Oracy is gaining well-deserved attention in UK education. Once considered an add-on to literacy, it’s now recognised as a vital part of learning — shaping how pupils think, communicate and connect. But while individual teachers can run excellent speaking and listening lessons, truly transformative progress happens when schools embed oracy across their whole culture.

In this post, we’ll explore what a whole-school approach to oracy really means, why it matters, and how schools can begin building a community where talk is valued as highly as reading and writing.

 

What do we mean by oracy?

 

Oracy refers to the ability to express yourself clearly and confidently through spoken language, while also listening actively to others. It’s not just about being able to speak — it’s about developing reasoning, empathy and collaboration through talk.

The term was first introduced by Andrew Wilkinson in the 1960s, but it has recently re-emerged thanks to research and advocacy from organisations such as Voice 21, Oracy Cambridge, and the Oracy Education Commission. These groups argue that oracy is fundamental to academic success, social mobility and wellbeing — and should be treated as a core skill, alongside literacy and numeracy.

 

Why oracy should be part of school culture

 

When oracy becomes part of a school’s culture, the impact extends far beyond English lessons. Pupils gain the confidence to ask questions, present ideas, and engage critically with the world around them. Teachers find that classroom talk becomes richer, with more pupils participating meaningfully.

Schools that have invested in oracy report improvements in attainment, engagement and behaviour. A strong oracy culture also helps reduce the disadvantage gap, giving every child — regardless of background — the chance to develop the speaking and listening skills they’ll need for life.

Beyond the classroom, oracy prepares young people for work and citizenship. Employers consistently highlight communication as one of the most sought-after skills. By embedding oracy throughout school life, we prepare pupils not only to pass exams, but to thrive in interviews, teamwork and leadership.

 

What a whole-school approach to oracy looks like

 

A whole-school approach means that oracy isn’t confined to a few lessons or projects — it’s woven into every subject, every conversation, and every corner of the school. It’s about building a shared belief that talk matters.

Here’s what that looks like in practice:

 

Leadership and vision

 

Headteachers and senior leaders play a crucial role. When school leaders model and promote high-quality talk, it signals that oracy is valued. The vision should be clearly stated in the school’s improvement plan, policies and training.

Some schools form an “oracy lead” or working group to coordinate efforts, ensuring consistent expectations across departments. Others appoint pupil oracy champions, giving learners a voice in shaping the approach.

 

Classroom practice

 

Effective oracy teaching doesn’t happen by accident. Teachers plan structured opportunities for talk — from paired discussions and debates to storytelling and presentations. These activities are carefully scaffolded so that pupils learn how to speak for different purposes, use evidence, and listen actively.

Importantly, oracy isn’t limited to English or drama lessons. In maths, pupils might explain their reasoning aloud; in science, they could discuss hypotheses; in history, they might present an argument using evidence. Every subject has its own talk opportunities.

 

Shared frameworks and expectations

 

Many schools use a shared oracy framework such as the Voice 21 Oracy Framework or Oracy Cambridge’s four strands (physical, linguistic, cognitive and social-emotional). These provide a common language for teachers and pupils, helping everyone understand what good talk looks like.

For example, pupils might learn to use sentence stems such as “I agree with you because…” or “I’d like to build on your point…” These structures encourage respectful dialogue and deeper reasoning.

 

Professional development

 

Teacher training is essential. Staff need time to observe, experiment and reflect on their own classroom talk. Many schools hold CPD sessions where teachers share examples of effective oracy practice and explore ways to support quieter pupils.

Recording lessons or using peer observation can also help staff analyse who talks, how often, and in what ways — making invisible dynamics visible.

 

Environment and ethos

 

A school that values oracy celebrates talk everywhere — in assemblies, corridors and clubs. Displays might include discussion prompts or pupil speech quotes. Meetings, from staff briefings to parent evenings, model the same respect for clear, purposeful communication.

Assemblies can showcase pupil presentations or debates, reinforcing the message that speaking well is something to be proud of.

 

How to start developing a whole-school approach

 

If your school is just beginning its oracy journey, the key is to start small but think big. Here’s a simple sequence that many schools have found effective:

1. Audit current practice – Look at where talk already happens in lessons and identify gaps or inconsistencies.
2. Agree a shared vision – Define what oracy means for your community and why it matters.
3. Choose a framework – Adopt or adapt a structure such as Voice 21’s to ensure progression and consistency.
4. Provide training – Build teacher confidence through CPD and peer collaboration.
5. Model and celebrate – Make oracy visible through pupil voice events, displays, and recognition.
6. Monitor and refine – Use pupil feedback and lesson observations to measure progress and plan next steps.

This step-by-step approach encourages gradual culture change without overwhelming staff.

 

Overcoming common challenges

 

Schools often face barriers when trying to embed oracy. Time pressure, curriculum demands and staff confidence can all be obstacles. Some teachers worry that too much talk might slow down learning, or that quieter pupils will be overshadowed.

However, when oracy is planned carefully, it supports — not replaces — curriculum goals. Structured talk tasks help pupils articulate and deepen their understanding. By using sentence stems, discussion roles and clear expectations, teachers can ensure every child participates meaningfully.

Another challenge is sustaining momentum. Oracy should not depend on one enthusiastic teacher. Regular review, visible leadership and ongoing CPD keep it embedded in the long term.

 

The wider benefits of a strong oracy culture

 

When pupils learn to express themselves confidently, they gain more than academic skills. They develop empathy, resilience and self-belief. They learn to listen to different perspectives and respond thoughtfully — skills that are essential for both democracy and personal relationships.

Schools with a strong oracy culture often describe a shift in atmosphere. Classrooms become more collaborative, assemblies more inclusive, and staff more connected. Talk becomes a tool for learning, wellbeing and belonging.

Moreover, oracy supports equity. Pupils from disadvantaged backgrounds may have had fewer opportunities for rich conversation outside school. By prioritising oracy, schools can help level the playing field, giving every child the language and confidence to succeed.

 

The role of tutors in supporting oracy

 

Tutors play a vital role in reinforcing and extending pupils’ oracy skills. In-school tutors can work alongside class teachers to provide small-group or one-to-one sessions where pupils practise structured talk, vocabulary building and active listening in a safe setting. This can be particularly powerful for quieter pupils or those learning English as an additional language. Out-of-school tutors — such as those offering private tuition or working for community learning centres — can complement school efforts by modelling high-quality dialogue, encouraging pupils to articulate their reasoning, and providing feedback on clarity and confidence. Whether tutoring is delivered online or in person, sessions that prioritise discussion, questioning and reflection help pupils transfer strong oracy habits back into the classroom. When tutors and teachers share a common language of oracy, pupils benefit from consistent reinforcement across their learning environments.

 

Looking ahead

 

The movement to embed oracy as a core educational goal is growing fast. The Oracy Education Commission’s 2024 report, Speaking Volumes, calls for national recognition of oracy as a fundamental right for all learners. Campaigns like “Oracy for All” are pushing for policy change and training investment.

While national policy may take time to catch up, schools don’t have to wait. By adopting a whole-school approach, they can make immediate, lasting differences in pupils’ lives. Oracy isn’t just another initiative — it’s the foundation of thinking, learning and human connection.