier community, are treated fairly, and with dignity and respect. Salesian School’s Equality Objectives should be read in conjunction with the Xavier Catholic Education Trust’s Equality Policy which can be found on the website: Xavier Catholic Education Trust – Striving for excellence (xaviercet.org.uk).  

Should you have a concern about any element of equality, inclusion or diversity (EID) across the Xavier Trust or need to report an incident please contact DIFT@xaviercet.org.uk.

Objective  Measurable actions   Review date   Staff responsible for delivery  
To increase staff’s understanding of equality and its implications on a day-to-day basis, and in this way to reduce or remove inequalities in attainment throughout the school, particularly inequalities relating to the protected characteristics listed in the Equality Act. 

 
  1. Allocation of pastoral and curriculum time to consider staff barriers to student attainment – particular consideration given to those with protected characteristics. 
  2. Ensure student voice panel and student leadership groups include a range of students including those with protected characteristics to ensure there is broad student representation to help gather student feedback on equality. 
  3. Increased use of role models in schools from diverse backgrounds particularly with careers and PSHE speakers. 
  4. To continue to monitor assessment and other data at regular intervals to ensure that children with protected characteristics are not falling behind.   
 June 2027
  1. CME/BMN 
  2. KCT/CME
  3. RMS /JHN
  4. CME/OBS 
To reduce prejudice and increase understanding of equality through direct teaching across the curriculum. 

 
  1. Ensure PSHE schemes of work include a range of examples and avoid gender stereotypes particularly when looking at family units, relationships, sexual abuse and harassment.  
  2. To reduce the incidences of the use of discriminative language including but not limited to homophobic, misogynistic and ableist language by pupils in school with increased time allocated to education around such topics. Trends to be analysed and shared with school leadership team and governors. 
 Sep 2027
  1. JHN
  2. ADE
To increase the role of the student voice panel in discussions around equality, inclusion and diversity. 
  1. Ensure student voice panel and student leadership groups include a range of students including those with protected characteristics to ensure there is broad student representation to help gather student feedback on equality. 
  2. Dedicate time in student voice meetings to consider from a student perspective prejudice that are most common in and around the school community. 
  3. Dedicate time for student voice/leadership teams to educate the wider student population on protected characteristics.
 Sep 2027
  1. KCT/CME
  2. KCT/CME
  3. KCT/CME
To increase the attendance of disadvantaged children to bring figures in line with attendance for non-disadvantaged children. 
  1. Continue to analyse attendance so that figures for disadvantaged students are in line with non-disadvantaged students. 
  2. Allocate staff time to understanding on a personal level reason for lack of attendance particularly amongst disadvantaged students. 
  3. Ensure rigorous attendance policy is used to challenge persistence absence. 
 Sep 2027 
  1. BMN/CME 
  2. BMN 
  3. BMN/TWT

To reduce the number of children with SEND receiving fixed term exclusions. 

 
  1. Review SEN provision for students whose behaviour puts them at greatest risk of exclusion to be reviewed termly with LT line manager. 
  2. Increased monitoring of patterns of behaviour of students with greatest need to allow for earlier intervention. 
  3. Audit of training for TA’s and teaching staff to identify gaps in knowledge/ provision. 

 

 Sep 2027
  1. KHS
  2. BMN
  3. KHS
To narrow the gap in attainment between those students with protected characteristics.
  1. Increase access to Teams homework support for all groups. 
  2. Continued planning around Year 9 Option selection to ensure a broad and rich curriculum for all.
  3. Introduce mentoring programme for students with protected characteristics particularly those from ethnic minority backgrounds to support them with applications for university courses or jobs with a view to increase aspirations beyond school. 
  4. Increased education amongst staff about building student resilience to help improve attainment of all students. 
  5. Continued analysis of difference in progress made by girls and boys across key stages to allow for earlier intervention to reduce variation between the genders.
  1. Sep 2027 
  2. July 2027
  3. July 2027 
  4. Sep 2027
  5. Sep 2027
  1. MRS 
  2. BMN/OBS 
  3. LPM/SER
  4. PFK/ SBY 
  5. OBS