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Publication - Research and analysis

Attainment Scotland Fund evaluation - Headteacher Survey 2021: technical report

Published
17 June 2022
From
Cabinet Secretary for Education and Skills
Directorate
Learning Directorate
Topic
Children and families, Education
ISBN
9781804355510

The Attainment Scotland Fund Evaluation: Headteacher Survey 2021 Technical Report provides details of the survey methodology and response, analysis and reporting, including a list of the survey questions, and the tabular results for the Headteacher Survey 2021.

View supporting documents Supporting documents

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 430 72% 85% 96% 66%
To a moderate extent 143 24% 12% 4% 29%
To some extent 22 4% 4% - 4%
To a small extent 1 0.2% - - 0.3%
Not at all - 0% - - -
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 369 62% 77% 89% 56%
Moderately aware 193 33% 21% 11% 38%
Somewhat aware 30 5% 2% - 7%
Slightly aware - - - -
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 277 47% 58% 71% 42%
To a moderate extent 265 45% 39% 29% 48%
To some extent 44 8% 3% - 10%
To a small extent 1 0.2% - - 0.2%
Not at all 1 0.2% - - 0.3%
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 185 31% 41% 71% 26%
To a moderate extent 292 49% 46% 26% 52%
To some extent 102 17% 12% 4% 20%
To a small extent 12 2% 1% - 3%
Not at all - - - - -
As a result of COVID-19 and school building closures, 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 424 73% 80% 81% 70%
No 159 27% 21% 19% 30%
How have you used the greater flexibility in use of ASF funds?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Additional staffing capacity 278 82% 85% 73% 80%
Digital resources and connectivity 170 65% 76% 53% 61%
Support for those affected by poverty in pandemic 348 52% 67% 68% 44%
More family and community engagement 136 46% 51% 77% 42%
Other remote learning resources and support 108 40% 44% 49% 38%
Additional support and specialist learning services 220 32% 49% 64% 23%
Building links with external partners and services 196 25% 41% 27% 19%
Other 31 7% 7% 5% 8%
Which of the following have you used in the last year as part of your schools’ approach for achieving equity in education?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Approaches focused on pupils or parents experiencing socio-economic deprivation 458 82% 89% 96% 78%
Approaches focused on pupils who experience disadvantage for reasons other than socio-economic deprivation 444 79% 77% 81% 80%
Universal approaches - focused on all pupils, parents and/or teachers 454 81% 88% 81% 78%
Thinking about new circumstances affecting families which have emerged since the start of the COVID-19 pandemic, to what extent have you seen more or less of the following issues since the start of the 2020/21 school year?
Families experiencing poverty including food and fuel poverty, risk of homelessness All (n) All (%) Challenge Authority Schools Programme PEF-only
Much more common 206 36% 55% 44% 29%
A little more common 238 42% 36% 52% 44%
No real change 111 20% 7% 4% 25%
A little less common - - - - -
Much less common 1 0.2% - - 0.3%
I don't know 11 2% 1% - 2%
Insecurity of employment affecting families All (n) All (%) Challenge Authority Schools Programme PEF-only
Much more common 189 34% 44% 34% 29%
A little more common 265 47% 46% 58% 47%
No real change 92 16% 5% 8% 21%
A little less common - - - - -
Much less common - - - - -
I don't know 19 3% 5% - 3%
Pupils/parents needing support with their physical health and wellbeing All (n) All (%) Challenge Authority Schools Programme PEF-only
Much more common 224 40% 53% 54% 34%
A little more common 206 37% 30% 27% 40%
No real change 130 23% 17% 15% 26%
A little less common - - - - -
Much less common - - - - -
I don't know 4 1% 1% 4% 1%
Pupils/parents needing support with their mental health and emotional wellbeing All (n) All (%) Challenge Authority Schools Programme PEF-only
Much more common 439 77% 82% 93% 75%
A little more common 120 21% 17% 7% 23%
No real change 7 1% 1% - 1%
A little less common - - - - -
Much less common - - - - -
I don't know 2 0.3% 0.4% - 0.3%
Digital connectivity issues All (n) All (%) Challenge Authority Schools Programme PEF-only
Much more common 248 44% 56% 49% 39%
A little more common 198 35% 30% 32% 37%
No real change 101 18% 12% 15% 20%
A little less common 11 2% 1% 4% 2%
Much less common 7 1% 0.4% - 2%
I don't know 1 0.1% 0.4% - -
Families struggling with remote learning All (n) All (%) Challenge Authority Schools Programme PEF-only
Much more common 290 51% 61% 70% 46%
A little more common 190 34% 26% 11% 38%
No real change 60 11% 9% 15% 11%
A little less common 16 3% 4% 4% 2%
Much less common 11 2% 0.4% - 3%
I don't know - - - - -
Difficulties accessing other support services due to COVID-19 All (n) All (%) Challenge Authority Schools Programme PEF-only
Much more common 357 63% 68% 59% 61%
A little more common 141 25% 21% 26% 27%
No real change 49 9% 8% 7% 9%
A little less common 3 1% - 4% 1%
Much less common 1 0.2% - - 0.3%
I don't know 16 3% 4% 4% 2%
Have you made any of the following changes to your approach to support these new or emerging pupils and families being affected by poverty?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Greater focus on mental health 378 87% 89% 88% 86%
More support for remote learning 429 77% 84% 82% 75%
More support with digital connectivity 435 76% 87% 85% 72%
Additional staffing skills and capacity 341 71% 75% 69% 69%
Additional support for parents and families 376 67% 80% 85% 61%
Helping families to access financial support, help with food, clothes, etc 398 67% 78% 88% 62%
Using community links/partnerships to reach more families in need 487 61% 72% 81% 55%
Greater focus on physical health and wellbeing 329 59% 61% 56% 58%
Initiatives to reduce the cost of the school day 328 58% 70% 81% 53%
Other 28 5% 8% 4% 4%
Thinking about the 2020/21 school year as a whole, to what extent did your approach to addressing the poverty-related attainment gap change from the previous year?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Changed significantly 92 16% 19% 15% 15%
Changed to some extent 372 66% 70% 74% 64%
Limited change 88 16% 10% 11% 18%
No change 11 2% 1% - 2%
Thinking about your school’s approach to addressing the poverty-related attainment gap during the period of school building closures from January to March 2021, did this differ from the rest of the year?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes 433 77% 84% 89% 74%
No 128 23% 16% 11% 26%
To what extent do you feel your experience of responding to the COVID-19 pandemic from March to June 2020 helped your approach to addressing the poverty-related attainment gap during the 2020/21 school year?
All (n) All (%) Challenge Authority Schools Programme PEF-only
To a great extent 121 22% 30% 31% 19%
To a moderate extent 303 55% 54% 57% 56%
To little extent 92 17% 12% 12% 19%
Not at all 13 2% 2% - 3%
Unsure 18 3% 2% - 4%
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 256 47% 59% 80% 41%
To a moderate extent 192 35% 29% 20% 38%
To some extent 90 17% 10% - 20%
Not very well 6 1% 1% - 1%
Not at all 1 0.2% - - 0.3%
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 172 33% 45% 31% 28%
Good 287 55% 48% 69% 57%
Adequate 65 12% 7% - 15%
Fairly poor - - - - -
Very poor - - - - -
Don’t know 1 0.2% - - 0.3%
Identifying the most appropriate measure(s) to assess the impact of approaches All (n) All (%) Challenge Authority Schools Programme PEF-only
Very good 95 18% 27% 21% 15%
Good 326 63% 61% 67% 63%
Adequate 96 18% 11% 12% 22%
Fairly poor 3 1% 1% - 0%
Very poor - - - - -
Don’t know 1 0.2% - - 0.3%
Using evidence to measure whether approaches are having the desired impact All (n) All (%) Challenge Authority Schools Programme PEF-only
Very good 110 21% 29% 39% 18%
Good 304 58% 57% 61% 59%
Adequate 102 20% 15% - 22%
Fairly poor 4 1% - - 1%
Very poor - - - - -
Don’t know 1 0.2% - - 0.3%
Measuring progress and impact of approaches supported by CA/SP funding and/or PEF All (n) All (%) Challenge Authority Schools Programme PEF-only
Very good 122 23% 33% 39% 19%
Good 290 56% 56% 61% 55%
Adequate 103 20% 10% - 24%
Fairly poor 3 1% - - 1%
Very poor - - - - -
Don’t know 3 1% - - 1%
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 106 20% 36% 39% 14%
To a moderate extent 211 41% 47% 49% 38%
To some extent 174 34% 15% 12% 41%
Not very well 14 3% 1% - 4%
Not at all 14 3% - - 4%
Have you seen or are you expecting to see 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, Schools Programme and/or Pupil Equity Funding?
Whether seen improvement to date All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes, a lot 85 17% 23% 39% 13%
Yes, a little 363 70% 66% 53% 73%
No 46 9% 8% 4% 9%
I don’t know 22 4% 3% 4% 5%
Whether expecting improvement in the future All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes, a lot 179 35% 35% 57% 34%
Yes, a little 307 59% 60% 43% 60%
No 14 3% 3% - 3%
I don’t know 17 3% 3% - 4%
To what extent have COVID-19 and school building closures during 2020/21 had an impact on the progress you have made in closing the poverty-related gap?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Significant impact 276 54% 62% 66% 50%
Some impact 210 41% 36% 30% 43%
Little or no impact 21 4% 2% 4% 5%
I don't know 7 1% 1% - 2%
Do you think that any improvement in the poverty-related attainment gap in your school as a result of Attainment Scotland Funding will be/is sustainable?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes, to a great extent 84 17% 15% 14% 17%
Yes, to a moderate extent 186 37% 45% 50% 33%
To some extent 196 39% 36% 36% 41%
Not very well 11 2% 3% - 2%
Not at all 7 1% - - 2%
I don’t know 18 4% 2% - 5%
To what extent do you expect the focus on closing the poverty-related attainment gap in your school will be/is sustainable?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes, to a great extent 137 27% 31% 31% 26%
Yes, to a moderate extent 188 37% 39% 56% 36%
To some extent 147 29% 28% 13% 31%
Not very well 12 3% 2% - 3%
Not at all 2 1% - - 1%
I don’t know 17 3% 1% - 4%
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 during the 2020/21 school year?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Large increase in collaborative working as a result of the fund 122 25% 30% 63% 21%
Small increase in collaborative working as a result of the fund 181 37% 38% 32% 37%
Increase in collaborative working, but I don’t think it is as a result of the fund 106 22% 18% 5% 24%
No increase in collaborative working 56 11% 8% - 13%
I am not sure 27 5% 6% - 5%
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 LA 227 55% 65% 37% 51%
With other schools outwith my LA 49 12% 22% 5% 8%
With public sector partners in health, social work, educational psychology and others 138 33% 38% 43% 31%
With third sector organisations 160 39% 51% 42% 33%
With universities and colleges 22 5% 8% 5% 4%
With families and communities 278 67% 70% 72% 66%
With others 19 5% 4% 5% 5%
Thinking about your experience of Pupil Equity Funding in the previous school year 2020/21, 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 44 9% 16% 15% 6%
Agree 282 58% 62% 76% 56%
Neither agree nor disagree 75 15% 11% - 18%
Disagree 57 12% 8% 5% 14%
Strongly disagree 20 4% 2% 5% 5%
Don’t know 7 2% 1% - 2%
Timescales for planning for implementation of PEF have been adequate All (n) All (%) Challenge Authority Schools Programme PEF-only
Strongly agree 37 8% 13% 10% 6%
Agree 305 64% 63% 80% 63%
Neither agree nor disagree 73 15% 15% 5% 16%
Disagree 47 10% 8% - 11%
Strongly disagree 11 2% - 5% 3%
Don’t know 6 1% 1% - 1%
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 246 51% 57% 95% 47%
Agree 186 38% 35% 5% 41%
Neither agree nor disagree 22 5% 3% - 6%
Disagree 18 4% 4% - 4%
Strongly disagree 9 2% 1% - 2%
Don’t know 4 1% 1% - 1%
As headteacher I have autonomy to develop a plan for PEF taking account of the school’s local context and needs All (n) All (%) Challenge Authority Schools Programme PEF-only
Strongly agree 237 49% 56% 82% 46%
Agree 209 44% 37% 14% 48%
Neither agree nor disagree 23 5% 5% - 5%
Disagree 5 1% 1% - 1%
Strongly disagree 2 1% 1% 5% 0.3%
Don’t know 4 1% 1% - 1%
There was sufficient support in place to develop and implement school plans for PEF in 2020/21 All (n) All (%) Challenge Authority Schools Programme PEF-only
Strongly agree 152 32% 40% 63% 27%
Agree 231 48% 41% 28% 52%
Neither agree nor disagree 57 12% 8% 9% 14%
Disagree 29 6% 8% - 6%
Strongly disagree 6 1% 2% - 1%
Don’t know 6 1% 1% - 1%
PEF has been used effectively in my school to meet local needs All (n) All (%) Challenge Authority Schools Programme PEF-only
Strongly agree 219 45% 54% 81% 40%
Agree 230 47% 38% 19% 53%
Neither agree nor disagree 28 6% 7% - 6%
Disagree 2 0.4% 1% - 0.3%
Strongly disagree 1 0.2% - - 0.4%
Don’t know 5 1% 1% - 1%
Which of the following did you consult when developing your plans for PEF?
All (n) All (%) Challenge Authority Schools Programme PEF-only
National operational guidance 348 72% 77% 95% 69%
Local guidance 434 90% 88% 95% 91%
Attainment advisors 212 44% 50% 86% 40%
Teachers within the school 439 91% 95% 100% 89%
Other schools 278 58% 62% 28% 57%
Local authority 351 73% 78% 66% 71%
Education Scotland 188 39% 41% 35% 39%
Scottish Government 74 15% 16% 10% 15%
National Improvement Hub 200 42% 40% 39% 42%
Education Endowment Foundation (EEF) 231 48% 56% 51% 44%
Parents and communities 378 78% 94% 75% 72%
Children and young people 356 74% 83% 91% 69%
Other sources 24 5% 6% - 5%
Don’t know / can’t remember 1 0.2% - - 0.3%
None 1 0.2% - - 0.3%
Have you used Pupil Equity Funding to support specific approaches, distinct from those supported by Challenge Authority/Schools Programme funding?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Used all PEF funding to support distinct approaches 31 19% 22% 5% 15%
Used some PEF funding to support distinct approaches 101 61% 60% 71% 57%
Used all PEF funding in combination with CA/SP 34 20% 18% 24% 28%
So far, have you seen any improvement in closing the poverty-related attainment gap in your school specifically as a result of your use of Pupil Equity Funding?
All (n) All (%) Challenge Authority Schools Programme PEF-only
Yes, a lot 33 20% 23% 19% 8%
Yes, a little 124 74% 71% 81% 81%
No 7 4% 4% - 8%
I don’t know 4 2% 2% - 3%

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