Impact of Attainment Scotland Funding (ASF) on Numeracy and Mathematics 2022-25: Evaluation of progress against the long-term SAC logic model outcomes: Care Experienced Children and Young People (CECYP) Fund
Nine local authorities, via the CELCIS network of virtual school headteachers, provided information on how the CECYP fund is impacting on numeracy and mathematics outcomes for children and young people with care experience. The evidence provided links almost entirely to the ‘closing the gap’ and ‘achievement’ outcomes. As the evidence is linked to only two outcomes a general summary is provided. Common themes which emerged from the engagement with the network were the emphasis on relational support, bespoke learning, and effective data use.
- The deployment of dedicated staff, such as numeracy teachers in residential houses, has provided targeted specialist support tailored to specific age ranges - from primary to upper secondary - enhancing individualised learning and helping pupils achieve SQA qualifications.
- A significant number of LAs emphasise the foundational role of wellbeing, confidence-building, and strong relationships in numeracy improvement, with a number deploying wellbeing teachers who provide enhanced maths support and integrate learning into activities such as forest schools and sports.
- Pathways to further education and employment are supported, including, for example:
- an interrupted learners service for college placements
- a focus on National 4 maths qualifications for college and apprenticeships
- linking secondary pupils with services for post-school progression
- Consideration should be given to raising the awareness of the range of qualifications available for numeracy.
- The importance of early identification of mathematical difficulties and implementation of effective support strategies is paramount to ensuring positive outcomes for learners with care experience.
- Subject specialists are needed to address specific learning gaps to ensure learners with care experience can catch up and progress.[1]
- Articulating the impact of the CECYP fund on improving outcomes of CECYP in numeracy and maths can be challenging, particularly as funding is not always being explicitly directed towards numeracy activities but is more often interwoven.
[1] Numeracy and mathematics build upon previous learning. Learners with care experience are likely to have gaps in learning due to challenges experienced in their home lives, attendance, and other issues. Therefore, assessment of learning is vital in maths and numeracy for care experienced learners.
