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GLP-E A nalysis of Whole School Audit: Initial findings

GLP-E A nalysis of Whole School Audit: Initial findings. Fran Hunt, IOE, f.hunt@ioe.ac.uk. Data collection and analysis. Whole School Audit (WSA) - online tool and part of the registration process for schools

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GLP-E A nalysis of Whole School Audit: Initial findings

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  1. GLP-EAnalysis of Whole School Audit: Initial findings Fran Hunt, IOE, f.hunt@ioe.ac.uk

  2. Data collection and analysis • Whole School Audit (WSA) - online tool and part of the registration process for schools • Asks questions about pupils, teachers, values and behaviour, leadership and community • Maps responses against Whole School Framework so schools identified as ‘early’, ‘beginner’, ‘developing’ or ‘embedded’ against criteria • Analysis based on 953 schools registered which includes 563 whole school audits completed (Feb 2014)

  3. Focus of presentation • Which schools have signed up to GLP-E? • Why schools have signed up? • What schools are already doing? • How embedded is global learning within participating schools?

  4. Which schools sign up • 4% of schools in England have registered (2.5% completed audit). • Different types of schools (state, faith, academies) • Three times more primary schools than secondary • Slightly above average attainment (esp. at secondary level), generally lower than average free school meals and English as Additional Language • Higher than average Special Educational Needs (SEN) schools • Slightly above average school inspection (OFSTED results)

  5. Where schools are – regional sign up

  6. Why schools get involved

  7. Length of time schools have been doing global learning

  8. Other activities schools are involved in (%)

  9. Support to schools in previous two years

  10. Pupils’ achievement

  11. Teachers’ practice

  12. Values and behaviour

  13. Leadership and the community

  14. Unpicking audit data • Criteria with highest proportion of ‘embedded’ responses: cross-curricular planning and developing positive attitudes towards diversity and cultural difference. • Criteria with highest proportion of ‘developing and embedded’ combined responses: teachers’ knowledge of global themes. • Criteria with highest proportion of ‘beginner’ responses: supporting transitions and staff support / CPD.

  15. Unpicking audit data • Overall secondary schools map themselves more highly than primary schools; • Expert centres map themselves more highly than partner schools. • Schools involved in other global learning type activities i.e. ISA, school links and Unicef’s RRSA also map more highly.

  16. Next steps • Further analysis • School visits to explore and understand responses more • Use data to feed into GLP development • Produce report with fuller set of data in the next month or so (go to www.glp-e.org.uk and look under ‘research’)

  17. Final questions • How does this data relate to your own experiences? • Is there anything that surprises you about the data? • Are the gaps in analysis or things we should explore further? • Thanks • F.hunt@ioe.ac.uk

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