Impact of Attainment Scotland Funding (ASF) on Numeracy and Mathematics 2022-25: Evaluation of progress against the long-term SAC logic model outcomes - Pupil Equity Fund (PEF)

Engagements took place with 20 schools across 11 local authorities which have used PEF to fund numeracy related roles or projects.

Closing the gap/educational outcomes

to what extent has the ASF contributed to a closing of the attainment gap in numeracy and mathematics between the most and least socio-economically disadvantaged children and young people, in line with stretch aims?

Highlights

In schools where attainment in numeracy and mathematics improved, leadership teams maintained a strong focus on equity, leading to measurable progress in closing the attainment gap.
PEF has enabled some schools to create leadership roles responsible for data analysis and the strategic deployment of additional staff, leading to the effective identification and closure of learning gaps.
Schools employ a range of context-appropriate methods to measure the PRAG, such as comparing attainment between Q1 and Q5 learners, or those with and without free meal entitlement (FME).

Examples

East Dunbartonshire - St Matthew’s Primary School

Through PEF, the role of numeracy champion was created. The numeracy champion led the development of the ‘Making Maths Memorable’ initiative. The aim of the initiative was to make knowledge and skills more memorable by providing a concrete association with conceptual learning. Quality assurance processes confirmed teachers embraced new effective strategies to develop mental maths, recall and computation (procedure of calculating using local methods). Pre and post assessments demonstrated significant progress for learners involved. This was particularly evident where children were identified as being ‘off track.’ The greatest progress was observed in learners who were the most delayed in their maths comprehension, suggesting the approach effectively supported addressing gaps in learning.

Western Isles- Nicolson Institute

The school has used PEF to employ a teacher, responsible for planning and leading intervention sessions on a small group and 1:1 basis. The teacher liaises with colleagues within the Maths department to ensure that intervention sessions can address any gaps in learning which are specific to the pupils, demonstrating a data-informed approach. Wherever possible, the teacher will try to plan sessions which are based around a pupil’s area of interest in order to encourage engagement and attendance. During the 2023-24 session, the teacher worked with 25 pupils with a focus on improving numeracy outcomes. The impact of the intervention sessions was measured using baseline assessments, with 100% of the pupils showing improvements following completion of the 12-week intervention programme. Maths teachers also commented that pupils demonstrated an improved level of focus in class as a result of the sessions.

Points to consider

School leaders should continue to consider how to ensure equity is a core focus.
While ACEL data provides valuable insights, we can get a fuller picture of how learners are progressing by also looking at other achievements which warrant more recognition.
Schools should consider tracking the long-term impact of targeted interventions on pupils from Q1 and other vulnerable groups beyond just short-term progress
There is limited, but positive, evidence regarding how stakeholders, specifically children and young people, perceived the fund's contribution to improvements in numeracy attainment and a reduction of the gap.

Achievement

To what extent has the ASF contributed to an education system which encourages, reflects and values the breadth of numeracy and mathematics achievements that contribute to improved outcomes for children and young people?

Evidence for this outcome was limited, as it was not a significant focus of PEF investment across the 20 participating schools.

Highlights

There is a clear emphasis for a few schools on the real-life context of numeracy, with children learning concepts through play and applying numeracy skills in practical, enjoyable settings.
Where evidence was available, PEF has supported the creation of tangible pathways for young people into further education and employment, demonstrating a direct link between numeracy skills and future life and work success.

Example

Midlothian - Saltersgate School

PEF has supported the introduction of assessment software which tracks both attainment and wider achievement. The new tracking system has helped teachers understand and recognise numeracy development from its earliest stages. The system, alongside the school curriculum map, is ensuring breadth of numeracy teaching and highlighting children and young people’s achievement in numeracy which should provide a pathway to senior phase achievement.

Points to consider

Schools should consider looking beyond attainment data and establish ways to use PEF to impact on creativity, critical thinking, problem-solving, and the development of a broader range of numeracy and mathematics achievements.

Embedded practices and culture

To what extent has the ASF contributed to an embedded culture of equity in numeracy and mathematics at different levels?

Evidence provided by participating schools demonstrates that PEF has contributed to an embedded culture of equity in numeracy and mathematics to a significant extent, driven by strong pedagogical shifts and effective data use. While the intention to implement sustainable approaches was evident, some elements of sustainability continue to rely on funding.

Highlights

In a majority of the participating schools PEF has enabled extensive training for teaching and support staff, promoting consistent, high-quality, research-based approaches that have driven a fundamental pedagogical shift, resulting in learners demonstrating greater flexibility, a broader range of strategies, and deeper numerical understanding.
A focus on sustainability through internal capacity building (modelling and coaching, new staff training) is clearly evident.
Evidence from almost all participating schools indicates a significant rise in pupil enjoyment, confidence, and engagement in numeracy.
Pupils in a selection of these schools effectively articulate their learning progress and the strategies they employ, confirming increased confidence with number.

Example

South Ayrshire- Tarbolton Primary School

Pupil Equity Funding (PEF) is used to support the work of the numeracy lead and to employ support assistants who deliver targeted interventions in numeracy and mathematics. The numeracy lead has adopted a modelling and coaching approach to enhance pedagogical practice across the school. Over the past two to three years, this approach has significantly increased the confidence of both teachers and support staff. As a result, the concrete, pictorial, abstract (CPA) approach is now embedded in numeracy teaching and learning at all stages. Children are supported to think critically, analyse problems, and reason effectively. They are increasingly able to articulate their thinking and represent their understanding through both pictorial methods and the use of concrete materials.

Points to consider

Although a number of schools have clearly adopted a culture of equity, further evaluation is needed to determine its system-wide consistency and implementation.
The reliance on PEF to create, for example, support staff posts, which are vital for supporting work focused on closing the PRAG, presents a risk to sustainability.

Education system

Improving access to the numeracy and mathematics curriculum: to what extent has the ASF contributed to an education system which actively addresses poverty, removing barriers through inclusive ethos, practice and approaches for children and young people, parents and carers and practitioners?

Evidence for this outcome was limited, as it was not a significant focus of PEF investment across the 20 participating schools. However, where it has been used, the evidence demonstrates that it has contributed significantly to an education system that actively addresses poverty and removes barriers to numeracy and mathematics. This has been achieved through robust and highly successful engagement with parents and carers, alongside targeted in-school practices for children and young people.

Highlights

PEF is supporting schools to apply comprehensive and adaptable parental engagement methods, including information sessions, 'how-to' videos, and targeted numeracy project groups with partner organisations.
Parents involved in these projects reported significant personal and practical benefits, including increased understanding of teaching methods, reduced stress, and improved confidence, alongside a strong desire for continued engagement.

Example

East Lothian - Preston Tower Primary School

The school utilised Pupil Equity Funding (PEF) to appoint a Family Support Worker (FSW), who collaborated alongside school staff and the East Lothian Works Team to utilise funding from the local authority's Multiply team to launch a parental engagement programme. Recognising the importance of a welcoming environment, the programme was hosted in the local church—a space identified as comfortable and accessible for parents. Feedback from participating parents highlighted a range of positive outcomes, including enhanced personal learning and a deeper understanding of how their children are taught numeracy. Children also responded enthusiastically, particularly enjoying the opportunity to use the numeracy packs alongside their parents.

Points to consider

While PEF is used to support parental engagement, there are limited examples demonstrating impact.
The most impactful contributions from PEF have occurred where collaboration has been facilitated between schools and other local groups and initiatives.