Impact of Attainment Scotland Funding (ASF) on Numeracy and Mathematics 2022-25: Conclusion

SEF has made significant positive contributions to numeracy and mathematics outcomes, by funding dedicated numeracy roles and projects in a majority of LAs. It has positively impacted on the closing of the attainment gap in many LAs through targeted, data-informed approaches and effective pedagogies, while also broadening numeracy achievements by embedding skills in real-world contexts and helping to foster partnerships. Furthermore, SEF has largely contributed to embedding a culture of equity in numeracy through extensive professional learning, targeted interventions for schools in areas of high levels of deprivation, and the development of universal resources, leading to embedded learning practices and a strong emphasis on sustainability in many LAs.

While SEF shows positive impacts, several areas require development. For example, precisely quantifying its contribution to closing the attainment gap nationally requires comparative data. Stakeholder consultation on SEF's impact also needs further enhancement. Some SEF funded roles provide universal rather than targeted support, and the fund is not widely used for broader numeracy achievement opportunities. The direct link of SEF initiated professional learning to reducing the poverty-related attainment gap is not always explicitly stated. Furthermore, most CLPL is primary-focused, with less engagement with the secondary sector. While embedding practice is strong in some areas, consistent evaluation and universal adoption of effective practices across all schools are still needed.

Evidence from most participating schools demonstrates PEF’s significant role in fostering an equity focus among senior leadership teams. This has led to improved numeracy attainment and a reduction in the poverty-related attainment gap in these schools. School leaders are more adept at data analysis and strategic staff deployment. PEF has also supported tangible pathways to further education and employment. There are a few examples of PEF supporting effective parental engagement, with parents reporting significant personal and practical benefits.

While PEF has shown positive impacts on numeracy and mathematics, several areas require further development. Its investment focus on broader achievement beyond attainment data is limited. ACEL data does not always fully capture learner progress, highlighting a need for improved long-term impact tracking beyond existing measures. A sustainability risk exists due to reliance on PEF for teaching and support staff posts. Despite a focus on parental engagement, examples of impact as a result of this engagement remain limited.

The CECYP fund has supported the development of dedicated staff roles (e.g. virtual headteachers and numeracy teachers in residential houses). These roles have provided enhanced, age-specific numeracy support, helping pupils secure qualifications and pathways to positive destinations.

Fully articulating the precise impact of the CECYP fund on numeracy and mathematics is challenging as it is often integrated across various services. However, an important point to note is that, based on the views of members of the CELCIS network, there is a need to consider pedagogical approaches in numeracy and mathematics as they can provide a barrier to children and young people who are care experienced.

Evaluation and data collection

• Local authorities to continue developing evaluation frameworks to help map the chain of impact of funding streams to the closure of the attainment gap in numeracy and mathematics, including the impact of professional learning.
• Continue to explore ways to use comparative data more effectively and capture broader progress beyond NIF measures.

Strategic planning and governance

• Local authorities should continue to consider the sustainability and impact of ASF funded roles and projects related to numeracy and mathematics via strengthened planning and reporting approaches.

Continue to refine pedagogical approaches and professional learning for system-wide equity

• Continue to deliver high-quality professional learning for the primary sector.
• Consider how ASF can have a greater impact on numeracy and mathematics in the secondary sector.
• Local authorities and schools should re-visit the theme of ‘equity’ and ensure it remains part of their core business within numeracy and mathematics.
• Strengthen stakeholder engagement and communication: continue to improve consultation processes with all stakeholders, especially children, young people, families, and communities, to ensure their voices inform numeracy and mathematics initiatives and projects and to better articulate the tangible impact of ASF.