Since 2017 we have directly supported over...

6000 teachers

900 schools

Through them we have reached over:

154,000 students

  • National Oracy Pioneers Programme
  • Voice Areas
  • Partner Schools
  • National Oracy Leaders Programme

Research and case studies

Explore the impact of oracy in schools across the UK through case studies and research from our programme participants and reports on oracy from the wider sector.

Research

Chartered College’s summary of the importance of oracy

An article in the Chartered College of Teaching’s journal ‘Impact’ demonstrates how oracy is linked to cognitive, personal and social gains for young people, as well as greater civic engagement and empowerment. Read the evidence here.

Research

EEF on oral language interventions

The Education Endowment Foundation (EEF) shows that oral language interventions have a ‘positive impact’ on learning at a very low cost. Find out more about the evidence here.

Case study

Three Bridges Primary, Southall

Our Oracy Leaders’ posts share insights from how they’re leading and embedding oracy across their schools. 
Below, David O’Connell, Assistant Headteacher, Three Bridges, Southall reflects on their pedagogical shift towards oracy. 

Research

Developing dialogic teaching: the power of coded transcripts

Sarah Seleznyov, Director, London South (formerly Southwark) Teaching School Alliance shares a write up of recent research on dialogic teaching collectively led by London South Teaching School Alliance, Rathfern Primary Chartered College Hub School and University of Cambridge academics from the CEDiR Group (Cambridge Educational Dialogue Research Group).

Case study

Cubitt Town Primary School

Our Oracy Leaders’ posts share insights from how they’re leading and embedding oracy across their schools. 
Below, Nicky Pear reflects on how they succeeded at using oracy as the driver of their curriculum. 

Case study

Parks Primary School, Leicester

Our Oracy Pioneer’s Posts share insights from our Participants on our Oracy Pioneer’s Programmes.
Below, Laura Bisiker, Oracy Lead at Parks Primary School Leicester shares her insights on how they’ve begun introducing oracy across their school.

Research

Supporting active listening through high expectations and scaffolding

Amy Weerasekera, Oracy Lead, Primary, School 21 took part in the National Oracy Leaders Programme. For his impact project she chose to focus on listening.

“It was clear that although we had many confident speakers in our classes, they were not as proficient at listening. This had an impact on the quality of talk in lessons as students were not effectively listening or responding to their peers. In order for students to learn through talk they need to be able to listen and respond appropriately.”

Research

Does improving the vocabulary of Year 4 students impact on their reading outcomes?

Alun Reeves, Assistant Headteacher for Learning, RSA Academies Abbey Wood First School & Church Hill Middle School, took part in the National Oracy Leaders Programme. For his impact project he explored the impact of oracy on vocabulary acquisition and reading in Year 4.

“Teaching across a pair of schools in Redditch (one a first school and the other a middle school), I work with many students who do not come from ‘talk-rich’ environments or have the early-life experiences of their more advantaged peers. As a trust of schools, we are committed to improving the oracy skills of students in our schools in the hope of closing this ‘word-gap’…”

Case study

Blackpool CoE Primary School & Westcliff Primary Academy

Our Oracy Pioneer’s Posts share insights from our Participants on our Oracy Pioneer’s Programmes.

Below, Lauren Crichard, Teacher at Blackpool Church of England Primary School, and Sophie Warren, Teacher at Westcliff Primary Academy, both schools in the First Federation Trust, share their insights on how they’ve begun introducing oracy in their own classrooms.

Partner School Programme

Partner School Focus: Easton CE School

In our Summer Term Partner School Focus, Clare Wellbourne, Assistant Head at Easton CE School, reflects on the why they prioritised oracy this year and their plans for the year to come.

How did you originally hear about Voice 21?

We had a ‘Year of Communication’ in 2016-17 during which we made a ‘Communication Commitment’ with the Communication Trust.

Case study

Oracy at Torriano Primary School

We caught up with Alice Kennedy, Oracy Lead at Torriano Primary School and part of our Oracy Leaders Programme 2017-2018. She shares her reflections on the programme and how she’s excited by being part of an innovative cohort of future leaders.

Why did you decide to apply to the programme?

Torriano has a Language Resource Base for children with Developmental Language Disorder and has developed universal provision based on the specialist approaches developed there. Our research into vocabulary development as part of the universal provision was shared at the Camden Oracy conference and the Voice 21 Speaking Summit 2017.

Case study

Uplands Infant School

Shazeeb participated in the Voice Leicester Pioneers Programme and began the Voice Leicester Oracy Leaders Programme in the summer term 2019.

What initially motivated you to pioneer oracy teaching and learning in your school?

I went to the Voice Leicester Oracy Project launch event and was immediately drawn to the purpose and values behind the project. I work in a school that is located in a high deprivation area of the city and where 95% of the children are EAL learners. Based on the 2016 Deloitte report “Essential skills for humans in the machine age” I felt it was vital we develop our children’s oracy skills so they are equipped for…

National Oracy Leaders Programme

Oracy Leader: Charlotte Gleeson

Charlotte is a History teacher at Manchester Enterprise Academy & and a participant on our Oracy Leaders Programme 2018-19. Below she shares how she’s begun embedding oracy into her classroom.

Why is oracy a focus at MEA?

I first heard about Voice 21 through school training last year delivered by our Vice Principal for Teaching and Learning.

Case study

Torriano Primary School

Shazeeb participated in the Voice Leicester Pioneers Programme and began the Voice Leicester Oracy Leaders Programme in the summer term 2019.

What initially motivated you to pioneer oracy teaching and learning in your school?

I went to the Voice Leicester Oracy Project launch event and was immediately drawn to the purpose and
values behind the project. I work in a school that is…

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