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BRIDGE: Attendance & Behaviour Self-Review Framework<\/h1>\n

Introduction to Attendance & Behaviour Review<\/h2>\n

Attendance and behaviour are the daily conditions that make learning possible. They reflect routines, relationships, and a shared belief that every pupil belongs in the classroom and can learn well. Drawing on the Behaviour and Attitudes<\/strong> area of the Ofsted inspection toolkit (our reference point for structure and language) and adapted for Bangladesh<\/strong>, this section focuses on practical, non-judgemental ways to strengthen consistency, safety, and engagement across school life.<\/p>\n

The BRIDGE Attendance & Behaviour Framework<\/strong> helps schools in Bangladesh review and improve culture and practice through six connected clusters:<\/p>\n

Attendance Monitoring & Support<\/strong> \u2013 tracking attendance carefully and offering timely help to pupils who are frequently absent.
\nPunctuality & Engagement in Learning<\/strong> \u2013 encouraging pupils to arrive on time and take an active, purposeful role in lessons.
\nBehaviour Expectations & Consistency<\/strong> \u2013 applying clear, fair expectations in a consistent way across classrooms and staff.
\nRelationships & Classroom Climate<\/strong> \u2013 building respectful relationships that support emotional safety and positive participation.
\nDropout Prevention & Re-Engagement<\/strong> \u2013 identifying pupils at risk of leaving school early and finding ways to keep them learning.
\nPositive Behaviour Approaches<\/strong> \u2013 using encouragement, restorative responses, and recognition to reinforce good behaviour.<\/p>\n

How to Use This Review<\/h3>\n

These clusters are designed for honest, evidence-based reflection. Use them flexibly to suit your context:<\/p>\n

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  • Start with the cluster that aligns with your current priorities (e.g., punctuality, re-engagement, or classroom climate).<\/li>\n
  • Involve teaching and non-teaching staff \u2014 attendance and behaviour are whole-school responsibilities.<\/li>\n
  • Combine findings into a single improvement plan that connects wellbeing, engagement, and outcomes.<\/li>\n<\/ul>\n

    Each cluster includes:<\/strong>
    \n\ud83d\udd0e Evidence Review<\/strong> \u2013 what the cluster means and why it matters.
    \n\ud83e\uddea Active Ingredients (Non-Negotiables)<\/strong> \u2013 essential practices that drive improvement.
    \n\ud83e\udded Self-Evaluation Questions<\/strong> \u2013 prompts for staff discussion and reflection.
    \n\ud83d\udcca Exemplar Table<\/strong> \u2013 a practical model for recording evidence and next steps.
    \n\ud83d\udce5 Download Template<\/strong> \u2013 a Word version you can adapt to your school.<\/p>\n

    Principles for Meaningful Review<\/h3>\n
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    • Attendance shows belonging.<\/strong> Pupils attend more when routines are predictable and relationships are respectful.<\/li>\n
    • Consistency builds trust.<\/strong> Clear expectations, applied fairly, help everyone feel safe and ready to learn.<\/li>\n
    • Prevention over punishment.<\/strong> Positive, relationship-based approaches lead to longer-lasting improvements.<\/li>\n
    • Shared ownership.<\/strong> Pupils, families, teachers, and leaders all contribute to a calm, purposeful learning environment.<\/li>\n<\/ul>\n

      Together, these clusters support schools to strengthen the everyday habits that keep pupils present, engaged, and thriving \u2014 step by step, towards classrooms in Bangladesh that are calm, inclusive, and full of learning.<\/p>\n\t<\/div>\n<\/div>\n\n\n\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n\t\t

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