LS010: Reintegration catch-up bridge

Implementation steps

1. Define phased timetable with review points.
2. Prioritise essential catch-up outcomes.
3. Assign key adults for check-in and check-out.
4. Set short first-success lesson targets.
5. Adjust pace based on review evidence.
6. Plan reintegration so attendance expectations and classroom demand are phased together, not separately.
7. Define how learning continuity and belonging will be maintained during absence or partial attendance.
8. Build peer and belonging considerations into reintegration planning so social re-entry does not derail attendance progress.
9. Specify a review cadence early (for example, first week, week two, week four) to prevent plan drift.

Classroom routines

• Start with an immediate achievable task.
• Use visible catch-up map.
• Protect first lessons from avoidable exposure.
• Run midpoint and end confidence checks.
• Coordinate language and expectations across adults.
• Scale demand gradually after stable success.
• Use a named key-adult check-in and check-out routine during reintegration phases.
• Explain what is staying the same and what is adapted at the start of return lessons.
• Keep catch-up work focused on essential learning and current participation, not volume.
• Use a protected first-success routine in return lessons before adding catch-up volume or social exposure.
• Use a short re-entry script that links attendance, learning target, and support route for that lesson.

Adaptation guidance

• Balance challenge with predictable early wins.
• Integrate attendance and curriculum support in one plan.
• Use low-stakes diagnostic checks for gap targeting.
• Adjust re-entry speed when distress indicators rise.
• Coordinate with pastoral and family communication.
• Reduce public exposure and social-performance demand in early return lessons while keeping curriculum purpose clear.
• Use staged reintegration speed with explicit review points when distress rises.
• Protect belonging by avoiding unnecessary separation from peers while maintaining a safe participation route.
• Use chunked access to support rather than continuous adult dependence when stability improves.

Staff language prompts

• Today we focus on these two achievable targets.
• You are not expected to catch up everything at once.
• This is your first step back and we build from here.
• We are rebuilding attendance and learning together, one secure step at a time.
• Your first success target today is clear and achievable; we review before increasing demand.

Impact checks

• Track attendance stability across phases.
• Monitor completion of priority catch-up targets.
• Review distress indicators during re-entry.
• Check sustained gains as demand increases.
• Track lesson attendance and in-lesson participation together, not as separate outcomes.
• Monitor whether key-adult check-ins improve staying-in-class rates during re-entry.
• Track whether peer-context planning reduces reintegration wobble after initial successful return days.