Publication - Research and analysis

Attainment Scotland Fund evaluation: headteacher survey 2018 - appendix

Published: 30 May 2019
Directorate:
Learning Directorate
Part of:
Education, Research
ISBN:
9781787817852

Technical report providing methodological detail and data tables for the results of the headteacher survey 2018 for the evaluation of the Attainment Scotland Fund.

21 page PDF

597.8 kB

21 page PDF

597.8 kB

Contents
Attainment Scotland Fund evaluation: headteacher survey 2018 - appendix
3. Tabular results

21 page PDF

597.8 kB

3. Tabular results

3.1. The tables below set out weighted survey results, including analysis by ASF funding stream and comparison with previous survey results. Note that question non-response has been excluded from percentage bases.

How clear do you find the aim(s) of the Attainment Scotland Fund?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 534 212 139 307 50 177
Very clear 51% 67% 72% 64% 72% 44%
Somewhat clear 40% 31% 24% 32% 28% 44%
Neither clear nor unclear 4% 1% 2% 2% 6%
Somewhat unclear 1% <0.5% <0.5% 2%
Very unclear 1% 1% 1% 1%
I don't know 3% <0.5% 1% 1% 4%

The Attainment Scotland Fund aims to close the poverty-related attainment gap, by focusing on improving numeracy and literacy attainment and health ancd wellbeing of pupils living in poverty. How much do you agree with this aim?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 541 211 139 308 50 183
Strongly Agree 57% 70% 71% 64% 58% 53%
Agree 37% 29% 26% 31% 39% 40%
Neither agree nor disagree 4% 1% 2% 2% 3% 4%
Disagree 2% <0.5% 1% 2% 2%
Strongly Disagree <0.5% <0.5%
I don't know <0.5% <0.5% 1%

Thinking specifically about the last school year 2017/18, did your school have any interventions or approaches being supported through Challenge Authority/Schools Programme funding and/or Pupil Equity Funding?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 540 214 110 307 50 183
Yes 99% 97% 100% 99% 98% 98%
No 1% 2% <0.5% 2% 1%
I don't know 1% 1% <0.5% 1%

As a school who has received both Challenge Authority/Schools Programme funding and Pupil Equity Funding, which of the following approaches did you take for choosing interventions?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (those indicating they receive CA/SP & PEF) 270 - - 205 43 22
There were two separate school plans, one for interventions/approaches supported through CA/SP funding and a separate plan for PEF 35% - - 33% 52% -
There was one single school plan of interventions/approaches regardless of the funding stream 61% - - 64% 34% -
Other (please specify) 4% - - 3% 14% -

During 2017/18, how many of these interventions/approaches were intended to target the following groups?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Targeted specifically at the most deprived pupils or parents of the most deprived pupils
Base (all respondents) 486 198 - 280 43 163
Most interventions 73% 78% - 72% 93% 72%
Some interventions 21% 20% - 24% 5% 21%
Few interventions 4% 2% - 4% 2% 4%
No interventions 2% 1% - 1% 3%
Targeted at all pupils, all parents or all teachers, or all in a certain year group
Base (all respondents) 474 179 - 275 43 156
Most interventions 18% 28% - 26% 18% 15%
Some interventions 49% 47% - 60% 63% 43%
Few interventions 23% 15% - 9% 9% 30%
No interventions 10% 10% - 4% 10% 12%
Targeted in another way or according to another criteria
Base (all respondents) 450 166 - 259 41 150
Most interventions 13% 14% - 18% 10% 11%
Some interventions 45% 36% - 45% 38% 45%
Few interventions 22% 26% - 23% 33% 21%
No interventions 20% 25% - 14% 19% 22%

How many of these interventions/approaches were:

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Newly introduced in your school during 2017/18
Base (all respondents) 470 188 - 268 42 160
Most interventions 56% 43% - 47% 30% 61%
Some interventions 37% 39% - 48% 42% 33%
Few interventions 5% 13% - 5% 22% 4%
No interventions 2% 4% - 5% 2%
A scale-up of an intervention from previous school year 2016/17
Base (all respondents) 437 171 - 247 41 149
Most interventions 10% 23% - 18% 31% 6%
Some interventions 43% 43% - 47% 45% 41%
Few interventions 30% 16% - 21% 23% 34%
No interventions 17% 18% - 14% 19%
Continuing, at the same level, an intervention that was introduced in the previous school year 2016/17
Base (all respondents) 407 152 - 230 40 137
Most interventions 3% 8% - 5% 13% 2%
Some interventions 23% 27% - 30% 48% 19%
Few interventions 23% 24% - 34% 37% 18%
No interventions 50% 41% - 31% 2% 61%

Has your school stopped or are you planning on stopping any interventions or approaches that had been supported by Challenge Authority/Schools Programme funding and/or Pupil Equity Funding?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Challenge Authority/Schools Programme funded interventions/approaches
Base (those indicating they receive CA/SP) 237 - - 185 40 -
Yes 11% - - 9% 28% -
No 80% - - 82% 67% -
Don't know 9% - - 10% 5% -
Pupil Equity Funding supported interventions/approaches
Base (those indicating they receive PEF) 481 - - 276 40 165
Yes 20% - - 23% 21% 19%
No 71% - - 71% 72% 72%
Don't know 8% - - 7% 6% 9%

Thinking about the interventions/approaches you listed earlier, how much emphasis has there been on the following areas?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Leadership skills
Base (all respondents) 461 - - 266 43 152
Strong emphasis 27% - - 42% 37% 20%
Some emphasis 49% - - 45% 53% 51%
Little emphasis 20% - - 11% 10% 25%
No emphasis 3% - - 3% 3%
Collaboration within the school or across schools
Base (all respondents) 458 - - 267 42 149
Strong emphasis 38% - - 43% 40% 35%
Some emphasis 44% - - 47% 25% 45%
Little emphasis 15% - - 9% 33% 16%
No emphasis 3% - - 2% 2% 4%
Data skills or use
Base (all respondents) 460 - - 264 43 153
Strong emphasis 40% - - 53% 33% 34%
Some emphasis 41% - - 36% 53% 42%
Little emphasis 15% - - 8% 13% 19%
No emphasis 4% - - 2% 5%
Self-improvement and/or improvement planning
Base (all respondents) 457 - - 266 42 149
Strong emphasis 41% - - 56% 43% 35%
Some emphasis 47% - - 36% 53% 51%
Little emphasis 9% - - 5% 4% 11%
No emphasis 3% - - 3% 3%
Teaching skills or practice
Base (all respondents) 472 - - 272 43 157
Strong emphasis 57% - - 77% 52% 49%
Some emphasis 35% - - 22% 46% 41%
Little emphasis 6% - - 2% 2% 8%
No emphasis 1% - - 2%
Resources or tools for teaching and learning
Base (all respondents) 471 - - 273 41 157
Strong emphasis 44% - - 45% 19% 45%
Some emphasis 44% - - 47% 70% 42%
Little emphasis 10% - - 8% 10% 11%
No emphasis 2% - - <0.5% 2% 3%
2018 2017 2016 Challenge Authority Schools Programme PEF-only
The learning environment
Base (all respondents) 471 - - 271 43 157
Strong emphasis 38% - - 46% 38% 35%
Some emphasis 44% - - 38% 47% 46%
Little emphasis 16% - - 14% 10% 18%
No emphasis 2% - - 2% 4% 2%
Family learning
Base (all respondents) 463 - - 272 42 149
Strong emphasis 27% - - 37% 26% 22%
Some emphasis 52% - - 48% 65% 52%
Little emphasis 16% - - 12% 8% 19%
No emphasis 5% - - 2% 2% 6%
Parental or community engagement with the school
Base (all respondents) 468 - - 271 43 154
Strong emphasis 31% - - 40% 42% 27%
Some emphasis 52% - - 48% 49% 53%
Little emphasis 14% - - 10% 8% 16%
No emphasis 3% - - 2% 2% 4%
Other
Base (all respondents) 51 - - 26 <10 resps 20
Strong emphasis 44% - - 54% <10 resps 42%
Some emphasis 16% - - 20% <10 resps 13%
Little emphasis - - <10 resps
No emphasis 41% - - 27% <10 resps 45%

To what extent do you agree or disagree with the following statements.

2018 2017 2016 Challenge Authority Schools Programme PEF-only
I feel confident using evidence to inform the development of interventions / approaches
Base (all respondents) 479 205 - 270 43 166
Strongly agree 30% 30% - 26% 26% 32%
Agree 60% 54% - 65% 73% 58%
Neither agree nor disagree 7% 13% - 7% 2% 8%
Disagree 2% 2% - 1% 3%
Strongly disagree -
I don't know <0.5% - 1%
I always use available evidence to measure the extent to which the interventions are having a desired impact
Base (all respondents) 480 206 - 271 43 166
Strongly agree 28% 29% - 28% 41% 27%
Agree 62% 56% - 62% 58% 63%
Neither agree nor disagree 9% 13% - 9% 2% 9%
Disagree 1% 2% - 1% 1%
Strongly disagree -
I don't know -
Through the fund, I feel that my skills and knowledge of how to use data for teaching planning, evaluation and improvement at a school level have been significantly improved
Base (all respondents) 478 205 - 269 43 166
Strongly agree 21% 28% - 28% 28% 17%
Agree 39% 40% - 46% 63% 35%
Neither agree nor disagree 30% 23% - 19% 6% 35%
Disagree 8% 6% - 5% 4% 10%
Strongly disagree 2% 1% - 1% 2%
I don't know <0.5% <0.5% - 1%

Do you have an evaluation plan in place to measure progress and impact of interventions/approaches in your school supported by Challenge Authority/Schools Programme and/or Pupil Equity Funding?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 479 - - 271 42 166
Yes 92% - - 96% 98% 90%
No 5% - - 3% 6%
I don't know 2% - - 1% 2% 3%

You said you have an evaluation plan in place, which of the following applies to your school?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (those indicating they receive CA/SP & PEF, with an evaluation plan) 245 - - 188 39 -
There were two separate evaluation plans, one for interventions/ approaches supported by CA/SP and another plan for interventions/ approaches supported by PEF 24% - - 22% 36% -
There was one evaluation plan to measure progress of all interventions / approaches regardless of the funding stream 69% - - 71% 52% -
Other (please specify) 8% - - 7% 12% -

So far, have you seen any improvement in closing the poverty-related gap in literacy attainment, numeracy attainment or health and wellbeing in your school as a result of interventions supported by Challenge Authority/Schools Programme funding and/or Pupil Equity Funding?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 478 207 144 269 43 166
Yes, a lot 12% 14% 10% 14% 23% 10%
Yes, a little 76% 64% 67% 78% 75% 75%
No 9% 14% 19% 5% 2% 11%
I don't know 3% 7% 4% 3% 4%

Are you expecting to see any improvement in the coming five years in closing the poverty-related gap in literacy attainment, numeracy attainment or health and wellbeing in your school as a result of interventions supported by Challenge Authority/Schools Programme funding and/or Pupil Equity Funding?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 480 207 144 271 43 166
Yes, a lot 56% 60% 62% 57% 74% 55%
Yes, a little 39% 37% 31% 40% 24% 40%
No 2% <0.5% 2% 2% 2%
I don't know 3% 2% 6% 3% 3%

Do you expect that any improvement in the poverty-related gap in literacy attainment, numeracy attainment or health and wellbeing in your school as a result of Challenge Authority/Schools Programme funding and/or Pupil Equity Funding will be sustainable beyond the years of the funding?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 466 200 138 262 43 161
Yes 42% 58% 38% 41% 46% 42%
No 17% 10% 12% 19% 9% 16%
I don't know 42% 33% 51% 40% 44% 42%

As the result of Challenge Authority/Schools Programme funding and/or Pupil Equity Funding, do you think there has been any change in the number of staff in your school working collaboratively to improve their practice?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 470 207 144 261 44 165
Yes, there has been a large increase in collaborative working as a result of the fund 29% 39% 32% 40% 52% 23%
Yes, there has been a small increase in collaborative working as a result of the fund 42% 38% 39% 40% 46% 43%
Yes, there has been an increase in collaborative working, but I don't think it is as a result of the fund 21% 18% 18% 15% 2% 24%
No, there has been no increase in collaborative working 7% 3% 9% 4% 8%
I am not sure 1% 1% 2% 1% 1%

Did your school's participation in Challenge Authority/Schools Programme funding and/or Pupil Equity Funding have any unintended positive consequences?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 447 203 141 251 41 155
Yes 38% 40% 36% 40% 45% 36%
No 62% 60% 64% 60% 55% 64%

Did your school's participation in Challenge Authority/Schools Programme funding and/or Pupil Equity Funding have any unintended negative consequences?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (all respondents) 443 204 139 245 42 156
Yes 18% 24% 19% 19% 26% 17%
No 82% 76% 81% 82% 74% 83%

Did you feel that there was sufficient support in place to develop and implement your school plans for Pupil Equity Funding?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (those indicating they receive PEF) 449 312 - 247 39 163
Yes 66% 56% - 67% 65% 66%
No 25% 37% - 26% 10% 25%
I don't know 9% 7% - 7% 25% 9%

Which of the following sources of information did you consult when developing your plans for Pupil Equity Funding? Please select all that apply

2018 2017 2016 Challenge Authority Schools Programme PEF-only
Base (those indicating they receive PEF) 450 311 - 246 38 166
National operational guidance (Scottish Government) 76% - - 75% 67% 76%
Local guidance (e.g. guidance developed by local authorities) 89% - - 90% 73% 89%
Attainment advisors 35% 38% - 41% 82% 31%
Teachers within the school 84% 95% - 91% 66% 82%
Other schools (other teachers, headteachers) 68% 84% - 76% 52% 65%
Local authority 72% 86% - 80% 57% 70%
Education Scotland 62% 42% - 58% 64% 63%
Scottish Government 27% 21% - 27% 30% 27%
National Improvement Hub 55% - - 51% 33% 58%
Education Endowment Foundation (EEF) - Scottish version Learning and Teaching 59% 50% - 60% 59% 59%
Universities / Academia sources 12% 10% - 14% 4% 12%
Parents (e.g. Parent council) 75% 5% - 89% 74% 70%
Other sources (please write in below) 17% 79% - 22% 9% 15%
Don't know / can't remember 1% 30% - 2% 1%
None <0.5% 1% - <0.5%

Thinking about your experience of Pupil Equity Funding, to what extent do you agree or disagree with the following?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
The process of receiving PEF was easy to understand
Base (those indicating they receive PEF) 445 - - 244 38 163
Strongly agree 28% - - 24% 43% 29%
Agree 55% - - 59% 50% 53%
Neither agree nor disagree 8% - - 9% 5% 8%
Disagree 7% - - 5% 2% 9%
Strongly disagree <0.5% - - 2%
I don't know 1% - - <0.5% 1%
The process of working out allocations was transparent
Base (those indicating they receive PEF) 444 - - 244 38 162
Strongly agree 24% - - 22% 43% 24%
Agree 47% - - 53% 48% 45%
Neither agree nor disagree 12% - - 15% 7% 12%
Disagree 12% - - 8% 2% 14%
Strongly disagree 3% - - 1% 3%
I don't know 2% - - 1% 2%
Reporting requirements associated with PEF funding are reasonable
Base (those indicating they receive PEF) 443 - - 242 38 163
Strongly agree 11% - - 11% 18% 11%
Agree 47% - - 50% 68% 44%
Neither agree nor disagree 24% - - 24% 4% 25%
Disagree 12% - - 10% 9% 13%
Strongly disagree 5% - - 2% 2% 6%
I don't know 1% - - 2% 1%

Thinking about your experience of Pupil Equity Funding, to what extent do you agree or disagree with the following?

2018 2017 2016 Challenge Authority Schools Programme PEF-only
The school has an implementation plan in place to manage Pupil Equity Funding effectively
Base (those indicating they receive PEF) 446 313 - 245 38 163
Strongly agree 34% 39% - 35% 35% 33%
Agree 59% 51% - 56% 63% 60%
Neither agree nor disagree 6% 8% - 8% 2% 6%
Disagree 1% 1% - <0.5% 1%
Strongly disagree -
I don't know -
As headteacher I have autonomy to develop a plan for Pupil Equity Funding taking account of the school's local context and needs
Base (those indicating they receive PEF) 443 312 - 243 38 162
Strongly agree 39% 31% - 38% 53% 39%
Agree 49% 50% - 52% 38% 49%
Neither agree nor disagree 6% 12% - 6% 9% 6%
Disagree 4% 5% - 4% 4%
Strongly disagree <0.5% 2% - 1%
I don't know 1% - 1%

Contact

Email: evelyn.bowes@gov.scot