Attainment Scotland Fund evaluation: headteacher survey 2018 - appendix

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%