C3. Establish Routines toolkit
Toolkit
Establishing routines is not about chance; it is about design, modelling, and relentless reinforcement. Leaders create consistency and excellence by codifying what matters most into clear systems, then rolling them out with precision. Routines underpin every part of school life. At the whole-school level, these might include morning arrival, dismissal, corridor conduct, or lunchtime transitions. In classrooms, they include the first five minutes of learning, the last five minutes, entry and exit routines, equipment distribution, group work expectations, and homework hand-in. Without deliberate design, these routines drift or vary; with deliberate design, they create the conditions for calm, focused learning and a culture where high standards become second nature. This toolkit provides a step-by-step process for planning, scripting, and embedding routines until they become automatic and part of the school’s fabric.
| Scenario Outline |
| Identify the specific system or routine you want to establish. Is it a whole-school procedure like arrival, or a classroom procedure like the first five minutes? Define the scenario clearly so that the purpose and scope of the routine are unambiguous. |
| Confront the Brutal Facts |
| Be honest about the current reality. Where are routines breaking down? Where do inconsistencies cause drift in standards, behaviour, or learning? Confronting these facts provides the starting point for building stronger systems. |
| Values and Non-Negotiables |
| Anchor the routine in the school’s values. Which behaviours and expectations must be seen consistently to embody your culture? Make these explicit so that the routine reflects what matters most in your community. |
| Script the Routine |
| Write the steps as precise, observable actions; these should be micro-moves that anyone could follow. Avoid vague instructions like “enter calmly”; instead, break it down into clear, rehearsable actions. This script is the foundation for consistency. |
| Gap Analysis |
| Compare the scripted routine with current practice. What do staff and students already do well, and where are the gaps? This highlights the adjustments needed and helps to frame training. |
| Pilot and Refine |
| Trial the routine in one area or with one team before wider rollout. Gather feedback, spot friction points, and adjust the script. A pilot helps avoid embedding avoidable mistakes across the whole school. |
| See it: Hook and Frame |
| When introducing the routine to staff or students, begin with a short, compelling explanation of why it matters. Then frame what they should look for in the model. This creates buy-in and sharpens focus. |
| See it: Model and Debrief |
| Model and DebriefDemonstrate the routine exactly as you want it performed, exaggerating the key elements. Afterwards, debrief with the group: what did they notice, and what made it effective? Clarity comes from modelling and discussion together. |
| Name It |
| Give the routine a simple, memorable name. Shared language helps staff and students remember and reproduce it consistently. |
| Embed and Monitor |
| Check fidelity in real use: are staff and students performing the routine as scripted? Note drift quickly and re-teach if needed. Sustained monitoring ensures the routine becomes automatic over time. |
| Reflection / Next Steps |
| Have I identified the specific scenario this routine addresses? Does this routine clearly reflect our values and non-negotiables? Is the script precise enough for anyone to follow? Did my rollout include modelling, naming, and practice? Am I re-teaching and monitoring often enough to make the routine automatic? |
C3. Establish Routines: example toolkit
Role: Assistant Headteacher
| Scenario Outline |
| Corridor conduct had become inconsistent between lessons, particularly at changeover times. I want to establish a calm, purposeful movement routine that reflects our school values. |
| Confront the Brutal Facts |
| Corridors were noisy in certain areas, and punctuality was slipping after break. Staff were often unsure of their roles during transitions, which created drift in expectations. |
| Values and Non-Negotiables |
| Our value of Pride means every transition should show respect for learning and for others. Calm, ordered movement is a non-negotiable expectation. |
| Script the Routine |
| At the end of the lesson, the teacher dismisses one row at a time, greeting each student at the door. Students walk quietly on the left, with bags carried properly, and arrive ready for the next lesson before the second bell. |
| Gap Analysis |
| Most staff were consistent with dismissal, but corridor supervision and following up on incidents needed tightening. |
| Pilot and Refine |
| I piloted the new routine in the English and Science blocks for two weeks. Feedback showed calmer transitions and faster arrival to lessons. |
| See it: Hook and Frame |
| I launched the routine with a short video showing excellent transitions, framed around We move with Pride. |
| See it: Model and Debrief |
| I modelled the routine in briefing and debriefed afterwards, noting the power of teachers’ presence in the doorway. |
| Name It |
| I named the routine Move with Pride to link directly to our values. |
| Embed and Monitor |
| I completed daily corridor walks and highlighted colleagues who modelled it perfectly. Within three weeks, calm transitions were the norm. |
| Reflection / Next Steps |
| Have I identified the specific scenario this routine addresses? Does this routine clearly reflect our values and non-negotiables? Is the script precise enough for anyone to follow? Did my rollout include modelling, naming, and practice? Am I re-teaching and monitoring often enough to make the routine automatic? |