1. Early intervention and prevention
Investing in the early years of a child's life is crucial to developing strong and resilient children and young people.
How can schools develop a literacy-rich curriculum in P1-3 to help to close the vocabulary gap?
Primary One Literacy Assessment and Action Resource (POLAAR)
Talking and listening across the 4 contexts
Transforming pedagogy across the early level: Melrose Primary
Developing nurturing relationships in Early Years in Dundee
Supporting early language development through the targeted use of Early Years Practitioners and baseline assessments in East Ayrshire
Supporting children through mentoring and mindfulness
2. Social and Emotional Wellbeing
Social and emotional wellbeing is essential to ensure children and young people are included, engaged and involved. Promoting positive relationships and behaviour is essential in supporting children's and young people's health and wellbeing throughout their lives.
Nurture Coaching and Modelling Officers Inverclyde
Aspire Programme Dundee
Nurture groups evaluation and practice in Glasgow
Developing whole school nurturing approaches
Nurturing social and emotional growth using simulated babies in a Clackmannanshire primary school
Counselling Service - St Kenneth's RC Primary School
A creative and nurturing curriculum for complex needs - St Columba’s High School
3. Promoting healthy lifestyles
Increasing levels of physical activity and healthy eating are important in tackling health inequalities. Those living in deprived communities have a higher risk of developing preventable ill-health.
Better Movers and Thinkers
Approaches to physical activity in the primary years
The Clackmannanshire Children and Families Environment Cafe Programme
Food, Families, Futures: Summer holiday food and family learning clubs in Dalmarnock and Ibrox Primaries in Glasgow
4. Targeted approaches to literacy and numeracy
Skills in literacy and numeracy are key to accessing all other learning, achievement and employment. Schools should have a focus on high quality pedagogy to improve attainment in these areas for the most vulnerable children.
Support for emerging literacy approaches in Highland
Park Primary School and Alloa Academy Literacy Project in Clackmannanshire
Raising Attainment in Literacy, Language and Communication - Northern Alliance interim report
Primary Literacy Coaching Programme in Renfrewshire
Clackmannanshire Numeracy and Mathematics Progression Framework
Using a Lesson Study approach to improve learning and teaching in numeracy in Glasgow
Developing writing through effective feedback - Burgh Primary School
A Constructivist approach to improving numeracy - Hareleeshill Primary School
Closing the Literacy Gap in Dumfries and Galloway
5. Promoting a high quality learning experience
Providing high quality learning and teaching supports better outcomes for all children and young people but particularly for those from disadvantaged backgrounds. High quality feedback supported by quality dialogue helps learners develop an understanding of their learning and what they need to do to improve their progress.
Creativity within digital learning
Learners Leading Learning at Craigowl Primary School, Dundee, through the use of Digital Technologies
Effective observation leading to effective assessment
Dylan Wiliam - Using assessment strategies to support feedback
Using quality assurance to improve learning and teaching in Kirkliston Primary School, Edinburgh
Outdoor Learning as a context and an approach for learning – Middleton Park School – Aberdeen City
Support for literacy skills in Gaelic Medium Education
6. Differentiated support
Identifying and addressing barriers to engagement and learning, in line with Additional Support Needs legislation and Getting it Right for Every Child, contributes to improving the life chances of our most vulnerable learners. Effective and targeted approaches to tracking and monitoring progress supports the identification and removal of barriers to learning.
Monitoring and tracking in Colquhoun Park Primary School, East Dunbartonshire
Monitoring and tracking in Livingston Village Primary School, West Lothian
Looked after and Learning: Improving the learning journey of looked after children, CELCIS
Supporting children with effective strategies in Gaelic Medium Education
Bright Future - Individual Coaching - Southwood Primary School
7. Use of Evidence and Data
Using a wide range of evidence and data is essential to support the identification of those children and young people not fully realising their potential and to inform all improvement work.
Mind the Gap – A guidance document for impacting attainment through data analysis in North Lanarkshire
Tracking and monitoring learner’s progress through use of intelligent data in Cockenzie Primary School, East Lothian
8. Employability and skills development
Preparing children and young people for the world of work and employment gives a firm foundation for their future. Developing employability skills is particularly important for children and young people living in our most deprived communities.
Developing the Young Workforce: Case Studies and professional learning materials
Development of 'A Curriculum for All' in Craigroyston Community High School, Edinburgh
Raising aspirations / widening access / closing the aspiration gap - Viewforth High School
9. Engaging beyond the school
Helping parents to support their children's learning and having high shared ambition, aspirations and expectations are important strategies in raising attainment for the most disadvantaged children and young people.
Warout Family Cooking Programme - Friday Foodies
Family learning at Sabhal Mòr Ostaig UHI
Engaging parents and families: A toolkit for practitioners
A family learning approach to reading - Pizza Reading in Renfrewshire
A family learning approach to maths - Pizza Maths in Renfrewshire
Renfrewshire’s Tackling Poverty Strategy
Live support for Gaelic Medium Education homework at Gaelic4Parents
10. Partnership working
Developing partnership working can help schools to offer a wider variety of learning experiences for vulnerable children and young people, both in school and in the community.
The Cost of the School Day Programme, Child Poverty Action Group
The 1 in 5- Raising Awareness of Child Poverty Project in Edinburgh
Scottish Sports Futures - Jump2it Programme, YouthLink Scotland
InSync – Pupil Mentoring - Viewforth High School
11. Professional learning and leadership
Promoting and participating in professional learning and developing practice has significant impact on improving outcomes for learners. Effective leadership at all levels is necessary to drive improved outcomes for vulnerable children and young people.
Distributed leadership in Shortlees Primary School, East Ayrshire
The Role of Continuous Professional Development in Closing the Gap in Educational Attainment (2015)
Uplifting Leadership in Inverclyde
Scottish College for Educational Leadership (SCEL) Leadership Framework
Teacher Leadership: Using the ‘How good is our project?’ practitioner tool to support self-evaluation and reflection
Leading and Learning Together in Renfrewshire
Raising aspiration and attainment, in literacy, numeracy and health and wellbeing at Canal View Primary School, City of Edinburgh Council
Families of Self Improving Schools in North Lanarkshire
12. Research and evaluation to monitor impact
The focused use of research and evaluation can help schools to make informed decisions about which interventions are likely to have the biggest impact on the most disadvantaged children and young people.
Developing Action Inquiry in Glasgow
Using Implementation Science to support the implementation of interventions in real world contexts
Collaborative Action Research in West Dunbartonshire Council
Developing Collaborative Action Research to improve impact in Dundee
How young people’s participation in school supports achievement and attainment, Children and Young People's Commissioner Scotland
Scottish specific toolkit development
A Scottish specific toolkit is available to support access to national and international research evidence relating to closing the attainment gap.
This is based around the EEF Teaching and Learning Toolkit. The EEF Toolkit provides an accessible summary of educational research designed to inform discussions on the most effective approaches to improving attainment, with a focus on 5-16 year olds and poverty disadvantage. It contains 34 teaching approaches and interventions, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost.
This toolkit will be useful for education leaders and practitioners to inform decision making on use of Pupil Equity Funding, raising attainment and improving equity. It can be used in conjunction with the range of interventions and approaches provided above.