Publication - Research and analysis

Attainment Scotland Fund evaluation: headteacher survey 2019 - technical report

Published: 8 October 2020
Directorate: Learning Directorate
Topic: Children and families, Education
ISBN: 9781839608957

The Technical report is a companion document to the Headteacher Report 2019. It sets out the sample, methodology, survey questions and response rates.

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?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	304	35	764
Not answered	2%	-	-	-	1%	2%	2%
To a great extent	72%	-	-	-	83%	87%	67%
To a moderate extent	22%	-	-	-	15%	11%	25%
To some extent	4%	-	-	-	1%		5%
Not very well	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?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	304	35	764
Not answered	2%	-	-	-	1%	2%	3%
Very aware	59%	-	-	-	71%	81%	53%
Moderately aware	35%	-	-	-	27%	17%	39%
Somewhat aware	4%	-	-	-	2%		4%
Slightly aware	1%	-	-	-			1%
Not at all aware	0.1%	-	-	-			0.2%

Thinking about the range of potential approaches to closing the poverty-related attainment gap, to what extent do you feel confident in selecting the approach(es) that would be most effective in your school?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	304	35	764
Not answered	2%	-	-	-	1%	2%	2%
To a great extent	47%	-	-	-	55%	63%	44%
To a moderate extent	44%	-	-	-	40%	35%	46%
To some extent	6%	-	-	-	4%		7%
Not very well	1%	-	-	-			1%
Not at all		-	-	-

To what extent is an approach to achieving equity in education, specifically in relation to the poverty-related attainment gap, embedded within your school community?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	304	35	764
Not answered	2%	-	-	-	1%	2%	2%
To a great extent	37%	-	-	-	45%	41%	33%
To a moderate extent	46%	-	-	-	47%	50%	45%
To some extent	14%	-	-	-	6%	8%	17%
Not very well	2%	-	-	-	1%		2%
Not at all	0.2%	-	-	-			0.3%

During 2018/19, which of the following best describes your approach to addressing the poverty-related attainment gap?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	7%	-	-	-	5%	15%	7%
Newly introduced in 2018/19	10%	-	-	-	5%	7%	12%
A scale-up of an approach implemented in the previous school year	54%	-	-	-	61%	58%	51%
Continuing, at the same level, an approach that was introduced in the previous school year	29%	-	-	-	29%	20%	29%
No approaches for addressing the poverty-related attainment gap in 2018/19	0.2%	-	-	-			0.3%
Other (please write in below)		-	-	-

Which statement, if any, comes closest to describing your schools' approach for achieving equity in education?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	2%	-	-	-	1%	2%	2%
Approach focuses on the most deprived pupils or parents of the most deprived pupils (e.g. based on SIMD or free school meals)	9%	-	-	-	9%	30%	8%
Approach is universal - focuses on all pupils, all parents or all teachers, or all in a certain year group	9%	-	-	-	10%	16%	8%
Approach is mixed – focuses on most deprived pupils alongside universal strategies	60%	-	-	-	67%	45%	58%
Approach focuses on pupils who experience disadvantage for other reasons, in addition to being affected by poverty	18%	-	-	-	12%	6%	21%
Approach focuses on pupils who experience disadvantage for other reasons, rather than poverty	3%	-	-	-	1%		4%
None of these	0.1%	-	-	-			0.2%

To what extent has the approach in your school for addressing the poverty-related attainment gap changed over the previous year 2018/19 ( i.e. from 2017/18 to 2018/19)?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	3%	-	-	-	1%	2%	3%
Changed significantly	8%	-	-	-	9%	13%	8%
Changed to some extent	57%	-	-	-	64%	67%	54%
Limited change	27%	-	-	-	23%	16%	29%
No change	5%	-	-	-	2%	2%	7%

We would like to understand what areas your approaches were trying to improve. Thinking about your approach to closing the poverty-related attainment gap in 2018/19, how much emphasis has there been on the following areas?
Leadership skills
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	14%	18%	-	-	8%	7%	16%
Strong emphasis	23%	22%	-	-	38%	40%	16%
Some emphasis	45%	41%	-	-	45%	47%	45%
Little emphasis	13%	17%	-	-	8%	6%	15%
No emphasis	6%	3%	-	-	2%		8%
Collaboration within the school or across schools
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	7%	18%	-	-	4%	4%	8%
Strong emphasis	28%	31%	-	-	36%	34%	25%
Some emphasis	46%	36%	-	-	50%	55%	44%
Little emphasis	13%	12%	-	-	9%	7%	15%
No emphasis	6%	3%	-	-	1%		8%
Data skills or use
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	7%	17%	-	-	3%	4%	9%
Strong emphasis	36%	33%	-	-	50%	61%	29%
Some emphasis	43%	34%	-	-	39%	28%	46%
Little emphasis	11%	13%	-	-	8%	7%	12%
No emphasis	4%	3%	-	-	1%		5%
Self-improvement and/or improvement planning
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	8%	19%	-	-	4%	4%	9%
Strong emphasis	38%	34%	-	-	50%	37%	33%
Some emphasis	43%	38%	-	-	39%	59%	44%
Little emphasis	8%	7%	-	-	6%		9%
No emphasis	3%	2%	-	-	2%		4%
Teaching skills or practice
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	6%	15%	-	-	2%	2%	7%
Strong emphasis	50%	49%	-	-	67%	57%	42%
Some emphasis	38%	30%	-	-	28%	41%	42%
Little emphasis	6%	5%	-	-	2%		7%
No emphasis	2%	1%	-	-	0%		2%
Dedicated staff time
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	6%	-	-	-	5%	4%	7%
Strong emphasis	43%	-	-	-	40%	40%	45%
Some emphasis	37%	-	-	-	44%	43%	34%
Little emphasis	10%	-	-	-	9%	10%	10%
No emphasis	4%	-	-	-	2%	2%	4%
Resources or tools for teaching and learning
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	4%	15%	-	-	2%	4%	5%
Strong emphasis	40%	37%	-	-	41%	24%	40%
Some emphasis	46%	38%	-	-	49%	61%	44%
Little emphasis	9%	8%	-	-	8%	11%	10%
No emphasis	2%	2%	-	-	1%		2%
The learning environment
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	6%	15%	-	-	3%	7%	7%
Strong emphasis	34%	32%	-	-	40%	31%	31%
Some emphasis	42%	37%	-	-	46%	48%	40%
Little emphasis	15%	14%	-	-	11%	13%	16%
No emphasis	4%	2%	-	-	1%	2%	6%
Family learning
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	7%	18%	-	-	4%	4%	8%
Strong emphasis	18%	22%	-	-	27%	32%	14%
Some emphasis	44%	42%	-	-	48%	47%	42%
Little emphasis	25%	14%	-	-	19%	17%	28%
No emphasis	7%	4%	-	-	3%		8%
Parental or community engagement with the school
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	7%	17%	-	-	4%	4%	8%
Strong emphasis	25%	26%	-	-	33%	35%	21%
Some emphasis	46%	43%	-	-	48%	47%	45%
Little emphasis	17%	12%	-	-	13%	13%	19%
No emphasis	6%	2%	-	-	2%		7%
Targeted support for individual pupils
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	3%	-	-	-	1%	2%	3%
Strong emphasis	74%	-	-	-	76%	65%	74%
Some emphasis	22%	-	-	-	21%	31%	21%
Little emphasis	1%	-	-	-	2%	2%	1%
No emphasis	0%	-	-	-			1%
Culture and ethos
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	6%	-	-	-	4%	7%	7%
Strong emphasis	43%	-	-	-	48%	55%	40%
Some emphasis	34%	-	-	-	36%	34%	34%
Little emphasis	12%	-	-	-	9%	4%	14%
No emphasis	5%	-	-	-	3%		6%
Other
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	72%	90%	-	-	73%	76%	71%
Strong emphasis	7%	4%	-	-	10%	8%	6%
Some emphasis	5%	2%	-	-	5%	7%	5%
Little emphasis	2%		-	-	2%		3%
No emphasis	14%	4%	-	-	10%	9%	15%

To what extent do you agree or disagree with the following statements.
I feel confident using evidence to inform the development of interventions / approaches
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	553	207	-	360	46	696
Not answered	3%	12%	1%	-	2%	2%	4%
Strongly agree	28%	26%	30%	-	33%	47%	26%
Agree	61%	53%	54%	-	60%	51%	63%
Neither agree nor disagree	6%	7%	13%	-	4%		7%
Disagree	1%	2%	2%	-	1%		1%
Strongly disagree	0%		0%	-			0%
I don't know		0%	0%	-
I always use available evidence to measure the extent to which the interventions are having a desired impact
Base (all respondents)	1102	553	207	-	360	46	696
Not answered	3%	12%	0%	-	2%	2%	4%
Strongly agree	25%	25%	29%	-	28%	43%	24%
Agree	62%	55%	56%	-	59%	51%	63%
Neither agree nor disagree	8%	8%	13%	-	10%	4%	8%
Disagree	2%	1%	2%	-	1%		2%
Strongly disagree			0%	-
I don't know	0%		0%	-			0%
I feel confident in selecting the most appropriate measure(s) to evidence the impact of approaches
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	4%	-	-	-	3%	2%	5%
Strongly agree	15%	-	-	-	17%	33%	13%
Agree	58%	-	-	-	63%	52%	57%
Neither agree nor disagree	17%	-	-	-	12%	10%	19%
Disagree	5%	-	-	-	5%	2%	6%
Strongly disagree	0%	-	-	-			0%
I don't know	0%	-	-	-	1%		0%
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)	1102	553	207	-	360	46	696
Not answered	4%	12%	1%	-	3%	2%	4%
Strongly agree	21%	18%	28%	-	33%	41%	15%
Agree	43%	34%	40%	-	44%	46%	42%
Neither agree nor disagree	24%	26%	23%	-	16%	12%	28%
Disagree	7%	7%	6%	-	3%		9%
Strongly disagree	1%	2%	1%	-	1%		2%
I don't know	1%	0%	0%	-	1%		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?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	553	-	-	360	46	696
Not answered	3%	12%	-	-	3%	2%	4%
Yes	92%	81%	-	-	94%	98%	91%
No	4%	5%	-	-	3%		5%
I don't know	1%	2%	-	-	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/Schools Programme funding and/or Pupil Equity Funding?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	553	207	144	360	46	696
Not answered	3%	12%	0%	0%	3%	9%	3%
Yes, a lot	18%	11%	14%	10%	21%	27%	16%
Yes, a little	70%	67%	64%	67%	71%	62%	69%
No	6%	8%	14%	19%	4%		7%
I don't know	3%	3%	7%	4%	1%	2%	4%

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 funding and/or Pupil Equity Funding?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	553	207	144	360	46	696
Not answered	3%	12%	0%	0%	3%	11%	3%
Yes, a lot	33%	50%	60%	62%	39%	49%	30%
Yes, a little	61%	34%	37%	31%	56%	38%	65%
No	1%	1%	0%	2%	1%	2%	1%
I don't know	1%	3%	2%	6%	1%		1%

What are the main factors supporting progress towards closing the poverty-related attainment gap in your school? Please select up to 3 most important
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	3%	-	-	-	2%	9%	4%
Teaching and staffing resources	51%	-	-	-	52%	44%	51%
Higher quality learning and teaching	43%	-	-	-	51%	47%	40%
Opportunities to undertake relevant CLPL	12%	-	-	-	17%	9%	10%
Ability to implement approaches relevant to my school context	56%	-	-	-	53%	57%	57%
Use of evidence and data and approach to evaluation	38%	-	-	-	38%	45%	38%
Shared commitment to achieving equity in education	24%	-	-	-	19%	14%	26%
Engagement with parents, carers and families	29%	-	-	-	27%	20%	30%
Collaboration with other schools, professionals and partners	19%	-	-	-	19%	18%	20%
Support and guidance from local authority	6%	-	-	-	10%	7%	4%
Support and guidance from Attainment Advisors	3%	-	-	-	5%	10%	2%
Other (please write in below)	2%	-	-	-	1%	2%	3%

What are the main barriers mitigating progress towards in making the interventions successful in closing the poverty-related attainment gap in literacy attainment, numeracy attainment or health and wellbeing in your school? Please select up to 3 most important
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	4%	-	-	-	3%	9%	4%
Staffing resources including recruitment	36%	-	-	-	42%	39%	33%
Staff absences	23%	-	-	-	32%	34%	19%
Staff time and workload	42%	-	-	-	46%	48%	41%
Lack of appropriate partners to deliver services	16%	-	-	-	10%	11%	18%
Reporting and paperwork requirements	16%	-	-	-	17%	23%	15%
Difficulty in evaluating intended approach	15%	-	-	-	10%	6%	17%
Engagement with parents, carers and families	22%	-	-	-	30%	27%	18%
Level of [Challenge Authority/Schools Programme] funding received	1%	-	-	-	3%	2%	0%
Level of Pupil Equity Funding received	27%	-	-	-	20%	7%	31%
Uncertainty around Scottish Attainment Challenge funding	8%	-	-	-	11%	15%	7%
Reduction in other services or resources	42%	-	-	-	41%	33%	43%
Third sector capacity	5%	-	-	-	5%	8%	5%
Other (please write in below)	7%	-	-	-	4%	8%	8%

Do you think that any improvement in the poverty-related attainment gap 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?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	553	207	144	360	46	696
Not answered	3%	15%	3%	4%	3%	9%	3%
Yes	40%	36%	56%	36%	44%	54%	38%
No	26%	14%	9%	11%	23%	13%	28%
I don't know	31%	36%	31%	49%	30%	24%	31%

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?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	4%	-	-	-	3%	11%	4%
To a great extent	14%	-	-	-	18%	23%	12%
To a moderate extent	26%	-	-	-	28%	35%	24%
To some extent	42%	-	-	-	41%	30%	42%
Not very well	12%	-	-	-	10%		13%
Not at all	3%	-	-	-	1%	2%	4%

As the result of Challenge Authority/Schools Programme funding and/or Pupil Equity Funding, do you think there has been a change in staff working collaboratively in your school to improve their practice?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	553	207	144	360	46	696
Not answered	4%	13%	0%	0%	3%	11%	4%
Yes, there has been a large increase in collaborative working as a result of the fund	26%	25%	39%	32%	39%	30%	20%
Yes, there has been a small increase in collaborative working as a result of the fund	36%	37%	38%	39%	35%	40%	35%
Yes, there has been an increase in collaborative working, but I don't think it is as a result of the fund	27%	18%	18%	18%	19%	17%	31%
No, there has been no increase in collaborative working	5%	6%	3%	9%	3%		6%
I am not sure	2%	1%	1%	2%	1%	2%	2%

In what areas, if any, do you think there has been improved collaboration over the past year as a result of Challenge Authority/Schools Programme funding and/or Pupil Equity Funding?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	14%	-	-	-	8%	14%	16%
Between schools in my local authority	55%	-	-	-	75%	53%	48%
With other schools outwith my local authority	15%	-	-	-	22%	17%	12%
With professionals in health, social work, educational psychology	25%	-	-	-	31%	30%	23%
With third sector organisations	29%	-	-	-	41%	50%	23%
With universities	5%	-	-	-	11%	7%	2%
With families and communities	44%	-	-	-	49%	47%	42%
With others (please tell us more below)	5%	-	-	-	3%	2%	7%

Did you feel that there was sufficient support in place to develop and implement your school plans for Pupil Equity Funding in 2018/19?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	552	313	-	360	46	696
Not answered	4%	15%	0%	-	3%	11%	5%
Yes	71%	56%	56%	-	77%	68%	68%
No	13%	21%	37%	-	10%	15%	14%
I don't know	12%	8%	7%	-	10%	6%	13%

Which of the following sources of information did you consult when developing your plans for Pupil Equity Funding? Please select all that apply
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	552	313	-	360	46	696
Not answered	4%	14%	1%	-	4%	11%	4%
National operational guidance	61%	65%	-	-	65%	73%	59%
Local guidance	74%	76%	-	-	80%	71%	72%
Attainment advisors	27%	30%	38%	-	34%	61%	22%
Teachers within the school	75%	72%	94%	-	83%	79%	72%
Other schools	52%	58%	84%	-	54%	47%	52%
Local authority	53%	62%	85%	-	57%	57%	51%
Education Scotland	37%	53%	42%	-	41%	37%	35%
Scottish Government	12%	23%	20%	-	13%	12%	11%
National Improvement Hub	38%	47%	-	-	39%	41%	37%
Education Endowment Foundation (EEF)	41%	51%	50%	-	47%	51%	38%
Universities / Academia sources	6%	11%	10%	-	10%	2%	5%
Parents (e.g. Parent council)	71%	64%	5%	-	83%	62%	67%
Children and young people	62%	-	-	-	72%	64%	58%
Regional Improvement Collaborative Events	19%	-	-	-	23%	24%	18%
Other sources (please write in below)	4%	15%	79%	-	3%	4%	5%
Don't know / can't remember	1%	1%	30%	-	0%		1%
None	0%	0%	1%	-	1%		0%

Thinking about your experience of Pupil Equity Funding in the previous school year 2018/19, to what extent do you agree or disagree with the following statements?
Reporting requirements associated with PEF funding are reasonable
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	552	-	-	360	46	696
Not answered	5%	16%	-	-	4%	11%	5%
Strongly agree	7%	9%	-	-	11%	12%	5%
Agree	52%	39%	-	-	56%	48%	51%
Neither agree nor disagree	21%	20%	-	-	20%	23%	22%
Disagree	11%	10%	-	-	6%	4%	13%
Strongly disagree	3%	4%	-	-	2%	2%	3%
I don't know	2%	1%	-	-	1%		2%
Timescales for planning for implementation of PEF have been adequate
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	5%	-	-	-	4%	11%	6%
Strongly agree	5%	-	-	-	8%	9%	3%
Agree	54%	-	-	-	59%	54%	52%
Neither agree nor disagree	18%	-	-	-	17%	13%	19%
Disagree	14%	-	-	-	10%	11%	16%
Strongly disagree	2%	-	-	-	1%	2%	3%
I don't know	1%	-	-	-	1%		1%
PEF has provided my school with additional resource needed to address the poverty-related attainment gap
Base (all respondents)	1102	-	-	-	360	46	696
Not answered	5%	-	-	-	4%	13%	5%
Strongly agree	41%	-	-	-	50%	48%	37%
Agree	41%	-	-	-	37%	37%	42%
Neither agree nor disagree	9%	-	-	-	6%		10%
Disagree	4%	-	-	-	2%		4%
Strongly disagree	1%	-	-	-	0%	2%	1%
I don't know	1%	-	-	-	1%		1%
As headteacher I have autonomy to develop a plan for Pupil Equity Funding taking account of the school's local context and needs
Base (all respondents)	1102	552	313	-	360	46	696
Not answered	5%	16%	0%	-	4%	11%	5%
Strongly agree	43%	33%	31%	-	48%	53%	41%
Agree	43%	42%	50%	-	43%	31%	44%
Neither agree nor disagree	6%	5%	12%	-	3%		7%
Disagree	3%	3%	5%	-	2%	4%	3%
Strongly disagree	0%	0%	2%	-			1%
I don't know	0%	1%	0%	-	1%		0%

Did your school's participation in Challenge Authority/Schools Programme funding and/or Pupil Equity Funding have any unintended positive consequences?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	553	207	144	360	46	696
Not answered	8%	18%	2%	2%	10%	13%	7%
Yes	30%	31%	39%	35%	29%	38%	31%
No	62%	51%	59%	63%	62%	49%	62%

Did your school's participation in Challenge Authority/Schools Programme funding and/or Pupil Equity Funding have any unintended negative consequences?
	2019	2018	2017	2016	CA	SP	PEF-only
Base (all respondents)	1102	553	207	144	360	46	696
Not answered	9%	18%	1%	3%	10%	15%	8%
Yes	12%	14%	23%	18%	15%	22%	11%
No	79%	68%	75%	78%	76%	63%	81%

Contact

Email: joanna.shedden@gov.scot

There is a problem

Thanks for your feedback

Was this helpful?

Yes

Your comments

Your feedback helps us to improve this website. Do not give any personal information because we cannot reply to you directly.

Choose a reason for your feedback

Your comments

Your feedback helps us to improve this website. Do not give any personal information because we cannot reply to you directly.

Yes, but

Choose a reason for your feedback

Your comments

Your feedback helps us to improve this website. Do not give any personal information because we cannot reply to you directly.

Information

3. Tabular results

Contact

There is a problem