Behaviour slips in particular places and at particular times
Behaviour outside lessons has slipped.
Behaviour outside lessons has slipped. Playtime, corridors, queues, the dining hall and movement between sessions are inconsistent.
Presenting symptoms
- Incidents cluster at particular times or in particular places.
- Lessons start late because something happened immediately before them.
- Students behave differently depending on who is supervising.
Possible causes
- Routines may never have been designed or taught explicitly.
- Supervision may be too thin for the space.
- Duty may be treated as presence rather than active teaching.
- The physical space may make the expectation impractical.
In particular places, regardless of time or who is on duty.
Your most useful next step: Review the physical space and design one clear routine for it.
Lead behaviours
At particular times, such as one transition.
Your most useful next step: Design, teach and visibly supervise the routine for that precise moment.
Lead behaviours
With particular adults or inconsistent duty coverage.
Your most useful next step: Check the duty design, then address gaps in coverage or active supervision.
Lead behaviours
There is not yet enough evidence to say.
Your most useful next step: Map incidents against place, time and duty rota for two weeks.
Lead behaviours
Core behaviours
Reinforces that expectations apply across all times and spaces, not just in class.
Defined procedures for movement, queuing, and supervision create clarity and order.
Reinforces that culture exists during unstructured time, not just in lessons.
Being visibly present at key times signals that leaders value calm and safety.
Holding staff to account for being present and upholding expectations strengthens consistency.
Secondary behaviours
Use this where it is not yet clear whether the problem is the place, the moment or the adults on duty. The book describes the discipline of establishing what is actually happening rather than the comfortable reading of it. Impressions of unstructured time are shaped by whichever incidents happen to be reported, so a record set against place, time and duty rota is what shows where the routine actually breaks down. Each answer needs a different response, and guessing sends the effort to the wrong one.
A useful first action
Map incidents against place, time and duty rota together.
Suggested approach
- Audit unstructured times to pinpoint where and why expectations are not upheld.
- Revisit and relaunch routines for key times (e.g. entering assembly, lining up, transitions).
- Ensure all leaders are visible at high-traffic times and model expectations.
- Celebrate staff and students who contribute to a calm and respectful environment.
- Follow up where supervision is weak or expectations aren't upheld.