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strategy in closing the poverty attainment gap whilst achieving excellence in raising attainment. A key priority in the National Improvement Framework (2018) states that ‘every child has the same opportunity to succeed’ (2018, p. 5). Rizvi and Lingard (2010) differentiate policies by the way they are communicated and promoted. They suggest that policies showing commitment to implementation backed up by funding can be seen to be material in nature. By contrast, symbolic policies arise from political pressures. Rizvi and Lingard (2010) also make distinctions between distributive and redistributive policy. Distributive policies by nature, distribute resources, whilst redistributive policies put appropriate interventions in place promoting positive discrimination. Although the NIF could be seen as being idealistic in nature, the introduction and use of Pupil Equity Funding (PEF) implies that the NIF has a material policy element to it as there is strong commitment to its implementation, backed by the Pupil Equity Funding. It is also redistributive as a policy as interventions are put in place by schools promoting positive discriminations, focussing on young people who are eligible to receive the funding and for those in receipt of Free Meal Entitlement (FME). Underpinned by the NIF, Getting It Right for Every Child (GIRFEC) and Curriculum for Excellence (CfE) the Scottish Attainment Challenge (SAC) programme also seeks to put positive interventions in place for children and young people in a bid to help them achieve their full potential. It can be said that the Scottish Attainment Challenge has a more holistic approach in its vision as it seeks to improve activity in literacy, numeracy and health and wellbeing. This is in stark contrast to the National Improvement Framework, as although a key priority in the NIF is to improve children and young people’s health and wellbeing, standardised assessment showing improvements in literacy and numeracy is a significant factor of the policy. The NIF poses significant challenges and has implications for schools around the school leadership driver as there is ambiguity on how to evaluate impact across professional practice and change within the local school context. The policy makes no reference as to effective change for improvement can or should be managed within schools or how to effectively measure improvements in health and wellbeing for children and young people.
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