Attainment Scotland Fund Evaluation: School Survey Report, 2025

Executive summary

Background and research aims

The impact of economic inequality on educational achievement is well established and has been a focus of the Scottish Government’s education policy for some time. The Scottish Attainment Challenge, which has the aim of closing the poverty-related attainment gap between children and young people from the least and most disadvantaged communities, was launched in 2015.

The Attainment Scotland Fund (ASF) supports the Scottish Attainment Challenge and is made up of various funding streams: Pupil Equity Funding (PEF) made available to schools directly, based on the number of children in primary school and S1-3 of secondary school known to be eligible for free school meals and benefitting 97% of schools in Scotland; Strategic Equity Funding (SEF) distributed annually to every local authority based on Children in Low Income Families Data; investment to support Care Experienced Children and Young People (CECYP); and investment in national programmes supporting the fund’s aims.

This 2025 school-based staff survey was commissioned as one part of the overarching ASF evaluation programme, to provide up-to-date insight into the experiences and perspectives of Scottish schools on the impact of activities supported by the Fund. The survey aimed to provide insight to the Scottish Government and stakeholders in Education Scotland, local authorities, and schools to help them maximise the impact of the ASF, and to explore what factors are helping to improve attainment and close the poverty-related attainment gap.

Research method and sample

An online self-completion survey was administered among headteachers and other school-based staff between 12 March and 23 May 2025. The survey invitation was sent by email and asked headteachers to complete the survey and send the link to an average of three other staff in the school, with a view to reaching a range of staff including PEF leads, senior and middle leaders, classroom teachers, pupil support assistants etc. Respondents did not have to be working in a specifically ASF-related role.

In total, 974 responses were received from 598 schools – an overall school response rate of 25% (based on the number of schools returning at least one completion, regardless of the number of staff or which staff within each school completed the survey). Schools in the achieved survey sample are broadly representative of the profile of all schools across Scotland, with a very similar profile in terms of school type, size, urban/rural classification and SIMD^[1] profile, although the smallest schools (with <100 pupils) were slightly under-represented in the achieved sample. Half of all respondents were headteachers and half were working in other roles.

Research findings

Understanding

94% understand the challenges and barriers faced by pupils affected by poverty

The vast majority of respondents said they had a great/moderate understanding of the Scottish Attainment Challenge mission (92%) and the challenges and barriers faced by pupils affected by poverty (94%). Over eight in ten also said that their understanding of the challenges faced by pupils affected by poverty has increased over the course of the Scottish Attainment Challenge.

Headteachers/senior leaders reported greater understanding of the mission and of the challenges facing pupils affected by poverty than staff in other roles. Understanding was also greater among respondents from schools with the highest proportions of pupils living in deprived areas – e.g. 84% in the most deprived^[2] areas said they understood the challenges/barriers to a great extent, compared to 64% in the least deprived^[3] areas.

How the ASF has been used

ASF approaches focused on learning and teaching (91%) and pupil wellbeing initiatives (85%)

Headteachers and those with a lead role reported a range of ways that approaches to closing the poverty-related attainment gap had been developed – most commonly using local guidance (85%), national operational guidance (84%) and by teachers within the school (83%). Input from parents/communities (79%), and/or children and young people (72%) were also commonly mentioned, as was advice from local authorities (76%).

There were relatively high levels of reported engagement with children and young people in decision-making (two thirds overall said they had engaged with pupils to a great or moderate extent) and families and communities (three fifths) – and this was more commonly reported by those working in schools in the most deprived areas. When asked how they had done this, respondents were most likely to highlight the use of surveys (45%), pupil groups such as pupil councils etc. (43%), and/or formal parent groups/committees (40%).

A wide range of approaches were implemented using the ASF: 91% mentioned learning and teaching approaches, and there was a clear focus on pupil wellbeing initiatives (85%) and nurture-based approaches (71%). Universal approaches to supporting attainment among all pupils (69%) and addressing financial barriers/cost of the school day (66%) were also common, and at least half mentioned family support/wellbeing initiatives (54%) and/or Additional Support Needs (ASN) approaches (53%).

Respondents from schools in the most deprived areas were more likely than those in the least deprived areas to cite each of the approaches listed, with the exception of learning and teaching focusing on numeracy and ASN approaches. The biggest differences between respondents from schools with the highest and lowest proportion of pupils from deprived areas were for initiatives related to: family support/wellbeing (81% v 35%), pupil attendance (63% v 31%), cost of the school day/addressing financial barriers (82% v 53%), pupil wellbeing (99% v 77%), and outdoor learning (62% v 41%).

Addressing the needs of children and young people who have experienced care

Approaches to supporting CECYP focused on wellbeing initiatives (65%)

When asked about any approaches used to address the specific needs of children and young people who have experienced care, the key focus was on wellbeing initiatives, mentioned by two thirds of respondents (65%). Around two in five mentioned wider achievements/qualifications (42%), attendance initiatives (41%) and/or outdoor learning (39%), while a quarter mentioned mentoring (24%) and just over a fifth mentioned engagement/support from a Virtual School Head Teacher (22%).

Respondents from schools in the most deprived areas were more likely to mention most of these approaches than those in the least deprived areas. The biggest differences were seen in relation to use of a Virtual headteacher (36% v 16%), attendance initiatives (50% v 30%) and wellbeing initiatives (77% v 58%).

Use of data and evidence

84% said there has been an improvement in the use of data and evidence since the start of the Scottish Attainment Challenge

Respondents gave high ratings for their school’s approach to data and evidence in relation to the ASF. The best ratings were given for monitoring progress on pupil attendance (89% rated this as very/quite good) and using data and evidence to inform development of approaches to close the poverty-related attainment gap (87%). Over eight in ten (84%) agreed that there has been an improvement in the use of data and evidence since the start of the Scottish Attainment Challenge.

Headteachers and senior/middle leaders tended to give higher ratings in relation to the use of data and evidence than classroom teachers and support/other staff (respondents in support/other roles were most likely to say they did not know). It is possible that these findings reflect greater involvement of those in senior roles in monitoring the impact of approaches.

Collaboration

The ASF has most commonly supported collaboration with other schools in the Local Authority (64%) and families/communities (62%)

Respondents were most likely to highlight collaboration with other schools in their local authority (64%) and/or families and communities (62%) as a result of ASF funding. Other public sector partners such as health and social work were mentioned by around half (52%) and over two fifths mentioned third sector organisations (44%). Almost three fifths of respondents (57%) said there had been any improvement in collaborative working as a result of the ASF.

Pupil Equity Funding

95% of headteachers agreed that they have autonomy to develop a PEF plan taking their local needs into account

The vast majority of headteachers agreed that they have autonomy to develop a PEF plan taking their local needs into account (95%), and that PEF has provided schools with additional resources needed to address the poverty-related attainment gap (90% of respondents agreed). Over four in five agreed that the 4-year funding allocation has helped them plan PEF implementation (83%). Just under two thirds agreed that PEF reporting requirements are reasonable (64%).

Most headteachers and PEF leads (85%) said their confidence selecting approaches based on local needs had increased over the course of the Scottish Attainment Challenge, and this was particularly the case among respondents from schools in the most deprived areas (93% v 78% in the least deprived areas).

Impacts of the ASF

Three quarters of respondents reported the poverty-related attainment gap has closed a little/a lot as a result of the ASF

Two key question areas were included in the survey to explore impact: improvements among children and young people affected by poverty in literacy, numeracy and health and wellbeing as a result of the ASF; and whether the poverty-related attainment gap is closing between those from the most and least disadvantaged communities.

Most respondents reported improvements to a great or moderate extent across health and wellbeing (75%), literacy (65%) and numeracy (61%) for children and young people affected by poverty as a result of the ASF. Those who reported any improvement in attainment were most likely to highlight improvements among children with ASN, those in later school stages (especially S4-S6s) and CECYP.

While it should be noted that any correlations in the data do not necessarily imply a cause-and-effect relationship, there were some patterns in relation to the approaches implemented and the results seen. For example, the vast majority of those who reported improved literacy and/or numeracy attainment reported a relevant focus on learning and teaching approaches and these staff were also likely to report having undertaken relevant professional learning; ASN approaches also appear to be linked to improved literacy and numeracy. Those reporting improvements in health and wellbeing were also particularly likely to say their school’s approach included pupil wellbeing initiatives (91%) and nurture-based approaches (79%).

Around three quarters of respondents reported that the poverty-related attainment gap has closed at least a little for all three aspects as a result of interventions/ approaches supported by the ASF: 75% said this for literacy, 74% for numeracy and 75% for health and wellbeing – and 22% said the gap had closed a lot for health and wellbeing.

Most also agreed that the ASF has provided children and young people with opportunities to develop important skills for learning, life and work (75%), to learn outside the classroom (74%) and for wider experience/achievements such as voluntary work, sport, the arts and other activities (66%).

Readiness to learn

84% reported a focus on readiness to learn as part of their school’s approach. Two thirds of these reported improvements in readiness to learn as a result

Readiness to learn has been a key focus of schools’ approaches to improving educational outcomes for children and young people affected by poverty – 84% overall said this was a feature of their school’s approach to a great/moderate extent. This was more likely to be a focus to a great extent among those working in the most deprived areas (74% v 55% least deprived).

These respondents also reported a positive impact of this focus: two thirds reported improvements in readiness to learn to a great/moderate extent. Greater improvements were reported by staff in schools with at least 25% of pupils living in the most deprived areas: 59% of those in the least deprived areas reported a great/moderate improvement, compared to between 70% and 72% in other areas^[4].

Respondents who reported a focus on readiness to learn as part of their school’s approach were also more likely than others to report improvements in attainment among pupils affected by poverty, and particularly improvements in health and wellbeing: 48% of those reporting a focus on readiness to learn to a great extent reported improved health and wellbeing to a great extent, compared to 14% of those focused on readiness to learn to some/not much/no extent (equivalent figures were 31%/13% for literacy and 26%/11% for numeracy).

Factors contributing to progress

Key factors contributing to progress related to staffing and resources (60%) and a focus on pupil wellbeing/needs/readiness to learn (49%)

Respondents were asked an open-ended question about what factors have contributed to progress in closing the poverty-related attainment gap. The most common responses fell under the heading of staffing/resources (60%) – having more/specialist staff (including specifically PEF-funded roles) was mentioned by 30%, and general staffing resources/pupil ratios was mentioned by 25%. Around half (49%) said that approaches focusing on pupil wellbeing/needs/readiness to learn have had the most impact, and a further 35% mentioned the ability to target approaches/pupil support.

Factors preventing (greater) improvements

The most commonly mentioned factor preventing further improvements related to staffing issues/lack of staff (36%)

When asked an open-ended question about any factors preventing improvements, the most commonly mentioned challenges related to staffing issues/lack of staff (36%), issues with the amount/allocation of funding (26%), wider societal challenges (26%) and an increase in pupils with special needs/issues to be addressed (23%). Challenges related to negative behaviour/attitudes from pupils and/or parents (19%) and challenges caused by pupil absence (18%) were also commonly highlighted.

Learning and teaching

62% said learning and teaching approaches to support pupils affected by poverty were embedded across their school

There were high levels of agreement that schools routinely use approaches, tools and/or resources to support pupils affected by poverty (92%), that leadership support classroom staff to develop their skills and utilise approaches/resources to ensure needs of pupils affected by poverty are met (88%), that as a result of the ASF staff are more aware of how they can support pupils affected by poverty (84%), that staff know where/how to access support (83%) and that classroom staff have the skills to do this (83%). There was a lower level of agreement that there are sufficient resources to support pupils affected by poverty (56%).

A crucial aim of the ASF is to embed approaches to learning and teaching across the school (i.e. approaches are used routinely throughout the school, rather than being seen as a one-off activity). The majority (62%) reported that learning and teaching approaches to support pupils affected by poverty were embedded to a great/moderate extent at the classroom level. Respondents from primary schools were more likely than those from secondaries to report approaches are embedded at the classroom level (66% v 50% of secondary school respondents), as were those from schools in the most deprived areas (72% v 55% least deprived).

Culture and ethos

Three quarters (77%) said an overall approach to achieving equity in education and reducing the poverty-related attainment gap has been embedded within their school community

After asking respondents to consider the learning and teaching approaches used at the classroom level, the survey included a series of questions considering the culture and ethos of schools more widely. These questions aimed to explore the impact of the ASF on culture and ethos, and whether an overall approach to achieving equity in education and reducing the poverty-related attainment gap has been embedded within school communities.

There were high levels of agreement that leadership encourages a positive culture and ethos to support the learning needs of all pupils, including pupils affected by poverty (96%), that staff are aware of the poverty-related barriers and challenges to learning (95%), and that addressing the needs of children affected by poverty is an important factor in their school (93%). At least eight in ten also agreed that staff have access to professional learning (84%), that the ASF has contributed to a positive culture in this area (81%) and that staff are confident they can effectively support pupils affected by poverty (81%).

Over three quarters (77%) said that an overall approach to achieving equity in education and reducing the poverty-related attainment gap has been embedded within their school community to a great or moderate extent. Respondents from the least deprived areas were least likely to say approaches to equity had been embedded to a great extent (34%, compared to 45% in the second least deprived^[5], 51% in the second most deprived^[6] and 49% in the most deprived areas).

Impacts on the wider education system

Three fifths (58%) agreed that the ASF has embedded equity across the education system

The survey asked respondents to consider the impact of the ASF on the education system as a whole, not just their own school. Most said that the ASF has recognised broader achievements to a great or moderate extent (63%), promoted high aspirations for all children and young people (60%) and embedded educational equity across the education system (58%). Respondents were more likely to say that these aspects had been achieved to a moderate extent than a great extent, although very few said not very much/not at all.

Sustainability

A third (33%) reporting the poverty-related attainment gap had closed said that improvements were sustainable beyond the current phase of the programme. Half (50%) felt that the focus on closing the gap was sustainable – and those reporting approaches were embedded were particularly likely to say this

A third of those who had reported the poverty-related attainment gap had closed a little or a lot for literacy, numeracy and/or health and wellbeing said that improvements as a result of the ASF would be sustainable beyond the current phase of the programme; half of all respondents felt that the focus on closing the poverty-related attainment gap was sustainable beyond the current phase. Respondents who said that approaches to achieving equity had been embedded were more likely than others to say the focus on closing the gap was sustainable (41% saying approaches were embedded to a great extent said that the focus was sustainable to a great extent, compared to just 6% who said approaches were embedded only to some extent/not very much/not at all).

Headteachers and senior leaders noted a range of ways their schools are addressing the sustainability of their approach, most commonly building capacity among teaching staff (81%), whole school approaches (77%), development of spaces to meet local needs (69%) and focusing on upskilling of existing staff (64%). Concerns about sustainability were most likely to focus on funding issues (mentioned by 72%), including concerns about any reduction of PEF or funding cuts (36%) and comments about the initiatives that would be affected without PEF (28%). Over half (55%) also made a comment in relation to concerns about staffing and resources.

Conclusions

ASF contribution to progress/closing the poverty-related attainment gap

There was clear evidence that progress has been made, with two thirds of respondents noting a great/moderate improvement in attainment in literacy, and three fifths in numeracy, for children and young people affected by poverty. Around three quarters said that the poverty-related attainment gap has closed for literacy and for numeracy as a result of interventions/approaches supported by the ASF.

Survey respondents also highlighted a range of areas where understanding and confidence has increased over the course of the Scottish Attainment Challenge, such as understanding of challenges/barriers, confidence in selecting approaches based on local needs and improvements in the use of data and evidence, indicating positive progress over time towards reaching the goals of the mission.

Key factors identified as contributing to progress were increased/specialist staffing/resources, the ability to target interventions/approaches, and focusing on pupil wellbeing/needs/readiness to learn. Key challenges preventing improvements tended to relate to staffing issues, the amount/allocation of funding, wider societal challenges and an increase in pupils with special needs/issues to be addressed.

Readiness to learn and pupil wellbeing

Improving children and young people’s readiness to learn through focusing on engagement, attendance, confidence and wellbeing is a crucial element of the Scottish Attainment Challenge mission. This is reflected in survey findings which indicate this was a key focus for most respondents. Approaches supported by the ASF included a strong focus on wellbeing initiatives and nurture-based interventions/approaches and addressing financial barriers/cost of the school day.

The impacts of these approaches, and the focus on readiness to learn as a way to address the poverty-related attainment gap, were evident. Those reporting a focus on readiness to learn reported that they had seen improvements in this area – and this was particularly the case among staff working in schools with higher proportions of pupils living in the most deprived areas.

Evidence also suggests that this focus on readiness to learn has had a wider impact on attainment: respondents whose schools had focused on readiness to learn as part of their approach were more likely than others to report improvements, particularly for health and wellbeing but also for literacy and numeracy attainment, among pupils affected by poverty.

ASF contribution to wider opportunities and broader achievements

Findings suggest that the ASF provided opportunities for children and young people to develop important skills for learning, life and work, and opportunities to learn outside the classroom (three quarters of respondents agreed in relation to both of these aspects), and opportunities for wider experience/achievements such as voluntary work, sport, the arts and other activities (two thirds).

It is also worth noting that two thirds of respondents said children and young people were engaged in decision-making about how to close the poverty-related attainment gap, and that this resulted in pupils having a sense of ownership/ involvement and ensured that approaches were able to reflect what is wanted/needed.

Culture and ethos of equity

As well as providing positive feedback about the learning and teaching approaches embedded at the classroom level, respondents were generally very positive about the culture and ethos of their schools more widely in relation to equity in education – and more than three quarters reported that an overall approach to achieving equity in education and reducing the poverty-related attainment gap has been embedded within their school community to a great/moderate extent.

Throughout the survey, those in more senior roles tended to report more detailed knowledge and more positive views, with headteachers and senior/middle leaders being more likely to report improvements etc. compared to classroom teachers and those in support/other roles. This is likely to reflect a lack of knowledge of some of the more detailed/strategic questions among support staff compared to headteachers, but could indicate that there is also some progress still to be made in terms of truly embedding approaches to achieving equity throughout entire school communities.

Sustainability

A third of respondents who reported the poverty-related attainment gap had closed said that improvements were sustainable beyond the current phase of the programme, and half of all respondents said that a focus on closing the gap would be sustainable beyond the current phase of the ASF programme. It is also worth noting that those who reported an overall approach to achieving equity had been embedded within their school community were more likely than others to say the focus on closing the gap was sustainable.

Various approaches are being implemented to address sustainability of approaches, most commonly building capacity among teaching staff, whole school approaches, development of spaces to meet local needs and upskilling of existing staff. However, a range of concerns were raised about sustainability and key challenges for the future. Perhaps unsurprisingly, these tended to focus on concerns about funding issues, including concerns about any reduction of PEF or funding cuts and the initiatives that would be affected without PEF. Concerns were also commonly expressed about staffing and resources, most often that there would be changes/an impact on staffing if ASF funding was no longer available.

Experiences of staff from different types of school

There was a general pattern throughout the survey analysis that staff in schools with the highest proportions of children living in the most deprived areas tended to report having greater understanding of challenges/barriers faced by children affected by poverty and greater confidence in selecting approaches to address this. They were more likely to rate the use of evidence to measure the impact of ASF approaches as being good overall, and to report an improvement in the use of data and evidence since the start of the Scottish Attainment Challenge.

Those from the most deprived areas were also more likely to mention a focus on readiness to learn, report improvements in readiness to learn, and that approaches to equity were embedded within the school community. However, there was less of a difference in terms of reported improvements in attainment, suggesting that when it comes to the perception of actual impact on improved literacy, numeracy and health and wellbeing, a range of other factors may be influencing progress in the most deprived areas, demonstrating the scale and complexity of the challenge of closing the poverty-related attainment gap. That said, improvements in health and wellbeing were more likely to be reported than improvements in attainment in literacy or numeracy, and this was the case in the most deprived as well as the least deprived areas.

Although progress was noted, a continued focus on closing the gap is likely to be required, with particular emphasis on addressing the challenges noted by respondents, and developing sustainability approaches beyond the current phase of the programme – crucial elements including availability of staffing and funding.