Supporting Teachers to Establish Strong Routines at the Start of Term

As school leaders, we know that routines matter. They underpin calm classrooms, support well-being and create the conditions for learning and learners to thrive. This is especially evident in the first weeks of term with children and adults settling back into school after a break. However, these don’t happen by accident nor are strong routines built by expectation alone. They are built when teachers are given the time, space, and support needed to establish them well.

One of the most effective leadership decisions at the start of term therefore, is to simplify the first week (or weeks) back. Reducing additional events, initiatives, or timetable disruptions allows teachers to focus fully on what matters most: settling students, teaching expectations, and establishing classroom rhythms. When routines are prioritised early, they save time and energy throughout the term. This is not always easy, or indeed possible, but doing what we can when we can helps our teachers thrive. As we returned to school following our December break, we made sure there were no major events in Primary, no changes to the regular schedule, this gave our teachers time & space to get their students into the rhythm of school.

Leaders can further support this by using planning time and meetings intentionally. Creating space for teachers to discuss routines, share strategies, and align expectations helps build consistency across year groups and phases. These conversations are particularly valuable for new staff or those working with new cohorts, and they reinforce that routines are a shared responsibility rather than an individual challenge.

It is also important to remember that routines matter for adults too. Reviewing staff essential agreements and shared expectations at the start of term helps ensure consistency in approaches, communication, and professional conduct. When the adults in school are able to model calm, clarity, and consistency, students experience a more secure and predictable learning environment. Consider also holding a calendar review, this requires relatively little from each member of your team but ensures that everyone knows what to expect & has a chance for input too.

Strong routines also rely on responsive leadership. Some children will find the transition back to school challenging for any number of reasons. Leaders can make a significant different by reacting quickly, offering practical support, and ensuring teachers are not left to manage complex needs alone. Early intervention helps to prevent small issues from become larger ones and helps your team to feel supported.

Finally, leaders should take time to notice and champion early wins. Highlighting effective classroom practice, calm transitions, or positive settling-in stories builds confidence and momentum within the team. These moments of recognition reinforce what is working and help establish a shared sense of success early in the term.

When leaders actively support teachers in establishing routines, the impact is felt well beyond the first few weeks. Classrooms become calmer, staff feel supported, and students are better positioned to learn and thrive.

Need help supporting your teachers with this? Book a call today to discuss how we can work together!

Check out this simple resource to support teachers in forming routines: https://www.tes.com/teaching-resource/-13389600