Part of our commitment to our trainees is ensuring that at every step of the way, from interview to completion of the course, we meet the individual needs of our trainees. This can, but is not limited to, the following adjustments.

PART-TIME (FLEXI ROUTES) 

All programmes can be adapted to be completed on a part-time basis (minimum of 3 days). Although we can be flexible to meet the needs of individual involved, it should be noted that the training day is non-negotiable and there are a number of other compulsory training days throughout the year that flexi-trainees must attend. All our flexi-routes lead to QTS (and PGCE, if desired). 

Nicole's journey as a part-time primary apprentice with Xavier Teach SouthEast

After raising my children on my own, I decided it was time to start a new career. I began with a Level 2 Teaching and Learning Support qualification while working two days a week in an SEN school. I then progressed to Level 3 as an apprentice within the same school. By this point, I was working full time and had become a Senior Teaching Assistant.

Tired of constantly struggling financially, I made the decision to pursue teaching. I knew I needed a degree, so I found an online university that specialised in Special Education. I completed my degree full time alongside my job, which required a great deal of discipline and strong support from my family.

I was fortunate to discover Xavier Teach SouthEast, who worked closely with my school to offer training options that suited both my needs and the school’s. I became a part‑time apprentice primary trainee teacher, fully supported by Xavier both emotionally and financially. I have also formed lifelong friendships through the programme.

I am on track to achieve my goal of qualifying before I turn 51, and I genuinely cannot wait."

SEND PATHWAY 

For those already working within an SEND school or who have a particular passion for working with young people in this setting we offer a route to QTS with a specialist setting enhancement. Trainees on this route follow the same training structure as all our other trainees and will qualify in 1 year. 

Alice: Why I chose the SEND route

I chose the SEND pathway as I am very passionate about supporting pupils with SEND and wanted to learn more about different needs and disabilities and how I can make a positive difference.

My experience following the SEND pathway has been amazing; every day is different and offers new opportunities to learn and try new things within a lovely community.

I have truly loved getting to know every pupil in my class and their unique needs, using my creativity to adapt lessons and activities to support each child to reach their full potential, whatever that may look like. There is so much joy to be found within SEND settings; every milestone is incredible, and being a part of that journey is such a rewarding experience."

PLACEMENTS

We understand that finding the right placement school is fundamental to a trainee feeling settled and progressing through the course. Where there are existing relationships between a candidate and a school, and a desire on both sides to continue to work together, we try to honour this within our placement choices. We pride ourselves on knowing our schools and departments/key stages within them, as well as identifying the needs of incoming teachers. Placements are discussed at interview so that each candidate’s thoughts can be fully considered.

EQUAL OPPORTUNITIES 

As a training provider we are commitment to providing equal opportunities for all that wish to enter a career in teaching. We seek to provide placements and inclusive training environments for all. We will take the time to understand your needs at interview so that you will be able to access our provision to its fullest. 

DIVERSITY, EQUITY AND INCLUSION

Inclusion is a key feature and strength of our programme; we celebrate diversity and believe it is important for students in every school to have access to teachers and leaders from all backgrounds. We launched our first Diversity, Equity and Inclusion trainee group in 2022 to ensure the continual development of Xavier Teach SouthEast's provision for and training on DEI.

 

XAVIER TEACH SOUTHEAST'S TRAINEE TESTIMONIES

“From recruitment through to being on the training course, I’ve felt that mental wellbeing is a clear priority for everyone running the programme. This was evident even at the interview stage. Small, thoughtful touches such as a calming tea bag and a KitKat afterwards helped put me at ease and showed this was genuinely valued. Ongoing regular check-ins and the understanding, attentive support from my hub lead have made me feel consistently supported throughout.”                                   

Holly - primary trainee 

"Part-time was right for me because, as a parent, I wanted to make sure that I was not overloaded whilst juggling teaching, studying and being available for my children! The part-time route takes a little longer, but was definitely worth it for the flexibility and balance that I had during the course.”                     

Carminey - part-time pathway trainee

As a non-native English speaker, I felt well-supported from recruitment through to the training course. I had a clear support plan in place and regular pastoral meetings, which made a real difference. The team was understanding and supportive, and this helped me feel more confident and included throughout the process.

Non-native English speaker trainee

"Right from recruitment to training with XTSE, I have felt consistently supported, both professionally and personally. Communication has been clear and responsive, with a strong emphasis on inclusion and diversity. Xavier's proactive approach - regularly checking in through pastoral meetings, anticipating needs, and offering timely guidance - has made a significant difference to my experience. I feel confident and have a strong sense of belonging, which is already shaping me into a more reflective, resilient, and effective practitioner. I feel well-prepared to create inclusive classrooms, build positive relationships with pupils, and deliver high-quality teaching grounded in care, equity, and high expectations."

Dr Michael Darko - trainee