Attainment Scotland Fund (ASF) Evaluation Summative report, 2026

Iterative Model - Summary

The Scottish Attainment Challenge

The Scottish Attainment Challenge (SAC) was launched in February 2015 with the strategic aim of “closing the poverty related attainment gap between children and young people from the least and most deprived communities”. The Attainment Scotland Fund (ASF), supports the SAC and prioritises improvements in literacy, numeracy and the health and wellbeing of children adversely affected by poverty in Scotland’s schools.

The evaluation of the Scottish Attainment Challenge

An independent evaluation has been ongoing since SAC was launched. The summative report combines process and outcome elements based on surveys, interviews and case studies. It focuses on the period since SAC was revised in 2022, reporting progress towards short, medium and long term outcomes. In summary the evaluation has determined that the SAC Mission is partially achieved, with strong foundations established but further sustained progress and funding required to deliver consistent, sustainable, measurable improvement at national level. Findings are organised using the Logic Model structure below, a collaborative early evaluation output to map how specific elements were expected to lead to desired outcomes.

Inputs, Activities and Outputs

Introduction of the fund

The Attainment Scotland Fund includes 3 key funding streams:

• Strategic Equity Funding (SEF) for all 32 local authorities to support planning and strategic activities recognising poverty impacts children and young people in all local authority areas.
• Pupil Equity Funding (PEF) for schools allocated by free school meal registration of P1 to S3 pupils on a per-pupil basis. Headteachers allocate budget within their school.
• Care Experienced Children and Young People (CECYP) funding for local authorities allocated based on the number of care experienced children and young people to improve the educational outcomes and experiences.

ASF also contributes to national programmes such as third sector partnerships with national youth organisations, Education Scotland Attainment Advisors, workforce development and evaluation.

What did the evaluation find about the introduction of the ASF?

This has been covered in previous evaluation reports. Overall setting strategic national direction was welcome as was shift to recognising that poverty, and the poverty-related attainment gap exists in all local authorities. Very strong use of data and evidence throughout the programme with strong approaches to equity. Funding streams have worked together well enabling local decision-making based on local context and needs.

Short and Medium Term Outcomes

How the fund was embedded

• An equity focused culture and ethos has become more embedded across the system, supported by leadership, collaborative working, effective use of data and evidence, professional learning, learning and teaching, inclusive practice, and work to reduce stigma. However capacity and workload impact on how this is effective across the board.
• Meaningful engagement with families and communities increasingly embedded with schools supporting families, particularly in the most deprived areas. Family link workers and other similar post-holders have been consistently highlighted throughout this phase of the evaluation.
• Children and young people’s voice informing change strengthened through the national programmes and school level activity, however engaging children and young people can be inconsistent without sustained investment.
• Readiness to learn has become a strategic priority. The evaluation evidence indicates improvements, particularly where wellbeing and nurture approaches are emphasised, even as COVID 19 and cost of living pressures continue to affect learners.
• Sustainability remains the key risk and area of concern; while many approaches and cultural shifts appear durable, all stakeholders highlighted the need for continuous, ongoing effort and funding to sustain them.
• Strong progress has been made in systems and practice, though translating these gains into consistently measurable national outcomes remains an ongoing challenge.

Long Term Outcomes

Impact on the attainment gap

• National Improvement Framework (NIF) basket of measures shows mixed progress. However drawing definitive conclusions from the NIF measures alone risks eclipsing broader progress in the system. This evaluation reports five or more passes at SCQF Levels 4, 5 and 6 for All SCQF qualifications. Local Authorities currently report stretch aims based on one or more passes, that progress is reported here: Scottish Attainment Challenge Local Stretch Aims: 2023/24 to 2025/26 report
• Indicators moving in a positive direction continued narrowing of the poverty-related attainment gap for literacy and numeracy in Achievement of Curriculum for Excellence Levels (ACEL), Primary and S3 literacy and numeracy gaps are narrowest on record. Attainment gains in the All SCQF five plus pass measures, with record narrowest at Level 5. Participation among 16–19 year olds highest in 2024, deprivation gap narrowing since 2016. Positive initial destinations rate remains high. Health and wellbeing gap narrowing in attendance rates and 27–30-month review.
• Indicators moving in a negative direction school leaver attainment in National Qualifications widening gap at SCQF Levels 4 and 5 and
• recent widening at Level 6. Widening gap for Levels 4 and 6 in All SCQF five plus pass measures. Slight gap increase between most and least disadvantaged with total strengths and difficulties score of 14 or more.
• Stakeholder perceptions are largely positive school staff generally report improvements in literacy, numeracy, and wellbeing, most perceive at least some closure of the gap.
• Persistent risks around sustainability and crucial requirement of continued funding.

Impact on Wider Achievement

• ASF has succeeded broadening opportunities to learn beyond the classroom and achieve in wider domains, with opportunities like residential/holiday activities, outdoor learning, after school clubs and sports. Very positive impacts were widely reported both within and outside school, Inclusivity, development of life skills, improvements to mental health and wellbeing, attendance and supporting transitions between school stages were regularly reported.
• Opportunities for care experienced children and young people have increased. PEF frequently used to remove cost barriers for those in poverty (funding trips and providing equipment) and is administered in schools discreetly to avoid stigma.
• Use of ASF for wider achievement perceptions differ, substantially more local authority leads saying funds have been used for this purpose compared to headteachers or those with a lead role. Secondary schools, urban and more deprived schools report greater emphasis than primary, remote or rural/small town and less deprived schools.
• Professional learning to support teachers to provide wider achievement options is not widespread but is increasing, some schools have established leadership roles to embed this focus.
• Achievement at Senior Phase gap remains between pupils from the most and least deprived areas. However the proportion of pupils from the most deprived areas achieving five or more passes has increased at Level 5 and 6.