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

(A copy of the survey, which used Likert Scales, can be seen in appendix 4)

Surveys were carried out with two stakeholder groups: SAC local authority leads, senior regional advisors (SRAs) and attainment advisors (AAs). Seventeen SAC leads responded to the survey, and 21 SRAs/ AAs responded.

Summary of views

ASF has played a key role in improving numeracy outcomes for children affected by poverty, through initiatives such as one-to-one support, additional resources, digital tools, and focused interventions in primary schools.
Funding has had a moderate to large impact on the breadth of achievements and opportunities in numeracy and mathematics.
The focus on numeracy has created opportunities to develop skills for learning, life, and work, exemplified by initiatives such as flexible senior pathways.
The ASF has contributed to embedding a culture of equity in numeracy and mathematics to a moderate or large extent, supported by equity-focused pedagogy and targeted training to support disadvantaged learners.
Leadership supports an equity-based culture in numeracy from a moderate to large extent, with school leaders increasingly using attainment data for planning and quality assurance.
The perceived extent to which ASF supports universal numeracy approaches is varied, while, in contrast, use for targeted interventions is better evidenced.
The ASF has initiated professional learning focused on numeracy, mathematics, and closing the attainment gap, including a wide range of career long professional learning (CLPL) opportunities from Education Scotland and a coordinated programme of universal and recorded webinars to support sustainable access.
Numeracy practices supported by the fund are becoming embedded at classroom level to a moderate to large extent, with trained staff using numeracy recovery approaches and universal practices like Number Talks becoming more widely used.
While there are initiatives such as training the trainers for numeracy recovery, and establishing numeracy leader networks, evidence of sustainability is limited.
Data and evidence are widely used to embed a culture of equity and evaluate effective interventions, with schools and local authorities placing strong emphasis on data through the introduction of new tracking tools and enhanced analysis practices.
Engagement of children and young people, families and communities in decision-making related to the numeracy and mathematics curriculum is inconsistent.
Collaboration to improve numeracy access is generally positive with strengthened professional networks highlighted as being a key strength.
Data and evidence are increasingly used across the education system to enhance access to and attainment in numeracy, reflecting a growing emphasis on data-informed practice and the adoption of digital tracking tools.