4.5) We have adequate supervision at times of transition, entry and exit from school and break times.

Rating description:

  • Fully met: Our school has visible and active supervision at times of transition, entry and exit from school and break times (e.g. nominated staff in hi-viz, pupil ambassadors). 
  • Partially met: Our school has adequate supervision at most times of transition, however some of the times may be without supervision. 
  • Not yet met: Our school does not have adequate supervision at times of transition, entry and exit from school and break times.

Why this is important?

Adequate supervision during transitions, entry and exit times, and break times, with staff visibly present, is essential for ensuring pupil safety and fostering a sense of security. Visible staff presence reassures pupils, deters negative behaviour, and creates opportunities for positive interactions. Additionally, providing structured play options during break times encourages meaningful engagement, reduces conflict, and supports social interaction and teamwork, contributing to a safe and supportive school environment.

Top Tips:

  • Bullying is more likely to happen at times of transition, such as between lessons, to and from school, lunch/break times. This is often due to less supervision during these times. Staff visibility during breaks, lunchtimes, and informal school events can create opportunities for positive engagement, and reduce bullying hot-spots. 
  • Some schools have a playground policy for pupils, teachers and Midday supervisors (MSA’s) that sets out clear guidelines for managing pupil behaviour during break and lunch times.
  • Providing structured play options for children who might prefer that (for example some children with autism) helps children to feel safe and provide them with opportunities to make friends.
  • Some examples of playground strategies that you can use are:
    • Playground Buddies.
    • Designated areas for children who are looking to play with someone but don't know how to approach others.
    • Sport of the Week.
    • Activity Zones.

Resources & Examples: 

Resources

Examples

Please note that examples from primary and other school settings may still include some useful hints and tips you can adapt and apply for a secondary setting.   

See below for quotes and pieces of advice from other schools:

  • "A particular cohort has been identified as needing more opportunities for quieter structured play and the 1 o'clock club was created to support them. Extra staff monitoring social times and quieter areas of the school ground where activities could go on un-noticed. Staff monitoring hallways and locker areas at busy times, end of day etc and, when necessary, escorting children off premises."
  • "5 members of staff are on duty both before and after school in the yard and at the school gate. 4 members of staff are on duty at break times and 10 midday supervisors, plus a play leader who organises structured play with pupil  play leaders leading the activities."
  • "Students are quick to learn if any area of the Academy site is unsupervised – our SLT and Learning Managers wear High Vis coats throughout the day and we aim to ensure all areas of the site are covered every single lesson. The use of CCTV and students knowing we use the CCTV to track movement and gatherings has also had a positive impact."

Back to 4. Prevention page

Note: the resources listed at the bottom of this page (below) have all been referenced in the text above.