Ofsted Attendance and Behaviour Evaluation 2025: Inspection Preparation

With the new Ofsted inspection framework launching on 10th November 2025, schools across England face significant changes to how attendance and behaviour are evaluated. For the first time, Attendance and Behaviour are combined into a single standalone evaluation area – reflecting Ofsted's recognition that these two elements are intrinsically linked and fundamental to pupil success.

What's Changed in the 2025 Ofsted Framework?

Ofsted has fundamentally redesigned its inspection approach, introducing:

• 9 distinct evaluation areas (replacing the previous 4 judgement areas)
• Attendance and Behaviour as a combined evaluation area 
• New 5-point grading system from Exceptional to Urgent Improvement
• No overall effectiveness grade – schools receive detailed report cards instead
• Enhanced focus on vulnerable groups and inclusive practices
• All changes take effect from 10th November 2025

Understanding Attendance and Behaviour as an Evaluation Area

What Does This Mean for Your School?

This combined approach recognises a fundamental truth: poor attendance undermines learning, and positive behaviour creates the conditions for excellent achievement. The two are inseparable in creating an environment where all pupils can succeed.

Why Attendance and Behaviour Are Now Combined

Ofsted has made this change because research and inspection evidence show that:

• Pupils who attend regularly are more likely to behave positively and engage with learning
• Effective behaviour management supports improved attendance
• Both require similar strategic approaches: clear expectations, consistent application, early intervention
• Vulnerable groups often face barriers to both attendance and positive behaviour simultaneously
• Schools that excel in one area typically excel in the other

Links to Other Evaluation Areas

Attendance and Behaviour doesn't exist in isolation. Strong performance here supports and is supported by:

Achievement

• Good attendance is essential for pupils to make progress
• Positive behaviour creates the conditions for effective learning
• Poor attendance and behaviour are barriers to achievement

Curriculum and Teaching

• Engaging, well-planned curriculum promotes positive attitudes
• High-quality teaching reduces behaviour issues
• Clear routines support positive learning behaviours

Inclusion

• Vulnerable groups often face barriers to both attendance and behaviour
• Inclusive approaches support all pupils to attend regularly and behave positively
• Early identification of needs prevents attendance and behaviour issues

Personal Development and Well-being

• Pupils who feel they belong are more likely to attend regularly
• Teaching about healthy relationships prevents bullying
• Strong pastoral support addresses underlying issues affecting attendance and behaviour

Leadership and Governance

• Strategic leadership drives improvements in attendance and behaviour
• Leaders' high expectations set the tone for the whole school
• Effective monitoring and evaluation ensure policies have impact

What Preparation Steps Can Your School Take?

1. Update Staff and Governors

Ensure your staff team and governing body understand the new Attendance and Behaviour evaluation area:

• Share the Attendance and Behaviour section of the inspection toolkit so everyone understands the expectations
• Clarify how Attendance and Behaviour relates to other evaluation areas
• Discuss what evidence inspectors will gather and from whom

2. Conduct a Comprehensive Self-Evaluation

Use the evaluation criteria to assess your current provision honestly:

Attendance

• What is your overall attendance figure and how does it compare to national averages?
• What are the attendance rates for disadvantaged pupils, those with SEND, persistent absentees?
• What trends can you identify over the past 2-3 years?
• How effective are your processes for following up absence?
• How do you work with families and external agencies to improve attendance?

Behaviour

• How calm and orderly is your school environment?
• Are expectations clear and consistently applied?
• How effectively do you tackle low-level disruption?
• What does pupil and parent voice tell you about behaviour?
• How do you support pupils who struggle with behaviour?

Utilise our Attendance and Behaviour Audit to take an in-depth look at your provision using the focus of this Ofsted evaluation area.

3. Review and Strengthen Your Policies

Ensure your attendance and behaviour policies are:

Clear and comprehensive

• Set out high expectations for all pupils
• Include specific expectations (e.g., mobile phone use)
• Are understood by staff, pupils and parents

Evidence-based

• Draw on current research and statutory guidance
• Align with your school context and pupil needs
• Include approaches for supporting vulnerable groups

Consistently implemented

• Staff apply policies fairly and proportionately
• Consequences are clear and predictable
• Reasonable adjustments are made where appropriate

4. Focus on Vulnerable Groups

Have specific strategies for:

Disadvantaged pupils

• Understand barriers they face to attendance and positive behaviour
• Provide targeted support and interventions
• Monitor impact closely and adapt approaches

Pupils with SEND

• Make appropriate reasonable adjustments
• Provide additional support for emotional regulation
• Work with specialists to meet needs
• Maintain high expectations while being responsive

Pupils known to social care

• Work closely with social workers and virtual school
• Provide additional pastoral support
• Be alert to changing circumstances
• Support stability and consistency