After-sanction learning repair (catch-up the missed learning)
Aim (what it achieves)
Reduce future disruption by repairing the learning gap that often drives avoidance and acting-out.
When to use
After removal/buddy room/detention where learning was missed; when pupils return behind and feel ‘lost’.
How to use (steps)
Teacher language (examples)
“Here’s what you missed in two minutes. Then you’ll do this first question and rejoin the rest.”
Top tips (makes it work)
Keep it minimal; don’t punish with extra hours; make it routine and non-shaming.
Common pitfalls
Leaving the pupil lost; using catch-up as a lecture; making it optional so it never happens.
SEND/PP considerations
Particularly protective for SEND/PP: removes the ‘I’m behind so I’ll disrupt’ cycle. Make catch-up available for anyone who was absent.
Tags
Sources
- UDL/EEF principle: reduce barriers to engagement (general)
Used in
Behaviour Matrix
- Repair & Rebuild Work avoidance / blank page / ‘I can’t’
Related strategies
Collaborative problem solving (Plan B meeting)
Solve recurring problems by identifying triggers and lagging skills.
Home–school communication (partnership framing)
Reduce repeat issues by aligning adults and avoiding blame narratives.
Post-incident learning plan (one target for next lesson)
Turn incidents into a practical improvement plan rather than a grudge.
Brief reflection prompts (forward-looking)
Help pupils learn from incidents without shame.
Success-first restart (rebuild competence before demand)
Reduce avoidance and defiance by giving an immediate, achievable success that re-engages the student with learning.
Trigger mapping (simple ABC debrief)
Identify patterns so you can prevent repeats (antecedent → behaviour → consequence) without blaming the pupil.