Attainment Scotland Fund Evaluation - Headteacher Survey: 2020 report

4. Use of data and evaluation

4.1. This section summarises survey findings on schools’ use of data and evaluation in relation to ASF supported approaches to closing the poverty-related attainment gap.

4.2. A large majority of headteachers felt that they are ‘very good’ or ‘good’ in using data and evidence to inform development of their approach; 84% indicated this. This represents a nine-point decrease from 2019 and is similar to the 2017 survey.

4.3. Headteachers were also positive about their skills in measuring the impact of their approaches; 82% were positive about their ability to identify appropriate measures, and 76% were positive about their use of evidence to measure impact. However, the latter result represents a 14-point decrease from the 2018 and 2019 surveys (where 90% felt they used evidence to effectively measure impact). It is also notable that PEF-only schools and those with lower PEF allocations were less positive than others on this indicator.

4.4. More than three quarters (78%) felt that they are ‘very good’ or ‘good’ at measuring the progress and impact of ASF-supported approaches. This finding was broadly consistent across key respondent groups.

4.5. The majority of schools feel that ASF support has helped to develop staff skills and knowledge in using data and evaluation; 63% indicated that ASF had helped to develop these skills to a ‘great’ or ‘moderate’ extent. Survey findings indicate some significant variation in views across key respondent groups. In particular, PEF-only schools, those in rural areas and those with lower PEF allocations were less positive on this measure.