National Summary Report March 2024: Evidence-based approaches

In some cases these approaches had been developed using their own research and evidence. It is noteworthy that where these have been specifically targeted, there are strong links to improved outcomes.

Evidence and research example 1

The authority’s frameworks for numeracy and literacy are supplemented by its own evidence-based targeted support and intervention offer through Closing the Numeracy Gap and Closing the Literacy Gap. These were created and continue to be developed in partnership with Education Scotland, allowing practitioners and settings to identify and close gaps in numeracy and literacy by offering an inclusive pedagogy to teaching. Feedback from schools using the frameworks continues to be positive with data analysis showing impact on learners’ attainment and a reduction in the poverty-related attainment gap in some schools.

Evidence and research example 2

Evidence-based pedagogical approaches are supported through training and enquiry-based learning. Practitioners are supported through the work of the literacy and numeracy strategic groups and the comprehensive professional learning offer. The numeracy strategy was refreshed in 2023. Numeracy champions support the implementation of this in their school settings, with a focus on pedagogical approaches to raise attainment.

Evidence and research example 3

Learning gathered from evidence of work on improving attainment in reading is being implemented in a cohort of nine primary schools and one secondary school. This is developing a theory of change to improve children’s fluency and comprehension.

Evidence and research example 4

Evidence-based training provided for teachers underpins the increase in literacy attainment. The ‘Literacy Roadmap’ offers information and guidance, including resources and training focusing on pedagogy and quality teaching. The ‘Literacy for All’ project is part of the suite of support. This project aims to align current research and recommendations from the Making Sense Report (2020) and advice from Dyslexia Scotland.

Evidence and research example 5

The authority’s own Guided Approaches to Pedagogical Enquiry professional learning programme has improved the quality and consistency of teaching and learning.

Evidence and research example 6

Evidence-based pedagogical approaches are supported through training and enquiry-based learning. The maths recovery programme, a targeted intervention, is now adopted universally as a preventative approach. This follows data demonstrating consistent impact in accelerating progress.

Evidence and research example 7

The cornerstone of the authority’s approach to closing the poverty-related attainment gap is ‘Readiness for Learning’. Developed by educational psychologists, the programme combines learning from a number of evidence-based theories including the Neurosequential Model in Education and attachment theory. It helps educators better understand how children’s development is impacted by trauma. Positive impact of the programme has been evidenced across a variety of standardised and non-standardised measures.

The General Teaching Council describes practitioner enquiry as “a way for teachers to make sense of the complexities of teaching as a social practice to enhance their effectiveness”.

In a few authorities, the culture of professional enquiry of schools and teachers, was evident. These create opportunities for those involved to share findings and practice more widely.

Professional enquiry example 1

All establishments have at least one school enquiry group. The groups coordinate a programme of collaborative action research to identify and address barriers to ‘presence, participation and progress’ for learners. Key learning and evidence of impact are shared termly at ‘Headteacher Learning Together’ days. The strongest examples include evidence of improved attendance for targeted groups and progress on improving vocabulary for P1 learners.

Professional enquiry example 2

Two schools are involved in evidence-based professional enquiry within their own settings. This has been supported by officers from the South East Improvement Collaborative and encourages networking across other authorities in the south east.

Professional enquiry example 3

Play-based pedagogical training, funded through SEF, has resulted in 17 participating schools presenting practitioner enquiries evidencing improvements in learners’ experiences. There are examples of highly effective communications with stakeholders, such as play pedagogy booklets explaining what play is, how it’s connected to the United Nations Convention on the Rights of the Child (Article 31) and to the Curriculum for Excellence.

Professional enquiry example 4

A junior high school headteacher led two webinars to promote practitioner enquiry. All twelve teachers in the school are now using this approach. Themes are based on Quality Indicator 2.3. These include the review of course content in subject areas, learning environments, the use of artificial intelligence and neurodiversity in mainstream schools.

Education academics

All local authorities referenced the work of at least one education academic. For some, this was as part of professional learning programmes, in others teaching and learning strategies were adopted. Work referenced included:

• John Hattie: Visible Learning
• Jerome Bruner: Concrete Pictorial Abstract
• Bruce Robertson: teaching and leadership
• Jo Boaler: Mathematical Mindsets
• Michael Fullan: curriculum development
• Mark Priestley: curriculum development
• Shirley Clarke: teaching approaches
• Ferre Laevers: The Leuven Scale

Other resources valued by local authorities included:

• The Education Endowment Foundation
• The Glasgow Motivation and Wellbeing Toolkit
• Forth Valley and West Lothian’s Attendance Toolkit
• Scotland’s Equity Toolkit

Curricular areas

A variety of different approaches were used in curricular areas, such as maths and  numeracy and English and literacy. In some instances improvement was in relation to the delivery of professional learning to increase the knowledge, skills and understanding of teachers. There is also evidence that where approaches are targeted and/or bespoke, they have a positive impact on children and young people.

Sessions have also been delivered on research-based training such as ‘Big Maths’ to support raising attainment in numeracy and maths. Further training on using practical materials to support understanding in numeracy planned for next term.

In numeracy, Stages of Early Arithmetical Learning, Cognitively Guided Instruction and Maths Mastery approaches are used to improve outcomes.

Training is provided on research-based pedagogical approaches and interventions, including:

• number Talks
• stages of Early Arithmetical Learning
• catch Up Numeracy
• maths Recovery
• concrete, Pictorial and Abstract

A key message given by the authority within the development of numeracy and mathematics, has been that no single pedagogical approach is the key to unlocking attainment. All approaches which have been developed feature effective practice. These approaches include Number Talks, Stages of Early Arithmetical Learning and Concrete-Pictorial-Abstract.

The local authority is strongly committed to ensuring high-quality learning experiences for all learners. It employs a range of evidence-based approaches to achieve this including Number Talks.

‘Talk for Writing’ programme and ‘Big Writing’ are both research-based approaches being delivered to all schools across the authority. Eighty schools have undertaken ‘Talk for Writing’ training and approximately one hundred and fifty practitioners have engaged in ‘Big Writing’ training.

Other approaches include Emerging Literacy for Early Level and Storyline Scotland to increase motivation in writing at First and Second Level.

The Nuffield Early Language Intervention engages 81 primary schools. This follows the delivery of the Foundations in Literacy in Primary 1 Pack, that supports all P1 learners in the first six weeks of schooling. This impacts positively on literacy outcomes within submitted stretch aims. Schools have engaged with parents through information letters, vocabulary lists asking for parents to support, and from phone-calls.

The education support officer for literacy works with staff and schools across the authority. A range of training opportunities are facilitated which focus on the implementation of evidence-based approaches to improve literacy. These include Emerging Literacy, Bookbug and phonological awareness.

All schools have a curriculum rationale for literacy, supported by curriculum pathways. The Reading Recovery programme is in nine schools, targeted at 5-6-year-olds not on track to achieve as expected in reading and writing. It enables learners to reach age expected levels within 20 weeks; evidence of impact is consistently strong.

There has been significant investment in the Talk for Writing programme since session 2021-22. Analysis of the programme was undertaken in February 2024 with strong evidence of impact to date. In session 2021-22, 20 schools began the programme. In these schools, at the end of the first year, the average improvement of Primary 1, 4 and 7 combined attainment in writing was over 5.5%. After year two of the programme, those schools which started in 2021-22, had improved average writing attainment by 8.7%. Evidence suggests that Talk for Writing appears to be an effective approach for improving the attainment of learners from SIMD Deciles 1-3. Attainment of learners in those schools who began the programme in 2021-22 has improved by 8.4%.

Children and young people’s improvement collaborative (CYPIC): national writing programme

The National Writing Programme is a collaborative approach to First Level writing in. The CYPIC programme is delivered by two of improvement advisors seconded to Education Scotland. Attainment advisors also play a pivotal role in supporting and implementing this work.

The Programme was cited as evidence-based practice in just over a third of local authorities (LAs). It should be noted that not all LAs have yet had the opportunity to be involved in the programme.

Based on the principles of Quality Improvement Methodology, the results for children at First Level writing indicate that the programme is having a significant impact for those who have taken part so far.

Across three cohorts, 15 targeted schools have engaged in significant professional learning equipping P4 or P5 class teachers and senior leaders with quality improvement knowledge and methodology so they can understand and apply tools and techniques that have been rigorously tested. Through raising the quality in learning and teaching, improvement in writing attainment has been positive in most settings and children’s attitudes towards writing have significantly improved. 

Improvement methodology is now having a positive influence on outcomes for pupils at First Level writing. Class teachers and senior leaders are now applying tools and techniques that are evidence-based and extremely effective.  

Fourteen primary schools are involved. This is improving children’s attainment in writing at First Level by spreading an evidence-based writing change theory and also achieving positive outcomes.

Local leads have continued to deliver the programme with fifteen schools now involved. Schools with the highest numbers of learners living in Quintile 1 have been prioritised. There is a range of qualitative and quotative data which evidences significant improvement in outcomes.

Methodology is embedded across Primary 4 and 5 to improve outcomes in First Level writing. This session, the targeted programme is supporting 35 class teachers across 21 schools, and focuses on high-quality learning and teaching.

Ten primary schools are engaging well with this programme and making use of quality improvement methodology to measure impact.

All leaders have been trained in improvement methodology and identified schools have taken part in a national writing project. This has had a significant impact on improving the writing of children in P4 with an average increase of 22% of those on track to achieve.

Two central officers lead on this and are building capacity within schools. There has been a positive impact on writing attainment, increased engagement of learners and significant upskilling of staff.