Fran Hunt, IOE, [email protected]

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)

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?

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)

Where schools are – regional sign up

9% 8% 7% 6% 5% 4% 3% 2% 1% 0% 3% 2% 4% 2% 5% 4% 8% 5% 4%

Why schools get involved

80% 70% 65% 62% 58% 60% 54% 72% 47% 47% 50% 40% 35% 27% 30% 23% 17% 20% 13% 9% 10% 0%

Length of time schools have been doing global learning Length of time under three years three to five years five to ten years over ten years It doesn't explicitly work with global learning Not sure Total Frequency

96 108 85 39 212 (129) 23 563

%

17 19 15 7 38 (23) 4 100

Other activities schools are involved in (%)

70% 60% 50% 40% 30% 20% 10% 0% 47% 21% 8% 56% 14% 24% 56% 6% 63% 61% 8%

Support to schools in previous two years

500 450 400 350 300 250 200 150 100 50 0 111 303 52 390 208 251 40 Development Education Centre International Development Organisation 429 Staff training on global theme staff on Global Teachers Award Yes (N) No (N)

Pupils’ achievement

0% 20% 40% 60% Pupils' knowledge 37 318 Pupils' learning skills 63 Literacy, numeracy and communication skills Supporting transitions to seconday school 114 283 413 299 80% 153 100% 38 143 Beginner 56 Early 99 35 Developing Embedded 66 Preparation for work 282 95 13 7

Teachers’ practice

0% 20% 40% 60% Teachers' global knowledge 42 Pedagogic approaches 90 Support for active global citizenship 82 196 230 229 80% 100% 229 170 171 77 52 Beginner Early Developing Embedded 57 Cross curricular planning 53 215 153 122

Values and behaviour

0% 20% 40% 60% 80% 100% Pupils values 87 266 135 54 Diversity and cultural difference 29 248 178 89 Beginner Early Developing Embedded Pupil voice 138 215 162 30

Leadership and the community

0% 20% 40% 60% 80% 100% school vision 112 217 140 69 school curriculum supports global learning 57 staff support and professional development 199 283 172 134 69 122 44 engagement with parents, community and external organisations 156 288 71 25 Beginner Early Developing Embedded

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.

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.

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

‘research’) and look under

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  [email protected]