Enhancing support for primary one
Executive summary
This report provides an analysis of attainment in primary one regarding the decline in Achievement of Curriculum for Excellence Levels (ACEL) in 2024/25. Drawing on national data, inspection findings and local authority (LA) intelligence, it highlights some of the approaches that are proving most effective in improving early literacy, numeracy, and wider learning outcomes.
National ACEL data at primary one shows broadly stable long‑term performance with small recent decreases in both literacy and numeracy. LA performance varies, with around half improving outcomes across key organisers. Inspection evidence from high‑performing early learning and childcare (ELC) settings and primary schools highlights the central role of high‑quality play pedagogy, strong adult-child interactions, high-quality learning environments, and systematic assessment in securing progress.
Evidence from LAs demonstrates that targeted, evidence-informed approaches, particularly in early reading, language development, and conceptual numeracy, are driving improvements, especially where supported by effective use of Scottish Attainment Challenge (SAC) funding.
Background
At the meeting of the Scottish Parliament on Tuesday 9 December 2025, Ms Jenny Gilruth, Cabinet Secretary for Education and Skills, at that time, provided a statement on education statistics and the 2026 National Improvement Framework (Scottish Parliament Official Report, 9 December 2025). During this statement Ms Gilruth expressed concern around the decrease in ACEL attainment in 2024/25 for primary one. Ms Gilruth acknowledged that the pandemic has impacted greatly on our children and young people, and she stressed the importance of not allowing that to become a defining feature of their future lives. Education Scotland (ES) was asked to consider how to enhance support, as part of the work of the SAC, particularly for those learners currently in primary one and subsequent cohorts.
Purpose
This report sets out what we know is working well across the system in improving outcomes for learners in the early years (birth to 8 years), with a particular focus on primary one. Included in the report are examples of evidence-based approaches which may support improvement in attainment. The report also highlights planned and potential developments which can further enhance support available to LAs, establishments, senior leaders, practitioners and families. A summary of the relevant data is provided within the report, with further details in Appendix 1. Recognising that improvement is an ongoing process, Appendix 3 (available in the downloadable verison) provides additional resources and further reading to support continued reflection, professional learning and informed decision making across the system.
Process
ES senior regional advisors, attainment advisors (AAs), national improvement framework advisors and colleagues from inclusion, wellbeing and equalities, early learning and childcare, literacy and numeracy teams contributed to the content within this report. Most LAs, 24 of 32, provided examples of effective approaches to improve the attainment and achievement of learners in primary one which are included as case studies.
Parts of this resource were supported by approved AI tools; Education Scotland staff retain full responsibility and have reviewed and approved all content.
