Impact of Attainment Scotland Funding (ASF) on Numeracy and Mathematics 2022-25: Evaluation of progress against the long-term SAC logic model outcomes: Strategic Equity Fund (SEF)
Twenty-one out of thirty-two local authorities (LAs) have used SEF to create numeracy officer roles (or roles which have a numeracy aspect), or numeracy related projects.
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?
LAs report annually on approaches towards closing the gap in numeracy via standards and quality reports. Additionally, attainment data is available at national and LA level. However, in some cases, impact within this outcome is still developing due to the fact that most projects funded by SEF are relatively new and have only been in place since 2022, with some only beginning over the past 18 months. Accordingly, this section pertains to the nine local authorities that have elected to highlight their work in this area for inclusion in the report.
Highlights
- Evidence strongly suggests that where a targeted or data-informed approach was used to support schools, SEF positively contributed to improving numeracy attainment among the most socio-economically disadvantaged learners
- Approaches contributing to improved outcomes include numeracy recovery and building sustainability via models such as ‘grow your own modelling and coaching’ team
- A range of poverty indicators, beyond the Scottish Index of Multiple Deprivation (SIMD), are used alongside attainment data and analysis of school improvement plans to identify which schools to target, demonstrating a data-informed approach to intervention
Examples
Dundee City (DCC)
DCC Pedagogy team developed a Conceptual Understanding in Numeracy (CUiN) career long professional learning (CLPL) programme. Between June 2023 and June 2024, the team delivered the CUiN programme and provided intensive supported in a primary school where 73% of pupils were in Q1. Following the intensive support, 90% of primary 4 pupils in Q1 achieved first level, compared to 48% who had been on track at the end of primary 3 in June 2023. Similarly, 70% of primary 7 pupils in the same quintile achieved second level, up from 50% who had been on track at the end of P6.
Shetland Islands
Within the authority, schools are invited to submit a bid for Strategic Equity Funding. Sound Primary School received SEF for extra staffing to support a pilot project raising attainment in P7. This project focussed on the use of Quality Improvement approaches and tools, to implement and measure small tests of change projects in numeracy and mathematics. The aim of the SEF project is to accelerate school level work to close the poverty-related attainment gap (PRAG). As a result of the project, attainment and engagement was raised within the class, with pupils’ attitudes to numeracy also improving.
Points to consider
- Evaluating the impact of SEF on closing the attainment gap in numeracy and mathematics with stakeholders remains an area for further development
- The range of comparative data available could continue to be used more effectively to precisely quantify the extent of SEF's contribution to closing the overall attainment gap
- The adoption of live tracking systems is enhancing the quality of challenge and support for schools
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?
While every local authority has a focus on wider achievement, eight LAs highlighted this as an area where SEF has had an impact for the purposes of this report.
Highlights
- Access to enriching and challenging activities is supported by the fund, while promoting engagement and enjoyment of the subject
- The fund has supported work that extends beyond standard courses by embedding numeracy in real-world contexts, linking it to science, technology, engineering and maths (STEM) subjects and vocational pathways, fostering key meta-skills, and addressing learners' specific needs
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SEF is helping to initiate partnerships with universities, colleges, the Scottish Qualifications Authority (SQA), and industry, further strengthening the relevance and practical application of numeracy skills for future pathways
Examples
Angus
SEF is used to fund a STEM Improvement Officer who is responsible for planning, developing and empowering improvements to STEM education across primary and secondary schools. A wide range of partnership projects with local industry has reached almost all schools. These projects are supporting the development of a broad range of skills, including applying numeracy in context, and progress into positive destinations, including modern apprenticeships.
Edinburgh City
The SEF funded senior development office (DO) pathways has enabled links with the city construction sector. This has led to the creation of National 5 Roofing, and Skills for Work: Creative Industries courses, enabling a number of previously disengaged young people to achieve qualifications and secure pathways to college courses or employment.
Points to consider
- While in some LAs the fund has been used creatively to establish roles linked to STEM and employability, these roles provide universal rather than targeted support, highlighting the need for further analysis to determine which pupils are most impacted
- SEF is not widely used to provide opportunities for wider achievement in numeracy and mathematics
to what extent has the ASF contributed to an embedded culture of equity in numeracy and mathematics at different levels?
Most of the evidence gathered for this project has aligned with this outcome. Almost all of the 20 LAs which have used SEF to support numeracy and mathematics have done so via the creation of numeracy officer roles. Evidence indicates that the main functions of these roles are design and delivery of professional learning, establishment of online platforms which host a variety of resources, and creation of progression frameworks. All of these functions have the purpose of embedding effective practice and building sustainability.
Highlights
Where a culture of equity in numeracy and mathematics is well established, it is largely driven by ‘equity focused’ professional learning, inclusive pedagogical approaches, targeted support for the most deprived schools, and a strategic commitment at local authority level
- Substantial professional learning in numeracy and mathematics has been initiated, with a discernible, though not always exclusive, focus on reducing the poverty-related attainment gap
- The fund has been used effectively to deliver targeted numeracy and mathematics interventions grounded in educational equity, demonstrated through strategic deployment of specialist staff, a focus on areas of highest deprivation, implementation of targeted programmes and family learning initiatives, and data-driven approaches to identifying needs and tailoring support
- The fund has supported the development of universal approaches in numeracy and mathematics, including career-long professional learning, progression frameworks, and shared resources and toolkits, all designed to build capacity and ensure consistent, high-quality education for all learners
- Numeracy learning and teaching practices initiated by the fund have become well embedded at classroom level in many schools, as evidenced by increased teacher confidence, shifts in pedagogy, positive headteacher feedback, and impact demonstrated through evaluations and quality assurance processes
- The fund has placed strong emphasis on sustaining numeracy approaches through strategies such as building internal capacity, embedding effective pedagogies, fostering collaboration via networks, and developing accessible resources
- Data and evidence are extensively used to inform and share understanding of effective numeracy interventions, demonstrated through tracking systems, research-based pedagogies, attainment monitoring, and strategic guidance, reflecting a strong commitment to data-informed decision-making and evidence-based practice
- There is significantly enhanced engagement and participation in numeracy among children and young people, particularly in schools receiving targeted support, as evidenced by positive feedback from pupils, teachers, and headteachers, alongside quantitative data such as Leuven scale findings
- SEF has contributed to the development of quality improvement (QI) approaches in a few LAs, supporting schools to evidence incremental improvements in numeracy
Examples
Glasgow City
An equity culture is evidenced through a relentless focus on closing the PRAG which underpins the work of the SEF funded Leaders of Learning (LoLs) and Challenge Leaders of Learning (CLoLs). A ‘How Good is Our Project’ approach is adopted by the CLoLs. This approach provides the LA with evidence of impact across a variety of measures. This evidence includes impact on pupils (almost all pupils in school target groups made progress in numeracy in session 23/24, including an increase in the number of pupils ‘on track’ to achieve national levels) and the impact of training (most CLoLs reported that approaches and practices are embedded in their schools).
Renfrewshire
A small group of four schools has piloted a ‘grow your own maths modelling and coaching officer (MCO)’ approach during session 2024-25. The SEF funded numeracy development officer (DO) provides regular coaching support for the MCOs and helps to plan the development work across the four schools. The aim of the programme was to build capacity within the schools and to ensure that high quality learning and teaching is embedded in numeracy and mathematics. In one of the schools, the headteacher has reported that there is more consistency in approaches to planning and assessment. There is also an increase in staff confidence in teaching numeracy. There has also been increased attainment and improved levels of engagement for pupils.
Points to consider
- Fully embedding a culture of equity requires further development in a few LAs (There are strong examples of LAs where this has been achieved, including Glasgow City, Renfrewshire, Stirling and South Lanarkshire)
- While almost all of the SEF funded roles have been deployed to initiate and deliver professional learning, the direct link to reducing the poverty-related attainment gap is less explicitly stated as the main focus
- The focus on a more universal offering suggests a broader aim of improving outcomes for all, with the understanding that this will also contribute to narrowing the gap
- Ongoing efforts are needed to ensure consistent evaluation and the universal adoption of effective practices across all schools
- Almost all professional learning supported by SEF is focused on the primary sector, with only a few examples of successful engagement with the secondary sector
Examples
Glasgow City
An equity culture is evidenced through a relentless focus on closing the PRAG which underpins the work of the SEF funded Leaders of Learning (LoLs) and Challenge Leaders of Learning (CLoLs). A ‘How Good is Our Project’ approach is adopted by the CLoLs. This approach provides the LA with evidence of impact across a variety of measures. This evidence includes impact on pupils (almost all pupils in school target groups made progress in numeracy in session 23/24, including an increase in the number of pupils ‘on track’ to achieve national levels) and the impact of training (most CLoLs reported that approaches and practices are embedded in their schools).
Renfrewshire
A small group of four schools has piloted a ‘grow your own maths modelling and coaching officer (MCO)’ approach during session 2024-25. The SEF funded numeracy development officer (DO) provides regular coaching support for the MCOs and helps to plan the development work across the four schools. The aim of the programme was to build capacity within the schools and to ensure that high quality learning and teaching is embedded in numeracy and mathematics. In one of the schools, the headteacher has reported that there is more consistency in approaches to planning and assessment. There is also an increase in staff confidence in teaching numeracy. There has also been increased attainment and improved levels of engagement for pupils.
Points to consider
- Fully embedding a culture of equity requires further development in a few LAs (There are strong examples of LAs where this has been achieved, including Glasgow City, Renfrewshire, Stirling and South Lanarkshire)
- While almost all of the SEF funded roles have been deployed to initiate and deliver professional learning, the direct link to reducing the poverty-related attainment gap is less explicitly stated as the main focus
- The focus on a more universal offering suggests a broader aim of improving outcomes for all, with the understanding that this will also contribute to narrowing the gap
- Ongoing efforts are needed to ensure consistent evaluation and the universal adoption of effective practices across all schools
- Almost all professional learning supported by SEF is focussed on the primary sector, with only a few examples of successful engagement with the secondary sector
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?
All LAs are committed to addressing poverty and removing barriers. Five chose to highlight the work they have undertaken in this area for the purposes of this report.
Highlights
- The fund has supported collaboration in numeracy and mathematics across the education system, including partnerships between schools and industry, regional improvement collaboratives, and community learning and development initiatives
- Data and evidence are used to a moderate extent across the education system to improve access to the numeracy and mathematics curriculum
- Initiatives, like targeted numeracy support in S1 and parental engagement programmes, are informed by data and aim to create more equitable access to learning opportunities
Example
West Lothian Council has taken a strategic approach to continuous improvement in numeracy. A range of professional learning opportunities is offered to practitioners at all levels and detailed progression pathways support planning and assessment. Support is also provided through guidance in relation to targeted interventions and development of the numeracy and mathematics curriculum. In addition, the SEF funded equity team has supported the development of the PEF planning tool. This tool includes a mandatory outcome focused on the cost of the school day, encouraging schools to continually review and develop approaches to reducing school costs and supporting families. The team also promotes ’Talk Money Week’, an opportunity for schools to develop financial literacy within their communities. The equity team developed materials that could support families to talk about money. There has been positive engagement with families around this work. The team has also fostered effective partnerships which have contributed to tackling poverty related attainment gaps linked to numeracy and/or mathematics, including, for example, with the Credit Union (supporting pupils and families to develop financial literacy), Adult Learning Service (including cookery classes and family games evenings), and the anti-poverty service (providing financial support to families).
Points to consider
- A three-year trend shows a growing number of young people from Q1 being presented for National 5 Applications of Mathematics, though further evaluation is needed to determine if this trend is due to early identification of appropriate pathways or other factors
- The explicit integration of a numeracy and mathematics lens into improving access to the curriculum is still developing
