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
 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%
8%
5%
4%
4%
3%
2%
5%
2%
4%
Why schools get involved
80%
72%
70% 65% 62%
58%
54%
60%
47% 47%
50%
35%
40%
27%
30%
23%
17%
20%
13%
9%
10%
0%
Length of time schools have
been doing global learning
Length of time
Frequency
%
under three years
96
17
three to five years
108
19
five to ten years
85
15
over ten years
It doesn't explicitly work
with global learning
Not sure
39
7
212 (129)
38 (23)
23
4
563
100
Total
Other activities schools are
involved in (%)
70%
63% 61%
56%
56%
60%
50% 47%
40%
30%
24%
21%
20%
14%
8%
8%
6%
10%
0%
Support to schools in
previous two years
500
450
400
350
300
250
200
150
100
50
0
429
390
303
251
208
Yes (N)
No (N)
111
52
Development International
Education
Development
Centre
Organisation
40
Staff training staff on Global
on global
Teachers
theme
Award
Pupils’ achievement
0%
Pupils' knowledge
Pupils' learning skills
20%
37
40%
60%
318
63
80%
100%
153
283
38
143
56
Beginner
Early
Literacy, numeracy and
communication skills
Supporting transitions to seconday
school
Preparation for work
114
299
99
35
Developing
Embedded
413
282
66 12
13
95
137
Teachers’ practice
0%
Teachers' global knowledge
20%
42
40%
196
60%
80%
229
100%
77
Beginner
Early
Pedagogic approaches
90
230
170
52
Developing
Embedded
Support for active global citizenship
Cross curricular planning
82
53
229
215
171
153
57
122
Values and behaviour
0%
Pupils values
20%
87
40%
60%
266
80%
135
100%
54
Beginner
Early
Diversity and cultural difference 29
248
178
89
Developing
Embedded
Pupil voice
138
215
162
30
Leadership and the
community
0%
school vision
20%
112
40%
60%
217
80%
140
100%
69
Beginner
school curriculum supports global
learning
staff support and professional
development
engagement with parents, community
and external organisations
57
283
134
69
Early
Developing
Embedded
199
156
172
288
122
44
71 25
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 and look under
‘research’)
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