Information

Attainment Scotland Fund evaluation: headteacher survey 2019 - technical report

The Technical report is a companion document to the Headteacher Report 2019. It sets out the sample, methodology, survey questions and response rates.


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?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 304 35 764
Not answered 2% - - - 1% 2% 2%
To a great extent 72% - - - 83% 87% 67%
To a moderate extent 22% - - - 15% 11% 25%
To some extent 4% - - - 1%   5%
Not very well 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?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 304 35 764
Not answered 2% - - - 1% 2% 3%
Very aware 59% - - - 71% 81% 53%
Moderately aware 35% - - - 27% 17% 39%
Somewhat aware 4% - - - 2%   4%
Slightly aware 1% - - -     1%
Not at all aware 0.1% - - -     0.2%
Thinking about the range of potential approaches to closing the poverty-related attainment gap, to what extent do you feel confident in selecting the approach(es) that would be most effective in your school?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 304 35 764
Not answered 2% - - - 1% 2% 2%
To a great extent 47% - - - 55% 63% 44%
To a moderate extent 44% - - - 40% 35% 46%
To some extent 6% - - - 4%   7%
Not very well 1% - - -     1%
Not at all   - - -      
To what extent is an approach to achieving equity in education, specifically in relation to the poverty-related attainment gap, embedded within your school community?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 304 35 764
Not answered 2% - - - 1% 2% 2%
To a great extent 37% - - - 45% 41% 33%
To a moderate extent 46% - - - 47% 50% 45%
To some extent 14% - - - 6% 8% 17%
Not very well 2% - - - 1%   2%
Not at all 0.2% - - -     0.3%
During 2018/19, which of the following best describes your approach to addressing the poverty-related attainment gap?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 360 46 696
Not answered 7% - - - 5% 15% 7%
Newly introduced in 2018/19 10% - - - 5% 7% 12%
A scale-up of an approach implemented in the previous school year 54% - - - 61% 58% 51%
Continuing, at the same level, an approach that was introduced in the previous school year 29% - - - 29% 20% 29%
No approaches for addressing the poverty-related attainment gap in 2018/19 0.2% - - -     0.3%
Other (please write in below)   - - -      
Which statement, if any, comes closest to describing your schools' approach for achieving equity in education?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 360 46 696
Not answered 2% - - - 1% 2% 2%
Approach focuses on the most deprived pupils or parents of the most deprived pupils (e.g. based on SIMD or free school meals) 9% - - - 9% 30% 8%
Approach is universal - focuses on all pupils, all parents or all teachers, or all in a certain year group 9% - - - 10% 16% 8%
Approach is mixed – focuses on most deprived pupils alongside universal strategies 60% - - - 67% 45% 58%
Approach focuses on pupils who experience disadvantage for other reasons, in addition to being affected by poverty 18% - - - 12% 6% 21%
Approach focuses on pupils who experience disadvantage for other reasons, rather than poverty 3% - - - 1%   4%
None of these 0.1% - - -     0.2%
To what extent has the approach in your school for addressing the poverty-related attainment gap changed over the previous year 2018/19 ( i.e. from 2017/18 to 2018/19)?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 360 46 696
Not answered 3% - - - 1% 2% 3%
Changed significantly 8% - - - 9% 13% 8%
Changed to some extent 57% - - - 64% 67% 54%
Limited change 27% - - - 23% 16% 29%
No change 5% - - - 2% 2% 7%
We would like to understand what areas your approaches were trying to improve. Thinking about your approach to closing the poverty-related attainment gap in 2018/19, how much emphasis has there been on the following areas?
2019 2018 2017 2016 CA SP PEF-only
Leadership skills
Base (all respondents) 1102 553 - - 360 46 696
Not answered 14% 18% - - 8% 7% 16%
Strong emphasis 23% 22% - - 38% 40% 16%
Some emphasis 45% 41% - - 45% 47% 45%
Little emphasis 13% 17% - - 8% 6% 15%
No emphasis 6% 3% - - 2%   8%
Collaboration within the school or across schools
Base (all respondents) 1102 553 - - 360 46 696
Not answered 7% 18% - - 4% 4% 8%
Strong emphasis 28% 31% - - 36% 34% 25%
Some emphasis 46% 36% - - 50% 55% 44%
Little emphasis 13% 12% - - 9% 7% 15%
No emphasis 6% 3% - - 1%   8%
Data skills or use
Base (all respondents) 1102 553 - - 360 46 696
Not answered 7% 17% - - 3% 4% 9%
Strong emphasis 36% 33% - - 50% 61% 29%
Some emphasis 43% 34% - - 39% 28% 46%
Little emphasis 11% 13% - - 8% 7% 12%
No emphasis 4% 3% - - 1%   5%
Self-improvement and/or improvement planning
Base (all respondents) 1102 553 - - 360 46 696
Not answered 8% 19% - - 4% 4% 9%
Strong emphasis 38% 34% - - 50% 37% 33%
Some emphasis 43% 38% - - 39% 59% 44%
Little emphasis 8% 7% - - 6%   9%
No emphasis 3% 2% - - 2%   4%
Teaching skills or practice
Base (all respondents) 1102 553 - - 360 46 696
Not answered 6% 15% - - 2% 2% 7%
Strong emphasis 50% 49% - - 67% 57% 42%
Some emphasis 38% 30% - - 28% 41% 42%
Little emphasis 6% 5% - - 2%   7%
No emphasis 2% 1% - - 0%   2%
Dedicated staff time
Base (all respondents) 1102 - - - 360 46 696
Not answered 6% - - - 5% 4% 7%
Strong emphasis 43% - - - 40% 40% 45%
Some emphasis 37% - - - 44% 43% 34%
Little emphasis 10% - - - 9% 10% 10%
No emphasis 4% - - - 2% 2% 4%
Resources or tools for teaching and learning
Base (all respondents) 1102 553 - - 360 46 696
Not answered 4% 15% - - 2% 4% 5%
Strong emphasis 40% 37% - - 41% 24% 40%
Some emphasis 46% 38% - - 49% 61% 44%
Little emphasis 9% 8% - - 8% 11% 10%
No emphasis 2% 2% - - 1%   2%
The learning environment
Base (all respondents) 1102 553 - - 360 46 696
Not answered 6% 15% - - 3% 7% 7%
Strong emphasis 34% 32% - - 40% 31% 31%
Some emphasis 42% 37% - - 46% 48% 40%
Little emphasis 15% 14% - - 11% 13% 16%
No emphasis 4% 2% - - 1% 2% 6%
Family learning
Base (all respondents) 1102 553 - - 360 46 696
Not answered 7% 18% - - 4% 4% 8%
Strong emphasis 18% 22% - - 27% 32% 14%
Some emphasis 44% 42% - - 48% 47% 42%
Little emphasis 25% 14% - - 19% 17% 28%
No emphasis 7% 4% - - 3%   8%
Parental or community engagement with the school
Base (all respondents) 1102 553 - - 360 46 696
Not answered 7% 17% - - 4% 4% 8%
Strong emphasis 25% 26% - - 33% 35% 21%
Some emphasis 46% 43% - - 48% 47% 45%
Little emphasis 17% 12% - - 13% 13% 19%
No emphasis 6% 2% - - 2%   7%
Targeted support for individual pupils
Base (all respondents) 1102 - - - 360 46 696
Not answered 3% - - - 1% 2% 3%
Strong emphasis 74% - - - 76% 65% 74%
Some emphasis 22% - - - 21% 31% 21%
Little emphasis 1% - - - 2% 2% 1%
No emphasis 0% - - -     1%
Culture and ethos
Base (all respondents) 1102 - - - 360 46 696
Not answered 6% - - - 4% 7% 7%
Strong emphasis 43% - - - 48% 55% 40%
Some emphasis 34% - - - 36% 34% 34%
Little emphasis 12% - - - 9% 4% 14%
No emphasis 5% - - - 3%   6%
Other
Base (all respondents) 1102 553 - - 360 46 696
Not answered 72% 90% - - 73% 76% 71%
Strong emphasis 7% 4% - - 10% 8% 6%
Some emphasis 5% 2% - - 5% 7% 5%
Little emphasis 2%   - - 2%   3%
No emphasis 14% 4% - - 10% 9% 15%
To what extent do you agree or disagree with the following statements.
2019 2018 2017 2016 CA SP PEF-only
I feel confident using evidence to inform the development of interventions / approaches
Base (all respondents) 1102 553 207 - 360 46 696
Not answered 3% 12% 1% - 2% 2% 4%
Strongly agree 28% 26% 30% - 33% 47% 26%
Agree 61% 53% 54% - 60% 51% 63%
Neither agree nor disagree 6% 7% 13% - 4%   7%
Disagree 1% 2% 2% - 1%   1%
Strongly disagree 0%   0% -     0%
I don't know   0% 0% -      
I always use available evidence to measure the extent to which the interventions are having a desired impact
Base (all respondents) 1102 553 207 - 360 46 696
Not answered 3% 12% 0% - 2% 2% 4%
Strongly agree 25% 25% 29% - 28% 43% 24%
Agree 62% 55% 56% - 59% 51% 63%
Neither agree nor disagree 8% 8% 13% - 10% 4% 8%
Disagree 2% 1% 2% - 1%   2%
Strongly disagree     0% -      
I don't know 0%   0% -     0%
I feel confident in selecting the most appropriate measure(s) to evidence the impact of approaches
Base (all respondents) 1102 - - - 360 46 696
Not answered 4% - - - 3% 2% 5%
Strongly agree 15% - - - 17% 33% 13%
Agree 58% - - - 63% 52% 57%
Neither agree nor disagree 17% - - - 12% 10% 19%
Disagree 5% - - - 5% 2% 6%
Strongly disagree 0% - - -     0%
I don't know 0% - - - 1%   0%
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) 1102 553 207 - 360 46 696
Not answered 4% 12% 1% - 3% 2% 4%
Strongly agree 21% 18% 28% - 33% 41% 15%
Agree 43% 34% 40% - 44% 46% 42%
Neither agree nor disagree 24% 26% 23% - 16% 12% 28%
Disagree 7% 7% 6% - 3%   9%
Strongly disagree 1% 2% 1% - 1%   2%
I don't know 1% 0% 0% - 1%   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?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 553 - - 360 46 696
Not answered 3% 12% - - 3% 2% 4%
Yes 92% 81% - - 94% 98% 91%
No 4% 5% - - 3%   5%
I don't know 1% 2% - - 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/Schools Programme funding and/or Pupil Equity Funding?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 553 207 144 360 46 696
Not answered 3% 12% 0% 0% 3% 9% 3%
Yes, a lot 18% 11% 14% 10% 21% 27% 16%
Yes, a little 70% 67% 64% 67% 71% 62% 69%
No 6% 8% 14% 19% 4%   7%
I don't know 3% 3% 7% 4% 1% 2% 4%
Are you expecting to see 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/Schools Programme funding and/or Pupil Equity Funding?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 553 207 144 360 46 696
Not answered 3% 12% 0% 0% 3% 11% 3%
Yes, a lot 33% 50% 60% 62% 39% 49% 30%
Yes, a little 61% 34% 37% 31% 56% 38% 65%
No 1% 1% 0% 2% 1% 2% 1%
I don't know 1% 3% 2% 6% 1%   1%
What are the main factors supporting progress towards closing the poverty-related attainment gap in your school? Please select up to 3 most important
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 360 46 696
Not answered 3% - - - 2% 9% 4%
Teaching and staffing resources 51% - - - 52% 44% 51%
Higher quality learning and teaching 43% - - - 51% 47% 40%
Opportunities to undertake relevant CLPL 12% - - - 17% 9% 10%
Ability to implement approaches relevant to my school context 56% - - - 53% 57% 57%
Use of evidence and data and approach to evaluation 38% - - - 38% 45% 38%
Shared commitment to achieving equity in education 24% - - - 19% 14% 26%
Engagement with parents, carers and families 29% - - - 27% 20% 30%
Collaboration with other schools, professionals and partners 19% - - - 19% 18% 20%
Support and guidance from local authority 6% - - - 10% 7% 4%
Support and guidance from Attainment Advisors 3% - - - 5% 10% 2%
Other (please write in below) 2% - - - 1% 2% 3%
What are the main barriers mitigating progress towards in making the interventions successful in closing the poverty-related attainment gap in literacy attainment, numeracy attainment or health and wellbeing in your school? Please select up to 3 most important
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 360 46 696
Not answered 4% - - - 3% 9% 4%
Staffing resources including recruitment 36% - - - 42% 39% 33%
Staff absences 23% - - - 32% 34% 19%
Staff time and workload 42% - - - 46% 48% 41%
Lack of appropriate partners to deliver services 16% - - - 10% 11% 18%
Reporting and paperwork requirements 16% - - - 17% 23% 15%
Difficulty in evaluating intended approach 15% - - - 10% 6% 17%
Engagement with parents, carers and families 22% - - - 30% 27% 18%
Level of [Challenge Authority/Schools Programme] funding received 1% - - - 3% 2% 0%
Level of Pupil Equity Funding received 27% - - - 20% 7% 31%
Uncertainty around Scottish Attainment Challenge funding 8% - - - 11% 15% 7%
Reduction in other services or resources 42% - - - 41% 33% 43%
Third sector capacity 5% - - - 5% 8% 5%
Other (please write in below) 7% - - - 4% 8% 8%
Do you think that any improvement in the poverty-related attainment gap 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?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 553 207 144 360 46 696
Not answered 3% 15% 3% 4% 3% 9% 3%
Yes 40% 36% 56% 36% 44% 54% 38%
No 26% 14% 9% 11% 23% 13% 28%
I don't know 31% 36% 31% 49% 30% 24% 31%
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?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 360 46 696
Not answered 4% - - - 3% 11% 4%
To a great extent 14% - - - 18% 23% 12%
To a moderate extent 26% - - - 28% 35% 24%
To some extent 42% - - - 41% 30% 42%
Not very well 12% - - - 10%   13%
Not at all 3% - - - 1% 2% 4%
As the result of Challenge Authority/Schools Programme funding and/or Pupil Equity Funding, do you think there has been a change in staff working collaboratively in your school to improve their practice?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 553 207 144 360 46 696
Not answered 4% 13% 0% 0% 3% 11% 4%
Yes, there has been a large increase in collaborative working as a result of the fund 26% 25% 39% 32% 39% 30% 20%
Yes, there has been a small increase in collaborative working as a result of the fund 36% 37% 38% 39% 35% 40% 35%
Yes, there has been an increase in collaborative working, but I don't think it is as a result of the fund 27% 18% 18% 18% 19% 17% 31%
No, there has been no increase in collaborative working 5% 6% 3% 9% 3%   6%
I am not sure 2% 1% 1% 2% 1% 2% 2%
In what areas, if any, do you think there has been improved collaboration over the past year as a result of Challenge Authority/Schools Programme funding and/or Pupil Equity Funding?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 - - - 360 46 696
Not answered 14% - - - 8% 14% 16%
Between schools in my local authority 55% - - - 75% 53% 48%
With other schools outwith my local authority 15% - - - 22% 17% 12%
With professionals in health, social work, educational psychology 25% - - - 31% 30% 23%
With third sector organisations 29% - - - 41% 50% 23%
With universities 5% - - - 11% 7% 2%
With families and communities 44% - - - 49% 47% 42%
With others (please tell us more below) 5% - - - 3% 2% 7%
Did you feel that there was sufficient support in place to develop and implement your school plans for Pupil Equity Funding in 2018/19?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 552 313 - 360 46 696
Not answered 4% 15% 0% - 3% 11% 5%
Yes 71% 56% 56% - 77% 68% 68%
No 13% 21% 37% - 10% 15% 14%
I don't know 12% 8% 7% - 10% 6% 13%
Which of the following sources of information did you consult when developing your plans for Pupil Equity Funding? Please select all that apply
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 552 313 - 360 46 696
Not answered 4% 14% 1% - 4% 11% 4%
National operational guidance 61% 65% - - 65% 73% 59%
Local guidance 74% 76% - - 80% 71% 72%
Attainment advisors 27% 30% 38% - 34% 61% 22%
Teachers within the school 75% 72% 94% - 83% 79% 72%
Other schools 52% 58% 84% - 54% 47% 52%
Local authority 53% 62% 85% - 57% 57% 51%
Education Scotland 37% 53% 42% - 41% 37% 35%
Scottish Government 12% 23% 20% - 13% 12% 11%
National Improvement Hub 38% 47% - - 39% 41% 37%
Education Endowment Foundation (EEF) 41% 51% 50% - 47% 51% 38%
Universities / Academia sources 6% 11% 10% - 10% 2% 5%
Parents (e.g. Parent council) 71% 64% 5% - 83% 62% 67%
Children and young people 62% - - - 72% 64% 58%
Regional Improvement Collaborative Events 19% - - - 23% 24% 18%
Other sources (please write in below) 4% 15% 79% - 3% 4% 5%
Don't know / can't remember 1% 1% 30% - 0%   1%
None 0% 0% 1% - 1%   0%
Thinking about your experience of Pupil Equity Funding in the previous school year 2018/19, to what extent do you agree or disagree with the following statements?
2019 2018 2017 2016 CA SP PEF-only
Reporting requirements associated with PEF funding are reasonable
Base (all respondents) 1102 552 - - 360 46 696
Not answered 5% 16% - - 4% 11% 5%
Strongly agree 7% 9% - - 11% 12% 5%
Agree 52% 39% - - 56% 48% 51%
Neither agree nor disagree 21% 20% - - 20% 23% 22%
Disagree 11% 10% - - 6% 4% 13%
Strongly disagree 3% 4% - - 2% 2% 3%
I don't know 2% 1% - - 1%   2%
Timescales for planning for implementation of PEF have been adequate
Base (all respondents) 1102 - - - 360 46 696
Not answered 5% - - - 4% 11% 6%
Strongly agree 5% - - - 8% 9% 3%
Agree 54% - - - 59% 54% 52%
Neither agree nor disagree 18% - - - 17% 13% 19%
Disagree 14% - - - 10% 11% 16%
Strongly disagree 2% - - - 1% 2% 3%
I don't know 1% - - - 1%   1%
PEF has provided my school with additional resource needed to address the poverty-related attainment gap
Base (all respondents) 1102 - - - 360 46 696
Not answered 5% - - - 4% 13% 5%
Strongly agree 41% - - - 50% 48% 37%
Agree 41% - - - 37% 37% 42%
Neither agree nor disagree 9% - - - 6%   10%
Disagree 4% - - - 2%   4%
Strongly disagree 1% - - - 0% 2% 1%
I don't know 1% - - - 1%   1%
As headteacher I have autonomy to develop a plan for Pupil Equity Funding taking account of the school's local context and needs
Base (all respondents) 1102 552 313 - 360 46 696
Not answered 5% 16% 0% - 4% 11% 5%
Strongly agree 43% 33% 31% - 48% 53% 41%
Agree 43% 42% 50% - 43% 31% 44%
Neither agree nor disagree 6% 5% 12% - 3%   7%
Disagree 3% 3% 5% - 2% 4% 3%
Strongly disagree 0% 0% 2% -     1%
I don't know 0% 1% 0% - 1%   0%
Did your school's participation in Challenge Authority/Schools Programme funding and/or Pupil Equity Funding have any unintended positive consequences?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 553 207 144 360 46 696
Not answered 8% 18% 2% 2% 10% 13% 7%
Yes 30% 31% 39% 35% 29% 38% 31%
No 62% 51% 59% 63% 62% 49% 62%
Did your school's participation in Challenge Authority/Schools Programme funding and/or Pupil Equity Funding have any unintended negative consequences?
2019 2018 2017 2016 CA SP PEF-only
Base (all respondents) 1102 553 207 144 360 46 696
Not answered 9% 18% 1% 3% 10% 15% 8%
Yes 12% 14% 23% 18% 15% 22% 11%
No 79% 68% 75% 78% 76% 63% 81%

Contact

Email: joanna.shedden@gov.scot

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