The school day

At Campbell House School, our school day is structured to create a sense of calm, safety and predictability.

Consistent routines, trauma-informed practice and strong, positive relationships help students feel secure and ready to learn.

Our approach supports students to re-engage with learning, build confidence and experience ongoing success.

Class structures

Classes at Campbell House School are capped at seven students, ensuring high levels of support and strong connections.

Each class has a teacher and at least one School Learning and Support Officer (SLSO).

• Years 7–10 (Juniors): Students stay together as a class group for all subjects. Their SLSO moves with them between teachers, providing continuity and support.
• Years 11–12 (Seniors): As learning becomes more specialised, teachers are paired with an SLSO for each subject. Students move together as a class between learning spaces.

This structure ensures predictability, belonging and strong relationships, while still allowing for specialised teaching.

Morning Routines

The first 30 minutes of each day are carefully designed to help students settle, connect and prepare for learning.

Morning Circle:

A structured daily routine where students and staff come together to:

• Build class community
• Share a greeting
• Check in emotionally
• Hear announcements
• Reflect on expectations or values
• Take part in a quick activity to set a positive tone

Morning Circle helps students feel grounded and connected at the start of each day.

Renaissance Reading:

Students then move into independent reading supported by the Renaissance Reading program.

This includes:

• Selecting books matched to their reading level
• Reading physical books or online texts
• Completing quizzes to check comprehension
• Receiving personalised goals and feedback

This routine helps students build reading stamina, comprehension and confidence every day.

At 9:00 a.m., the twinkle bell sounds and students transition to formal learning:

• Juniors: English and Mathematics (or Project Day on Thursdays)
• Seniors: First subject of the day

Strengths Tracking and CHS Bucks

Throughout the day, students are encouraged to:

• Try their best
• Engage in learning
• Use respectful communication
• Make safe choices
• Demonstrate the school’s values
• Contribute to a calm, positive environment

Every learning session is a fresh start, and students who go off-track are supported to re-engage.

Each class uses a Strengths Tracker, where students earn points (CHS Bucks) for positive behaviours such as:

• Wearing school uniform
• Engaging with Renaissance Reading
• Respecting the school’s phone-free and smoke/vape-free expectations
• Participating in learning
• Communicating respectfully
• Making safe choices

At the end of each session, students reflect on their engagement and progress. Points are allocated, and students can set goals for the next session or the following day.

Check-ins and self-regulation

At the start of the middle and afternoon learning sessions, teachers and SLSOs complete a brief readiness check-in with students.

All students develop a Ready to Learn Plan, which is updated regularly. This plan identifies strategies to help students:

• Energise up when feeling tired or flat
• Regulate down when feeling escalated, overwhelmed or overexcited

SLSOs work alongside students to help them use these strategies during lessons.

Teachers may also use whole-class brain breaks to support transitions between activities, rooms or topics.

Afternoon Check-Out

At 1:30 p.m. each day, students complete an Afternoon Circle with their final teacher.

This routine allows time to:

• Reflect on the day
• Celebrate successes
• Discuss challenges
• Set goals for tomorrow

This closing practice helps students leave the day feeling supported, calm and ready for the next one.

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