When several primary pupils find it harder to start, stay with or return to a task, a short routine taught in a small group gives them a way back into the task. The screening result identifies a support need; it does not establish a diagnosis.

Before grouping pupils, identify the classroom behaviour that needs to change. Starting work, sustaining attention and pausing before responding are related but distinct targets.

Establish an observable baseline

Use brief observations across lessons. Record:

• the task and level of demand;

• how the pupil started and maintained work;

• what happened before attention shifted;

• the prompts or adjustments that helped;

• whether task difficulty, language, fatigue, noise or anxiety contributed.

Set one target for each pupil, such as beginning within two minutes, returning after one cue or checking one requirement before responding.

Teach a short routine

A primary routine might be:

1. Pause: stop briefly when the agreed cue is given.

2. Check: point to the next step or say what is required.

3. Return: complete one manageable part of the task.

4. Review: check whether it is finished.

Model the routine with ordinary classroom activities while pupils are calm. Practise it in the intervention session and agree one discreet cue for class. Give immediate, specific feedback about the action used.

This is targeted strategy teaching, not a generic mindfulness or wellbeing group.

Plan the provision

Record the target, baseline, who will teach the routine, session frequency, lessons in which it will be reinforced, review date and exit criteria. A typical pattern is three to five pupils, two or three sessions of 15 to 20 minutes a week, with the routine used in class every day. How long it runs depends on how much support each pupil needs. Decide where the sessions fit and when you'll review progress; many schools review after six to eight weeks. Pupils can practise together while retaining individual targets.

Class teachers should use the same language and cue. A brief movement break may be part of a reset when it has a clear duration and return point.

Monitor independence

Track the number of prompts, successful returns to task and use across lessons. Gather the pupil's view. Reduce prompts once the routine is being used reliably.

If difficulties remain marked across settings despite consistent support, move to individual assessment and monitoring rather than adding unrelated strategies.

Guidance and resources

• EEF: Metacognition and Self-Regulated Learning provides free guidance on explicitly teaching, modelling and fading strategies.

• SEND guide for schools explains the graduated approach to support.

A branded programme is not automatically required. The routine should be designed around the observable classroom need.