Raising attainment in numeracy and closing the poverty-related attainment gap using strategic equity funding in Inverclyde

Published 07/08/2023.  Last updated 01/09/2023
sourcePractice exemplars schoolNumeracy and Mathematics categoryScottish Attainment Challenge

What happened?

As a previous ‘Attainment Challenge’ authority, Inverclyde committed to closing the gap in attainment for those impacted by poverty while raising attainment for all. Improving teaching, learning and assessment was at the heart of this approach. Experienced teachers were appointed as coaching and modelling officers (CMOs) on a principal teacher salary for a 23 month period.

At the start of the challenge Stages of Early Arithmetical Learning (SEAL) approaches were adopted and as these became embedded other evidence-based approaches to raising attainment in numeracy were decided upon. These included:

  • Use of concrete and visual aids to support abstract understanding
  • Number Talks
  • Use of visual boards

In addition to providing professional learning, coaching and modelling officers delivered lessons in classrooms, provided coaching conversations and carried out impact visits to ensure practice had been adopted.

Coaching and modelling officers provided professional learning for practitioners and support staff in early years through to 3rd level. All training has been recorded and is available for schools or individual practitioner, with a Glow account.

What was the impact on attainment and the gap?

Inverclyde continues on its positive journey to closing the poverty-related attainment gap while raising attainment for all and continues to recover well from the significant impact that Covid-19 had on numeracy attainment.

Numeracy Attainment Gap 2018 - 2023

Numeracy overall attainment 2016 - 2023

What was the impact on teaching and learning?

The sustainability of their improvement is also evident as practitioners report increased confidence in the teaching of numeracy.

As funding for CMO reduces Inverclyde are in a positive place as they have practitioners delivering quality numeracy experiences in every school in the local authority. These staff are able to share their practice with others.

Improvement questions

  • How will your ‘Strategic Equity Fund’ have a lasting impact?
  • How do you accelerate the support you have in school to impact positive learners outcomes?
  • How does pedagogical improvements support equity?
  • How do you collaborate to share ownership of meeting pupil’s needs?
^ Back to top

Raising attainment in numeracy and closing the poverty-related attainment gap using strategic equity funding in Inverclyde

Published 07/08/2023.  Last updated 01/09/2023
sourcePractice exemplars schoolNumeracy and Mathematics categoryScottish Attainment Challenge

What happened?

As a previous ‘Attainment Challenge’ authority, Inverclyde committed to closing the gap in attainment for those impacted by poverty while raising attainment for all. Improving teaching, learning and assessment was at the heart of this approach. Experienced teachers were appointed as coaching and modelling officers (CMOs) on a principal teacher salary for a 23 month period.

At the start of the challenge Stages of Early Arithmetical Learning (SEAL) approaches were adopted and as these became embedded other evidence-based approaches to raising attainment in numeracy were decided upon. These included:

  • Use of concrete and visual aids to support abstract understanding
  • Number Talks
  • Use of visual boards

In addition to providing professional learning, coaching and modelling officers delivered lessons in classrooms, provided coaching conversations and carried out impact visits to ensure practice had been adopted.

Coaching and modelling officers provided professional learning for practitioners and support staff in early years through to 3rd level. All training has been recorded and is available for schools or individual practitioner, with a Glow account.

What was the impact on attainment and the gap?

Inverclyde continues on its positive journey to closing the poverty-related attainment gap while raising attainment for all and continues to recover well from the significant impact that Covid-19 had on numeracy attainment.

Numeracy Attainment Gap 2018 - 2023

Numeracy overall attainment 2016 - 2023

What was the impact on teaching and learning?

The sustainability of their improvement is also evident as practitioners report increased confidence in the teaching of numeracy.

As funding for CMO reduces Inverclyde are in a positive place as they have practitioners delivering quality numeracy experiences in every school in the local authority. These staff are able to share their practice with others.

Improvement questions

  • How will your ‘Strategic Equity Fund’ have a lasting impact?
  • How do you accelerate the support you have in school to impact positive learners outcomes?
  • How does pedagogical improvements support equity?
  • How do you collaborate to share ownership of meeting pupil’s needs?
^ Back to top

Related content

Inverclyde Pedagogy And Support for Equity blog