Impact of Attainment Scotland Funding (ASF) on Numeracy and Mathematics 2022-25: Appendices
During the period from November 2024 to June 2025 engagements took place with a range of stakeholders from across the national education system including:
Virtual headteacher network (CELCIS)
- 17 SAC local authority project leads
- 20 local authorities where SEF has been used to fund a numeracy related role or project (appendix 1)
- 20 schools which have used PEF to fund numeracy related roles or projects (these schools were identified by attainment advisors and local authority (LA) officers - appendix 2)
- 13 schools where LA SEF supported work has been exemplified (these schools were identified by LA officers - appendix 3)
Further evidence was gathered from a variety of different sources:
- Achievement of Curriculum for Excellence Levels (ACEL) data
- Senior phase data
- SAC national summary reports
- Surveys and discussions with stakeholder groups
- Aberdeenshire
- Angus
- Argyll & Bute
- Clackmannanshire
- Dumfries & Galloway
- Dundee
- East Ayrshire
- East Renfrewshire
- Edinburgh
- Fife
- Glasgow
- Highland
- North Ayrshire
- North Lanarkshire
- Renfrewshire
- Shetland
- South Lanarkshire
- Stirling
- West Dunbartonshire
- West Lothian
|
Local Authority |
School |
|
Dumfries & Galloway |
Drumore & Sandhead Primary Schools Kirkcolm & Leswalt Primary Schools Kirkcudbright Academy Laurieknowe Primary School Park Primary School St Michael’s Primary School Wallace Hall Academy Wallace Hall Primary School |
|
East Dunbartonshire |
St Matthew’s Primary School |
|
East Lothian |
Preston Tower Primary School |
|
East Renfrewshire |
Carlibar Primary School |
|
Highland |
Coulhill Primary School Hilton of Cadboll Primary School |
|
Midlothian |
Saltersgate School |
|
Moray |
Bishopmill Primary School |
|
North Lanarkshire |
St Margaret’s High School St Patrick’s Primary School, Kilsyth |
|
Perth & Kinross |
Grandtully Primary School |
|
South Ayrshire |
Tarbolton Primary School |
|
Western Isles |
Nicolson Institute |
|
Local Authority |
School |
|
Angus |
Langlands Primary School |
|
Argyll & Bute |
Hermitage Primary School |
|
Clackmannanshire |
Park Primary School |
|
Dumfries & Galloway |
Closeburn & Penpont Primary Schools New Abbey Primary School |
|
East Renfrewshire |
Carlibar Primary School |
|
Edinburgh |
Clovenstone Primary School |
|
Fife |
Woodmill High School |
|
North Lanarkshire |
Berryhill Primary School |
|
Renfrewshire |
St Fergus Primary School |
|
Shetland |
Sound Primary School |
|
West Dunbartonshire |
Clydemuir Primary School Goldenhill Primary School |
Supplementary questions from the SAC logic model used for engagements with local authorities and schools.
Outcome 1: Closing the gap/educational outcomes
- To what extent has the ASF contributed to a closing of the attainment gap in numeracy and mathematics between the most and least socio-economically disadvantaged children and young people, in line with stretch aims?
- To what extent have the specific funding streams (SEF, PEF and CECYP) contributed to improvements in numeracy for children affected by poverty?
- To what extent did stakeholders – including children and young people, families and communities, and third sector organisations - think the fund contributed to improvements in attainment of numeracy and a reduction of the gap?
Outcome 2: Achievement
- To what extent has the ASF contributed to an education system which encourages, reflects and values the breadth of numeracy and mathematics achievements that contribute to improved outcomes for children and young people.
- To what extent has the ASF fund had an impact on the breadth of achievements and opportunities for children and young people related to numeracy and mathematics?
- What have the additional opportunities been? Have there been any?
Examples
To what extent has the ASF focus on numeracy provided opportunities for learners to develop important skills for learning, skills for life and skills for work? (e.g. Scottish Vocational Qualifications, National Progression Awards, Modern/Foundation Apprenticeships)
Outcome 3: Embedded practices and culture
- To what extent has the ASF contributed to an embedded culture of equity in numeracy and mathematics at different levels of the education system?
- To what extent has the ASF contributed to an embedded culture of equity in numeracy and mathematics?
- To what extent has the ASF initiated professional learning with a focus on numeracy and mathematics and reducing the poverty-related attainment gap?
- To what extend has the ASF been used to provide targeted interventions in numeracy and mathematics based on educational equity?
- To what extend has the ASF been used to provide universal approaches in numeracy and mathematics?
- To what extent have learning and teaching practices of numeracy initiated by the fund become embedded at the classroom level?
- To what extent have LAs and schools addressed sustainability of their approaches in numeracy?
- To what extent was data and evidence used to embed a culture of equity in numeracy and mathematics?
- To what extent was data and evidence used to build and share an understanding of effective interventions in numeracy?
- To what extent has the ASF led to embedded engagement and participation of children and young people in numeracy?
Outcome 4: Education system
- To what extent has the ASF contributed to an education system which actively addresses poverty, removing barriers through inclusive ethos, practice and approaches for children and young people, parents and carers and practitioners?
- To what extent were children and young people and their families and communities engaged in decision-making and options related to numeracy?
- To what extent did the fund encourage collaboration across the education system (e.g. between schools, LAs, third sector, other delivery partners and professionals) to improve access to numeracy and mathematics?
- To what extent was data and evidence used across the education system to improve access/attainment of numeracy? How did this change over time?
