Attainment Scotland Fund Evaluation – Headteacher Survey 2020: technical report

The Attainment Scotland Fund Evaluation: Headteacher Survey 2020 Technical Report provides details of the survey methodology and response, analysis and reporting, including a list of the survey questions, and the tabular results for the Headteacher Survey 2020.


3. Tabular results

3.1. The tables below set out weighted survey results, including analysis by ASF funding stream and comparison with previous results.

To what extent would you say you understand the challenges and barriers faced by pupils affected by poverty in your school?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
To a great extent 327 78% 89% 87% 74%
To a moderate extent 85 20% 11% 13% 24%
To some extent 3 1% 0.3% - 1%
To a small extent 3 1% - - 1%
Not at all - - - - -

How aware are you of the range of approaches that could be used to close the poverty-related attainment gap?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
Very aware 275 67% 78% 78% 62%
Moderately aware 120 29% 22% 22% 33%
Somewhat aware 13 3% - - 5%
Slightly aware 1 0.1% 0.3% - -
Not at all aware   - - - -

To what extent do you feel confident in selecting the approach(es) to closing the poverty-related attainment gap that would be most effective in your school?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
To a great extent 206 50% 58% 62% 47%
To a moderate extent 175 43% 39% 38% 45%
To some extent 27 7% 4% - 8%
To a small extent   - - - -
Not at all   - - - -

To what extent has an overall approach to achieving equity in education, specifically in relation to the poverty-related attainment gap, been embedded within your school community?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
To a great extent 145 35% 43% 40% 30%
To a moderate extent 206 49% 49% 47% 50%
To some extent 55 13% 7% 13% 16%
To a small extent 11 3% 1% - 4%
Not at all - - - - -

As a result of COVID-19 and school building closures from March 2020, greater flexibility was provided in how ASF funds can be used. Have you made use of this greater flexibility to change any aspects of how ASF funds are used in your school?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes 228 57% 60% 54% 56%
No 172 43% 40% 46% 45%

Which of the following have you used in the last year as part of your schools' approach for achieving equity in education? Please select all that apply

  All (n) All (%) Challenge Authority Schools Programme PEF-only
Approaches focused on pupils or parents experiencing socio-economic deprivation (e.g. based on SIMD or free school meals) 324 83% 89% 96% 79%
Approaches focused on pupils who experience disadvantage for reasons other than socio-economic deprivation 304 77% 82% 71% 75%
Universal approaches - focused on all pupils, parents and/or teachers (across the school or in certain year group) 333 85% 88% 92% 83%

Thinking about the pupils and families experiencing poverty in your school, have new circumstances emerged since school building closures in March 2020 that may lead to pupils and families needing additional school support to close the poverty-related attainment gap?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes 293 75% 85% 82% 70%
No 22 6% 2% 4% 7%
Too early to say/Unsure 78 20% 13% 13% 24%

To what extent had your school's approach to addressing the poverty-related attainment gap at the start of 2019/20 developed from the previous year?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
Developed significantly 77 20% 20% 17% 20%
Developed to some extent 246 65% 69% 68% 63%
Limited development 47 12% 9% 9% 14%
No change 11 3% 2% 5% 3%

To what extent did your school's approach to addressing the poverty-related attainment gap develop during the period of school building closures from March to June 2020?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
Developed significantly 56 15% 22% 13% 12%
Developed to some extent 176 46% 41% 68% 47%
Limited development 116 31% 32% 14% 31%
No change 33 9% 5% 5% 10%

To what extent has engagement with families and communities been part of your school's approach to achieving equity in education?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
To a great extent 193 52% 60% 64% 48%
To a moderate extent 124 33% 28% 20% 36%
To some extent 46 12% 10% 16% 14%
Not very well 4 1% 2% - 1%
Not at all 6 2% 0.4% - 2%

To what extent did your school's approach to engagement with families and communities develop during the period of school building closures from March to June 2020?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
Developed significantly 168 45% 47% 45% 43%
Developed to some extent 136 36% 39% 50% 35%
Limited development 45 12% 13% 5% 13%
No change 26 7% 2% - 10%

How would you rate your school's approach to the following?

Using data and evidence to inform the development of approaches All (n) All (%) Challenge Authority Schools Programme PEF-only
Very good 121 33% 39% 58% 29%
Good 186 51% 49% 42% 52%
Adequate 52 14% 12% - 16%
Fairly poor 3 1% - - 1%
Very poor - - - - -
Don't know 3 1% - - 1%
Identifying the most appropriate measure(s) to assess the impact of approaches All (n) All (%) Challenge Authority Schools Programme PEF-only
Very good 64 18% 20% 36% 15%
Good 234 64% 68% 48% 63%
Adequate 64 18% 12% 16% 20%
Fairly poor - - - - -
Very poor - - - - -
Don't know 3 1% - - 1%
Using evidence to measure whether approaches are having the desired impact All (n) All (%) Challenge Authority Schools Programme PEF-only
Very good 73 20% 26% 52% 16%
Good 200 56% 62% 42% 54%
Adequate 77 22% 11% 6% 27%
Fairly poor 6 2% 0.4% - 2%
Very poor - - - - -
Don't know 3 1% - - 1%
Measuring progress and impact of approaches supported by Challenge Authority funding and/or Pupil Equity Funding All (n) All (%) Challenge Authority Schools Programme PEF-only
Very good 57 16% 24% 41% 11%
Good 221 62% 60% 59% 63%
Adequate 70 20% 14% - 23%
Fairly poor 4 1% 2% - 1%
Very poor - - - - -
Don't know 6 2% 0.4% - 2%

To what extent has ASF support helped to develop staff skills and knowledge in using data for teaching planning, evaluation and improvement?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
To a great extent 71 20% 28% 46% 15%
To a moderate extent 152 43% 48% 25% 40%
To some extent 124 35% 20% 28% 42%
Not very well 8 2% 2% - 2%
Not at all 3 1% 1% - 1%

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/approaches supported by Challenge Authority and/or Pupil Equity Funding? Are you expecting to see any improvement?

Whether seen improvement to date All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes, a lot 71 20% 30% 32% 14%
Yes, a little 252 70% 61% 69% 75%
No 11 3% 7% - 2%
I don't know 24 7% 2% - 9%
Whether expecting further improvement in the future All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes, a lot 73 21% 29% 38% 16%
Yes, a little 236 67% 57% 41% 73%
No 17 5% 8% 11% 3%
I don't know 25 7% 7% 11% 7%

To what extent have COVID-19 and school building closures had an impact on the progress you have made in closing the poverty-related attainment gap?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
Significant impact 215 61% 70% 85% 57%
Some impact 118 34% 28% 15% 37%
Little or no impact 3 1% 1% - 1%
I don't know 15 4% 1% - 6%

Do you think that any improvement made towards closing the poverty-related attainment gap in your school as a result of Challenge Authority and/or Pupil Equity Funding, will be sustainable beyond the years of the funding? To what extent do you expect the focus on closing the poverty-related attainment gap in your school to be sustainable beyond the years of the fund?

Whether improvement in closing the gap will be sustainable All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes, to a great extent 18 5% 9% 5% 3%
Yes, to a moderate extent 96 28% 31% 15% 27%
To some extent 131 38% 44% 54% 35%
Not very well 68 20% 11% 20% 24%
Not at all 20 6% 4% 6% 7%
I don't know 13 4% 2% - 5%
Whether focus on closing the gap will be sustainable All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes, to a great extent 94 28% 33% 38% 25%
Yes, to a moderate extent 104 30% 27% 32% 31%
To some extent 111 33% 31% 25% 34%
Not very well 26 8% 8% 5% 8%
Not at all 6 2% 1% - 2%

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

Pre-school building closures (August 2019 to March 2020) All (n) All (%) Challenge Authority Schools Programme PEF-only
Large increase in collaborative working as a result of the fund 121 36% 40% 37% 34%
Small increase in collaborative working as a result of the fund 97 29% 29% 37% 28%
Increase in collaborative working, but I don't think it is as a result of the fund 83 25% 25% 22% 25%
No increase in collaborative working 15 5% 4% 4% 5%
I am not sure 18 5% 2% - 7%
During school building closures (March to June 2020) All (n) All (%) Challenge Authority Schools Programme PEF-only
Large increase in collaborative working as a result of the fund 70 21% 18% 16% 22%
Small increase in collaborative working as a result of the fund 84 25% 25% 53% 23%
Increase in collaborative working, but I don't think it is as a result of the fund 96 29% 29% 26% 29%
No increase in collaborative working 63 19% 23% 5% 18%
I am not sure 21 6% 5% - 7%

Has there been improved collaboration in the following areas over the past year as a result of Challenge Authority/Schools Programme and/or Pupil Equity Funding?

Pre-school building closures (August 2019 to March 2020) All (n) All (%) Challenge Authority Schools Programme PEF-only
Between schools in my local authority 213 73% 85% 53% 68%
With other schools outwith my local authority 90 31% 44% 38% 24%
With public sector partners in health, social work, educational psychology and others 161 55% 67% 58% 49%
With third sector organisations 126 43% 58% 68% 35%
With universities and colleges 44 15% 20% 26% 12%
With families and communities 263 90% 88% 89% 91%
During school building closures (March to June 2020) All (n) All (%) Challenge Authority Schools Programme PEF-only
Between schools in my local authority 126 50% 54% 25% 50%
With other schools outwith my local authority 44 18% 20% 6% 17%
With public sector partners in health, social work, educational psychology and others 120 48% 55% 38% 45%
With third sector organisations 92 37% 59% 43% 27%
With universities and colleges 15 6% 6% 25% 5%
With families and communities 228 92% 91% 94% 92%

Did you feel that there was sufficient support in place to develop and implement your school plans for Pupil Equity Funding in 2019/20?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes 249 76% 84% 94% 72%
No 33 10% 8% - 12%
I don't know 46 14% 8% 6% 17%

Which of the following did you consult when developing your plans for Pupil Equity Funding?

  All (n) All (%) Challenge Authority Schools Programme PEF-only
National operational guidance (Scottish Government) 245 75% 81% 63% 72%
Local guidance (e.g. guidance developed by local authorities) 301 92% 92% 73% 93%
Attainment advisors 136 42% 48% 89% 36%
Teachers within the school 311 95% 97% 94% 94%
Other schools (other teachers, headteachers) 204 62% 72% 62% 58%
Local authority 266 81% 85% 74% 80%
Education Scotland 169 52% 61% 48% 47%
Scottish Government 68 21% 33% 5% 15%
National Improvement Hub 155 47% 57% 38% 43%
Education Endowment Foundation (EEF) – Scottish version Learning and Teaching 158 48% 52% 54% 46%
Parents and communities 289 88% 91% 84% 87%
Children and young people 271 83% 86% 90% 80%
Other sources (please write in below) 15 5% 4% 9% 5%
Don't know / can't remember 3 1% - 6% 1%

Thinking about your experience of Pupil Equity Funding in the previous school year 2019/20, to what extent do you agree or disagree with the following statements?

Reporting requirements associated with PEF funding are reasonable All (n) All (%) Challenge Authority Schools Programme PEF-only
Strongly agree 35 11% 17% 11% 8%
Agree 202 62% 58% 73% 63%
Neither agree nor disagree 50 15% 17% - 15%
Disagree 21 7% 5% 11% 7%
Strongly disagree 7 2% 2% - 2%
Don't know 9 3% 0.4% 6% 4%
Timescales for planning for implementation of PEF have been adequate All (n) All (%) Challenge Authority Schools Programme PEF-only
Strongly agree 34 11% 15% 11% 8%
Agree 204 63% 62% 84% 63%
Neither agree nor disagree 43 13% 12% 5% 15%
Disagree 34 10% 11% - 11%
Strongly disagree 3 1% 0.4% - 1%
Don't know 6 2% 0.4% - 3%
PEF has provided my school with additional resource needed to address the poverty-related attainment gap All (n) All (%) Challenge Authority Schools Programme PEF-only
Strongly agree 185 58% 61% 94% 53%
Agree 96 30% 34% 6% 30%
Neither agree nor disagree 19 6% 3% - 8%
Disagree 16 5% 1% - 7%
Strongly disagree 1 0.1% 0.4% - -
Don't know 6 2% 0.4% - 3%
As headteacher I have autonomy to develop a plan for Pupil Equity Funding taking account of the school's local context and needs All (n) All (%) Challenge Authority Schools Programme PEF-only
Strongly agree 180 55% 53% 78% 54%
Agree 121 37% 42% 22% 36%
Neither agree nor disagree 10 3% 3% - 4%
Disagree 6 2% 2% - 2%
Strongly disagree 3 1% - - 1%
Don't know 6 2% 0.4% - 3%

Contact

Email: Fiona.Wager@gov.scot

Back to top