Teach ‘re-entry’ routine after absence or removal (fresh start protocol)
Aim (what it achieves)
Reduce repeat incidents by giving pupils a clear, dignified route back into learning.
When to use
After absence; after buddy room; after sanction; start of next lesson.
How to use (steps)
Teacher language (examples)
“Good to have you back. Start with question 1.”
Top tips (makes it work)
Keep it calm; focus on next step; separate behaviour conversation from learning re-entry.
Common pitfalls
Starting with a lecture; public referencing of the incident; sarcasm.
SEND/PP considerations
Crucial for SEND/PP to avoid shame spirals; promotes belonging and compliance.
Tags
Sources
Used in
Ordinarily Available Practice
Related strategies
Use proactive relationship ‘micro-moments’ (brief, genuine connection)
Increase cooperation and reduce perceived hostility by banking trust outside conflict moments.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
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.