Build in visible checkpoints (mini-deadlines + quick checks)
Aim (what it achieves)
Reduce drifting/off-task behaviour by making progress expectations frequent and visible.
When to use
Independent work; longer tasks; when attention fades after 5–10 minutes.
How to use (steps)
Teacher language (examples)
“By 5 minutes, everyone should be on Q3.” “Show me your first line.”
Top tips (makes it work)
Use timers sparingly; keep targets achievable; celebrate on-time starts.
Common pitfalls
Setting targets that are too hard; stopping the class too often.
SEND/PP considerations
Checkpoints support executive function; give SEND/PP clarity on ‘what good looks like’ and reduce overwhelm.
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
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Chatting during independent work
- Proactively Prevent Attention seeking / clowning / minor disruption
Related strategies
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Consistent lesson structure (predictable phases)
Reduce anxiety and friction by making the lesson flow predictable.
Make success visible (worked example + success criteria)
Reduce avoidance by showing what good looks like and how to start.
Vocabulary access for all (glossary / pre-teach)
Remove language barriers that cause disengagement and misbehaviour.
Build a ‘help protocol’ (how to get help without disruption)
Reduce calling out and work avoidance by teaching a predictable help routine.
Plan ‘first success’ (easy start ramp)
Reduce avoidance and disruption by making the first task step accessible.