Attainment Scotland Fund Evaluation – Headteacher Survey 2020: technical report

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?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
To a great extent	327	78%	89%	87%	74%
To a moderate extent	85	20%	11%	13%	24%
To some extent	3	1%	0.3%	-	1%
To a small extent	3	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?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Very aware	275	67%	78%	78%	62%
Moderately aware	120	29%	22%	22%	33%
Somewhat aware	13	3%	-	-	5%
Slightly aware	1	0.1%	0.3%	-	-
Not at all aware		-	-	-	-

To what extent do you feel confident in selecting the approach(es) to closing the poverty-related attainment gap that would be most effective in your school?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
To a great extent	206	50%	58%	62%	47%
To a moderate extent	175	43%	39%	38%	45%
To some extent	27	7%	4%	-	8%
To a small extent		-	-	-	-
Not at all		-	-	-	-

To what extent has an overall approach to achieving equity in education, specifically in relation to the poverty-related attainment gap, been embedded within your school community?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
To a great extent	145	35%	43%	40%	30%
To a moderate extent	206	49%	49%	47%	50%
To some extent	55	13%	7%	13%	16%
To a small extent	11	3%	1%	-	4%
Not at all	-	-	-	-	-

As a result of COVID-19 and school building closures from March 2020, greater flexibility was provided in how ASF funds can be used. Have you made use of this greater flexibility to change any aspects of how ASF funds are used in your school?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Yes	228	57%	60%	54%	56%
No	172	43%	40%	46%	45%

Which of the following have you used in the last year as part of your schools' approach for achieving equity in education? Please select all that apply

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Approaches focused on pupils or parents experiencing socio-economic deprivation (e.g. based on SIMD or free school meals)	324	83%	89%	96%	79%
Approaches focused on pupils who experience disadvantage for reasons other than socio-economic deprivation	304	77%	82%	71%	75%
Universal approaches - focused on all pupils, parents and/or teachers (across the school or in certain year group)	333	85%	88%	92%	83%

Thinking about the pupils and families experiencing poverty in your school, have new circumstances emerged since school building closures in March 2020 that may lead to pupils and families needing additional school support to close the poverty-related attainment gap?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Yes	293	75%	85%	82%	70%
No	22	6%	2%	4%	7%
Too early to say/Unsure	78	20%	13%	13%	24%

To what extent had your school's approach to addressing the poverty-related attainment gap at the start of 2019/20 developed from the previous year?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Developed significantly	77	20%	20%	17%	20%
Developed to some extent	246	65%	69%	68%	63%
Limited development	47	12%	9%	9%	14%
No change	11	3%	2%	5%	3%

To what extent did your school's approach to addressing the poverty-related attainment gap develop during the period of school building closures from March to June 2020?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Developed significantly	56	15%	22%	13%	12%
Developed to some extent	176	46%	41%	68%	47%
Limited development	116	31%	32%	14%	31%
No change	33	9%	5%	5%	10%

To what extent has engagement with families and communities been part of your school's approach to achieving equity in education?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
To a great extent	193	52%	60%	64%	48%
To a moderate extent	124	33%	28%	20%	36%
To some extent	46	12%	10%	16%	14%
Not very well	4	1%	2%	-	1%
Not at all	6	2%	0.4%	-	2%

To what extent did your school's approach to engagement with families and communities develop during the period of school building closures from March to June 2020?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Developed significantly	168	45%	47%	45%	43%
Developed to some extent	136	36%	39%	50%	35%
Limited development	45	12%	13%	5%	13%
No change	26	7%	2%	-	10%

How would you rate your school's approach to the following?

Using data and evidence to inform the development of approaches	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Very good	121	33%	39%	58%	29%
Good	186	51%	49%	42%	52%
Adequate	52	14%	12%	-	16%
Fairly poor	3	1%	-	-	1%
Very poor	-	-	-	-	-
Don't know	3	1%	-	-	1%
Identifying the most appropriate measure(s) to assess the impact of approaches	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Very good	64	18%	20%	36%	15%
Good	234	64%	68%	48%	63%
Adequate	64	18%	12%	16%	20%
Fairly poor	-	-	-	-	-
Very poor	-	-	-	-	-
Don't know	3	1%	-	-	1%

Using evidence to measure whether approaches are having the desired impact	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Very good	73	20%	26%	52%	16%
Good	200	56%	62%	42%	54%
Adequate	77	22%	11%	6%	27%
Fairly poor	6	2%	0.4%	-	2%
Very poor	-	-	-	-	-
Don't know	3	1%	-	-	1%
Measuring progress and impact of approaches supported by Challenge Authority funding and/or Pupil Equity Funding	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Very good	57	16%	24%	41%	11%
Good	221	62%	60%	59%	63%
Adequate	70	20%	14%	-	23%
Fairly poor	4	1%	2%	-	1%
Very poor	-	-	-	-	-
Don't know	6	2%	0.4%	-	2%

To what extent has ASF support helped to develop staff skills and knowledge in using data for teaching planning, evaluation and improvement?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
To a great extent	71	20%	28%	46%	15%
To a moderate extent	152	43%	48%	25%	40%
To some extent	124	35%	20%	28%	42%
Not very well	8	2%	2%	-	2%
Not at all	3	1%	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 and/or Pupil Equity Funding? Are you expecting to see any improvement?

Whether seen improvement to date	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Yes, a lot	71	20%	30%	32%	14%
Yes, a little	252	70%	61%	69%	75%
No	11	3%	7%	-	2%
I don't know	24	7%	2%	-	9%
Whether expecting further improvement in the future	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Yes, a lot	73	21%	29%	38%	16%
Yes, a little	236	67%	57%	41%	73%
No	17	5%	8%	11%	3%
I don't know	25	7%	7%	11%	7%

To what extent have COVID-19 and school building closures had an impact on the progress you have made in closing the poverty-related attainment gap?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Significant impact	215	61%	70%	85%	57%
Some impact	118	34%	28%	15%	37%
Little or no impact	3	1%	1%	-	1%
I don't know	15	4%	1%	-	6%

Do you think that any improvement made towards closing the poverty-related attainment gap in your school as a result of Challenge Authority and/or Pupil Equity Funding, will be sustainable beyond the years of the funding? 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?

Whether improvement in closing the gap will be sustainable	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Yes, to a great extent	18	5%	9%	5%	3%
Yes, to a moderate extent	96	28%	31%	15%	27%
To some extent	131	38%	44%	54%	35%
Not very well	68	20%	11%	20%	24%
Not at all	20	6%	4%	6%	7%
I don't know	13	4%	2%	-	5%
Whether focus on closing the gap will be sustainable	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Yes, to a great extent	94	28%	33%	38%	25%
Yes, to a moderate extent	104	30%	27%	32%	31%
To some extent	111	33%	31%	25%	34%
Not very well	26	8%	8%	5%	8%
Not at all	6	2%	1%	-	2%

As the result of Challenge Authority/Schools Programme and/or Pupil Equity Funding, do you think there has been a change in staff working collaboratively in your wider school community to improve their practice?

Pre-school building closures (August 2019 to March 2020)	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Large increase in collaborative working as a result of the fund	121	36%	40%	37%	34%
Small increase in collaborative working as a result of the fund	97	29%	29%	37%	28%
Increase in collaborative working, but I don't think it is as a result of the fund	83	25%	25%	22%	25%
No increase in collaborative working	15	5%	4%	4%	5%
I am not sure	18	5%	2%	-	7%

During school building closures (March to June 2020)	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Large increase in collaborative working as a result of the fund	70	21%	18%	16%	22%
Small increase in collaborative working as a result of the fund	84	25%	25%	53%	23%
Increase in collaborative working, but I don't think it is as a result of the fund	96	29%	29%	26%	29%
No increase in collaborative working	63	19%	23%	5%	18%
I am not sure	21	6%	5%	-	7%

Has there been improved collaboration in the following areas over the past year as a result of Challenge Authority/Schools Programme and/or Pupil Equity Funding?

Pre-school building closures (August 2019 to March 2020)	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Between schools in my local authority	213	73%	85%	53%	68%
With other schools outwith my local authority	90	31%	44%	38%	24%
With public sector partners in health, social work, educational psychology and others	161	55%	67%	58%	49%
With third sector organisations	126	43%	58%	68%	35%
With universities and colleges	44	15%	20%	26%	12%
With families and communities	263	90%	88%	89%	91%
During school building closures (March to June 2020)	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Between schools in my local authority	126	50%	54%	25%	50%
With other schools outwith my local authority	44	18%	20%	6%	17%
With public sector partners in health, social work, educational psychology and others	120	48%	55%	38%	45%
With third sector organisations	92	37%	59%	43%	27%
With universities and colleges	15	6%	6%	25%	5%
With families and communities	228	92%	91%	94%	92%

Did you feel that there was sufficient support in place to develop and implement your school plans for Pupil Equity Funding in 2019/20?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Yes	249	76%	84%	94%	72%
No	33	10%	8%	-	12%
I don't know	46	14%	8%	6%	17%

Which of the following did you consult when developing your plans for Pupil Equity Funding?

	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
National operational guidance (Scottish Government)	245	75%	81%	63%	72%
Local guidance (e.g. guidance developed by local authorities)	301	92%	92%	73%	93%
Attainment advisors	136	42%	48%	89%	36%
Teachers within the school	311	95%	97%	94%	94%
Other schools (other teachers, headteachers)	204	62%	72%	62%	58%
Local authority	266	81%	85%	74%	80%
Education Scotland	169	52%	61%	48%	47%
Scottish Government	68	21%	33%	5%	15%
National Improvement Hub	155	47%	57%	38%	43%
Education Endowment Foundation (EEF) – Scottish version Learning and Teaching	158	48%	52%	54%	46%
Parents and communities	289	88%	91%	84%	87%
Children and young people	271	83%	86%	90%	80%
Other sources (please write in below)	15	5%	4%	9%	5%
Don't know / can't remember	3	1%	-	6%	1%

Thinking about your experience of Pupil Equity Funding in the previous school year 2019/20, to what extent do you agree or disagree with the following statements?

Reporting requirements associated with PEF funding are reasonable	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Strongly agree	35	11%	17%	11%	8%
Agree	202	62%	58%	73%	63%
Neither agree nor disagree	50	15%	17%	-	15%
Disagree	21	7%	5%	11%	7%
Strongly disagree	7	2%	2%	-	2%
Don't know	9	3%	0.4%	6%	4%
Timescales for planning for implementation of PEF have been adequate	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Strongly agree	34	11%	15%	11%	8%
Agree	204	63%	62%	84%	63%
Neither agree nor disagree	43	13%	12%	5%	15%
Disagree	34	10%	11%	-	11%
Strongly disagree	3	1%	0.4%	-	1%
Don't know	6	2%	0.4%	-	3%
PEF has provided my school with additional resource needed to address the poverty-related attainment gap	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Strongly agree	185	58%	61%	94%	53%
Agree	96	30%	34%	6%	30%
Neither agree nor disagree	19	6%	3%	-	8%
Disagree	16	5%	1%	-	7%
Strongly disagree	1	0.1%	0.4%	-	-
Don't know	6	2%	0.4%	-	3%

As headteacher I have autonomy to develop a plan for Pupil Equity Funding taking account of the school's local context and needs	All (n)	All (%)	Challenge Authority	Schools Programme	PEF-only
Strongly agree	180	55%	53%	78%	54%
Agree	121	37%	42%	22%	36%
Neither agree nor disagree	10	3%	3%	-	4%
Disagree	6	2%	2%	-	2%
Strongly disagree	3	1%	-	-	1%
Don't know	6	2%	0.4%	-	3%