The support provided by their attainment advisor (AA) to deliver the Scottish Attainment Challenge (SAC) was highly regarded by all local authorities.

The collaboration was wide-ranging and underpinned by the support and challenge provided by attainment advisors in:

• raising of attainment and better outcomes for children and young people
• reducing of the poverty-related attainment gaps
  • effective use and analysis of data
  • supporting school improvement through outcomes and measures
  • regular meetings and visits
  • working directly with focus schools and their leaders
  • providing guidance and professional advice
  • monitoring stretch aims
  • effective and more rigorous, robust approaches to the use and planning of PEF
  • professional learning
  • addressing non-attendance

Collaboration was described as:

• providing highly effective support to school leaders
• central to the work on SAC
• beneficial due to strong and effective partnership
• providing additional capacity to analyse and interpret attainment data
• supportive and challenging
• playing an integral role in delivering professional learning to school leaders
• providing critical support
• extensive support in addressing non-attendance
• significant, valuable and credible

It is evident that attainment advisors have added significant value to the work of local authorities. The impact of their support was described in the following ways:

• better use of data
• more rigorous and robust approaches to the use of the PEF
• improving attainment, achievement and attendance
• improving quality assurance and self-evaluation processes
• more effective planning and identifying impact of PEF
• supporting evidenced-based decision-making
• significant in supporting the reduction of PEF underspend
• improved school planning with a focus on outcomes and measures

A few local authorities referenced the recent change in attainment advisor, making it more difficult to describe any impact of the support so far.

Most local authorities worked collaboratively with Education Scotland teams within this reporting period. There is evidence that this has contributed their wider work, added capacity, provided guidance and value to new and existing workstreams and/or groups.

Local authorities identified developing the curriculum and improving numeracy and literacy as key areas for collaboration.

SAC National Events are highly valued by local authorities. They reported that these events provide opportunities to share practice, collaborate and network with others as well as further develop SAC strategies.

There is strong evidence that collaboration with Education Scotland teams has had a positive impact on several areas including:

• sharing practice
• curriculum development
• professional advice and dialogue
• greater understanding in planning for the BGE
• building capacity and knowledge of teachers
• professional learning
• making informed decisions relating to reducing the poverty-related attainment gap
• improved attainment