Recently appointed staff are not following established routines and expectations
Several colleagues who joined recently are not consistently following established school routines.
Several colleagues who joined recently are not consistently following established school routines. Existing staff notice, and pupils quickly learn which adults expect what.
Presenting symptoms
- The pattern follows staff start date rather than role or team.
- Established colleagues describe the situation as unfair.
- The colleagues concerned may appear unaware there is a problem.
Possible causes
- The routines may never have been taught explicitly during induction.
- Staff may understand them but lack confidence.
- Staff may understand them but disagree with them.
- The reasoning may never have been explained.
The routines were never explained clearly.
Your most useful next step: Repair the induction process and teach the routines properly, with the reasoning attached.
Lead behaviours
Staff understand them but lack confidence applying them.
Your most useful next step: Provide modelling, paired practice and supportive early feedback.
Lead behaviours
Staff understand them but disagree with or resist them.
Your most useful next step: Have a direct conversation once the expectation has genuinely been taught.
Lead behaviours
There is not yet enough evidence to know.
Your most useful next step: Check the induction record and ask before concluding that the problem is resistance.
Lead behaviours
Core behaviours
Ensures all staff understand that expectations apply to everyone equally.
Provides clarity as new staff can't meet expectations if they're not clearly taught.
A routine whose reasoning has not been given is easier to work around than one that is understood.
Helps leaders understand gaps in clarity, confidence, or capability.
Ensures timely feedback and support so that non-alignment doesn't drift.
Secondary behaviours
Prevents the "two-tier" culture that emerges when staff behave differently.
A useful first action
Check what induction actually covered before speaking to anyone about their practice.
Suggested approach
- Ensure induction processes include clear teaching of routines and the 'why' behind them.
- Pair new staff with strong cultural mentors who model expectations.
- Conduct supportive observations and feedback early in term.
- Reinforce non-negotiables in staff briefings or meetings.
- Have courageous conversations if misalignment continues as clarity is kindness.