BRIDGE: Attendance & Behaviour Self-Review Framework

Attendance monitoring and support refer to how well schools track pupil attendance, identify emerging patterns of absence, and respond quickly with help rather than punishment.

Regular attendance reflects belonging, safety, and motivation. When pupils attend consistently, they build routines, friendships, and continuity in learning.

In Bangladesh, attendance issues can stem from illness, financial hardship, transport challenges, or family responsibilities. Effective monitoring combines accurate data with care — understanding why absences happen and working with families to remove barriers.

Learning continuity: Even short absences create learning gaps that can widen over time (OECD, 2021).

Equity: Disadvantaged pupils, girls, and those with disabilities are more likely to miss school — targeted support helps close opportunity gaps (UNESCO, 2023).

Early intervention: Quick contact with parents prevents small issues from becoming persistent patterns (DfE, 2022).

Local relevance: In Bangladesh, CAMPE (2021) and BRAC IED (2022) found that regular attendance tracking linked with community outreach improved retention and completion rates.

School culture: Supportive monitoring signals that every pupil’s presence matters.

What it is: Reliable, daily systems to record attendance and identify trends early.

What it looks like in schools: Registers completed promptly; weekly reviews of class and group data; leaders track patterns and outliers.

Why it matters (Evidence): OECD (2021) and CAMPE (2021) show that accurate, consistent data helps schools act before absences become persistent.

What it is: Defined attendance thresholds that trigger swift, supportive action.

What it looks like in schools: Attendance below 90% prompts a call home; below 80% leads to a meeting or support plan.

Why it matters (Evidence): EEF (2021) found that structured response systems improve consistency and reduce chronic absence.

What it is: Collaboration with parents, guardians, and community partners to overcome attendance barriers.

What it looks like in schools: Home visits, parent meetings, community volunteers, or NGO partnerships.

Why it matters (Evidence): BRAC (2020) found that community-based monitoring improved daily attendance by 8–10% in pilot areas.

What it is: Responding to absence with understanding and tailored support.

What it looks like in schools: Mentoring, counselling, catch-up lessons, or short-term adjustments for families in difficulty.

Why it matters (Evidence): UNICEF (2022) reports that supportive re-engagement improves attendance and pupil wellbeing more effectively than punishment.

What it is: Celebrating consistent and improving attendance as a shared achievement.

What it looks like in schools: Certificates, “attendance champions,” or class shout-outs focused on improvement, not perfection.

Why it matters (Evidence): Dweck (2006) and BRAC IED (2023) highlight that recognising growth builds intrinsic motivation and belonging.

Punctuality and engagement focus on pupils arriving on time and taking an active role in lessons from the first minute to the last. It is about predictable routines, smooth lesson starts, and teaching that invites participation from all learners.

In Bangladesh, late arrival can be influenced by traffic, transport, weather, or family responsibilities. Calm, consistent routines — paired with engaging lesson openings — help pupils settle quickly and make the most of learning time.

Maximising learning time: Prompt starts and active participation reduce lost minutes and build momentum for learning.

Equity and inclusion: Clear routines support all pupils, including those who are shy, new to the language of instruction, or returning after absence.

Classroom climate: Predictable expectations and engaging strategies improve focus, reduce low-level disruption, and increase confidence.

Home–school partnership: Simple communication with families about start times, equipment, and routines supports punctual habits.

What it is: Predictable entry routines so learning begins immediately.

What it looks like in schools: Bell work/“Do Now”, visible learning objective, equipment check, and quick register while pupils start a short task.

Why it matters: Smooth beginnings reduce lateness impact, calm the room, and signal that every minute counts.

What it is: Simple systems to record late arrivals and respond consistently.

What it looks like in schools: Weekly punctuality report; gentle conversation for first incidents; repeated lateness triggers a short plan with pupil and parent.

Why it matters: Early, supportive action prevents patterns, keeps expectations fair, and builds routines.

What it is: Strategies that involve every pupil, not just volunteers.

What it looks like in schools: Think–pair–share, cold-calling/no-hands-up, mini whiteboards, quick retrieval questions, and clear turn-and-talk prompts.

Why it matters: Structured participation builds confidence, checks understanding, and sustains attention across the class.

What it is: Removing small barriers so pupils can begin promptly.

What it looks like in schools: Seating plans, tidy spaces, spare pens/books, clear movement routines, and roles for monitors.

Why it matters: Practical readiness prevents minutes being lost and supports pupils who may lack resources at home.

What it is: Working with families to build punctual habits and celebrating improvement.

What it looks like in schools: SMS reminders of start times, brief calls for repeated lateness, certificates for excellent or improved punctuality.

Why it matters: Positive contact strengthens habits and keeps messages consistent between home and school.

Behaviour expectations and consistency describe how a school sets clear, fair standards for conduct and learning routines — and how reliably adults apply them. It is less about rules themselves and more about predictable habits that make classrooms calm, safe, and focused.

In Bangladesh, busy classrooms and varied local contexts benefit from simple, shared routines (entry, seating, equipment, transitions) that every teacher uses. Consistency helps pupils know what to do, lowers anxiety, and reduces low-level disruption.

Safety & fairness: Clear, consistently applied expectations support emotional safety and a sense of justice.

Learning time: Predictable routines reduce lost minutes and keep attention on learning.

Equity: Consistency prevents unconscious bias — pupils experience the same expectations whoever is teaching.

Whole-school culture: When staff respond in similar ways, pupils trust the system and behaviour improves across the site.

What it is: A short set of positively phrased expectations and everyday routines used in every class.

What it looks like in schools: Posted classroom expectations; “first 5 minutes” routine; calm signal for attention; shared procedures for movement, equipment, and group work.

Why it matters: Visibility and simplicity help pupils remember and follow expectations without repeated reminders.

What it is: A common step-by-step approach for correcting behaviour, used by all staff.

What it looks like in schools: Non-verbal cue → brief reminder → choice with consequence → follow-up conversation. Escalation is calm, fair, and proportionate.

Why it matters: Predictable responses reduce confrontation and ensure pupils experience fairness across classes.

What it is: Treating behaviour as a curriculum — modelling, rehearsing, and positively reinforcing routines.

What it looks like in schools: Start-of-term modelling; quick “reset” practices after holidays; praise for specific behaviours (e.g., “Thank you for tracking the speaker”).

Why it matters: Pupils learn expectations faster and are more likely to meet them when they are taught explicitly, not assumed.

What it is: Responses that fit the behaviour and include opportunities to repair relationships and re-enter learning.

What it looks like in schools: Short, instructional consequences (catch-up work, re-practice routine) plus brief restorative chats focused on impact and next steps.

Why it matters: Repair keeps relationships strong and prevents repeat incidents; proportionate steps maintain trust.

What it is: Time for staff to align practice and get practical help with routines.

What it looks like in schools: Short learning walks; shared language for corrections; peer coaching; quick debriefs after challenging incidents.

Why it matters: Adults stay consistent, confident, and supported — especially new teachers or substitutes.

Relationships and classroom climate describe how teachers and pupils interact day to day — how respect, trust, and belonging are built through tone, language, and care. It is about ensuring that every learner feels noticed, valued, and safe to participate.

In Bangladesh, where classrooms are often large and formal, small relational actions — greeting pupils by name, noticing effort, offering calm redirection — can have a powerful effect. A positive climate is not created by being “soft,” but by combining warmth with structure and fairness.

Learning & motivation: Students learn best when they feel safe, respected, and part of a community (OECD, 2021).

Behaviour & participation: Positive relationships reduce conflict and increase engagement, particularly for pupils at risk of disengagement.

Teacher wellbeing: Supportive classroom climates also reduce teacher stress and burnout (DfE, 2022; BRAC IED, 2023).

Local relevance: Studies from BRAC and CAMPE (2022) show that schools emphasising mutual respect and kindness saw better attendance and fewer dropouts.

What it is: Calm, courteous communication that models the respect expected from pupils.

What it looks like in schools: Teachers greet pupils warmly; instructions are clear and polite; corrections are calm and private where possible.

Why it matters: Respectful tone builds trust and sets a positive emotional tone for learning.

What it is: Ensuring every pupil feels included, supported, and safe to speak, ask, and make mistakes.

What it looks like in schools: Teachers use names; praise effort; normalise mistakes; monitor peer interactions to prevent teasing or exclusion.

Why it matters: When pupils feel secure, they take learning risks, engage more deeply, and recover from setbacks faster.

What it is: The teacher’s calm authority and positive energy shaping how pupils feel and behave in class.

What it looks like in schools: Use of eye contact, proximity, and consistent routines; praise before correction; moving around the room to maintain connection.

Why it matters: Presence communicates care and confidence, setting the tone for cooperation and focus.

What it is: Structuring collaboration so pupils learn with and from each other respectfully.

What it looks like in schools: Mixed-ability pairings, clear group roles, and norms for listening and turn-taking; small group reflection on teamwork.

Why it matters: Pupils develop empathy, leadership, and communication — skills linked to improved learning outcomes and social cohesion.

What it is: Feedback that helps pupils see mistakes as part of growth, not failure.

What it looks like in schools: Teachers highlight effort and strategies (“You improved your paragraph by using more evidence”) rather than fixed traits.

Why it matters: Growth-oriented feedback fosters resilience and optimism, particularly for pupils under exam pressure.

Dropout prevention and re-engagement focus on recognising early warning signs — irregular attendance, low participation, poor progress — and taking action before pupils leave school. It’s about helping every learner stay connected to education, whatever challenges they face.

In Bangladesh, dropout is influenced by a mix of social and economic factors: family pressure, financial hardship, early marriage, migration, or lack of transport. Schools that notice patterns early, maintain communication with families, and offer flexible support are best placed to prevent loss of learning.

Equity & inclusion: Reducing dropout helps ensure that no group of pupils — especially girls or those from rural areas — are left behind.

National impact: Reducing early school leaving improves workforce readiness and supports national development priorities (BANBEIS, 2023).

Human potential: Each retained learner represents a life opportunity — education reduces vulnerability to exploitation, child labour, and long-term poverty (UNICEF, 2022).

Local evidence: BRAC Education Programme (2021) found that schools maintaining active outreach reduced dropout by up to 30% through early contact and flexible re-entry options.

What it is: Using attendance, participation, and progress data to identify at-risk pupils early.

What it looks like in schools: Weekly attendance tracking; alert lists for repeated absences; teachers flag disengagement during staff meetings.

Why it matters: Early notice allows schools to act before absence becomes permanent withdrawal.

What it is: Building trust with parents and community members to understand causes of absence and co-create solutions.

What it looks like in schools: Friendly home visits, phone calls in the local language, parent meetings with empathy not blame.

Why it matters: Strong partnerships help families see education as shared responsibility rather than school alone.

What it is: Providing adaptable options to keep pupils learning when attendance is disrupted.

What it looks like in schools: Catch-up classes, peer tutoring, mentoring, or part-time learning linked with community centres or NGOs.

Why it matters: Flexibility keeps education accessible for those facing complex personal or family circumstances.

What it is: Welcoming pupils back positively and helping them rebuild confidence and routine.

What it looks like in schools: Re-entry meeting with teacher; buddy support; short “catch-up” plan; public encouragement, not punishment.

Why it matters: How pupils are treated on return often determines whether they stay or leave again.

What it is: Linking with social workers, NGOs, and local authorities to address wider barriers.

What it looks like in schools: Referral networks for financial support, counselling, transport, or vocational options.

Why it matters: Complex dropout causes require joint solutions beyond what a single school can provide.

Positive behaviour approaches prioritise encouragement, clear routines, and restorative follow-up so that pupils learn how to behave well, not just what to avoid. The emphasis is on teaching and reinforcing the behaviours that help learning — attention, kindness, persistence — and repairing relationships when things go wrong.

Aligned to the Behaviour and Attitudes area of the Ofsted toolkit and adapted for Bangladesh, this approach recognises that praise that is specific, consequences that are proportionate, and conversations that focus on repair build safer, calmer classrooms over time.

Better learning: Classrooms with high rates of positive reinforcement see more on-task behaviour and participation.

Fairness & dignity: Restorative follow-up helps pupils understand impact and re-enter learning respectfully.

Teacher wellbeing: Predictable, positive systems reduce stress and the need for escalation.

Local relevance: In Bangladesh’s busy classrooms, brief, consistent routines and positive recognition are practical, time-efficient, and sustainable.

What it is: Frequent, specific acknowledgement of the behaviours we want to see (e.g., “Thank you for starting quickly; your book is ready”).

What it looks like in schools: Aim for more positive than corrective interactions; notice effort and improvement, not only outcomes.

Why it matters: Clear positive cues guide habits, build confidence, and make expectations visible for every pupil.

What it is: Brief reminders before transitions plus short practice to make the right behaviour easy.

What it looks like in schools: “In a moment you’ll move to groups; voice at 1, books closed, walk not run.” Rehearse quickly after holidays or when routines slip.

Why it matters: Prevention reduces low-level disruption and keeps learning time intact.

What it is: Short, structured conversations that focus on impact, responsibility, and next steps.

What it looks like in schools: 2–3 minute chat: “What happened? Who was affected? How do we fix it? What will you do next time?”

Why it matters: Repair preserves relationships, teaches empathy, and supports successful re-entry to learning.

What it is: Light-touch ways to notice and celebrate positive behaviour and improvement.

What it looks like in schools: Postcards home, points, “Golden Minutes,” class goals, and certificates for improvement, not just perfection.

Why it matters: Recognition builds belonging and motivates sustained effort across diverse learners.

What it is: Shared scripts for encouragement/correction and simple tracking to spot patterns and hotspots.

What it looks like in schools: Common phrases for reminders; brief logs of positives and corrections; leaders review trends and adjust routines.

Why it matters: Consistency across staff feels fair to pupils; light data use helps improve over time without paperwork overload.