Make success visible (worked example + success criteria)
Aim (what it achieves)
Reduce avoidance by showing what good looks like and how to start.
When to use
Before independent work; when work avoidance is common; with complex tasks.
How to use (steps)
Teacher language (examples)
“Your first line should look like this…” “By minute 5 you should have Q1–2 done.”
Top tips (makes it work)
Keep models short; use one clear example; check early work quickly.
Common pitfalls
Overloading with too many criteria; modelling too long; not checking early.
SEND/PP considerations
Supports dyslexia, ADHD, low confidence. Reduces shame by clarifying how to begin.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- Reduces cognitive load and supports completion.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: Yes
Tags
Vulnerability
May be especially relevant for:
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Chatting during independent work
- Proactively Prevent Off-task / fiddling / low-level distraction
- Proactively Prevent Work avoidance / blank page / 'I can't'
Related strategies
Vocabulary access for all (glossary / pre-teach)
Remove language barriers that cause disengagement and misbehaviour.
Plan ‘first success’ (easy start ramp)
Reduce avoidance and disruption by making the first task step accessible.
Provide universal task scaffolds (checklists / step cards for everyone)
Lower cognitive load so ‘I don’t know’ doesn’t become avoidance or disruption.
Plan ‘checks for understanding’ to prevent frustration-driven disruption
Catch confusion early so students don’t act out to escape difficult work.
Confidence ladder: Team–Pair–Solo
Reduces work avoidance and disruption by building structured support that fades to independence.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.