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Fran Hunt, IOE, Data collection and analysis Whole School Audit (WSA) - online tool and part of the registration process for schools.

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Presentation on theme: "Fran Hunt, IOE, Data collection and analysis Whole School Audit (WSA) - online tool and part of the registration process for schools."— Presentation transcript:

1 Fran Hunt, IOE,

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 Length of timeFrequency% under three years9617 three to five years10819 five to ten years8515 over ten years397 It doesn't explicitly work with global learning 212 (129)38 (23) Not sure234 Total563100

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 and look under ‘research’)www.glp-e.org.uk

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


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