As recently as five years ago, oracy was an unfamiliar word, even for teachers. In the time since, guidance and policy around oracy provision and teaching have shifted significantly. Now, 1 in 10 schools have an oracy lead, and its centrality is increasingly recognised by the government. 

To celebrate this, here are some recent policies, guidance and recommendations that feature oracy. 

Oracy in the new Ofsted Inspection Toolkits 

This month, Ofsted launched their new Education Inspection Toolkits, after a consultation period in which they received over 6,500 responses. 

For the first time, the inspection toolkits acknowledged oracy as a foundational skill alongside literary and numeracy. The toolkits also adopted the Oracy Education Commission’s definition of oracy, which is an important step towards achieving a consistent and shared understanding of oracy across the education sector.

“all pupils are explicitly taught how to communicate effectively through spoken language (oracy), articulate ideas, develop understanding and engage with others through speaking, listening and communication.”

Writing Framework 

The new Writing Framework from the DfE, released over the summer, sets out a guide for how to approach teaching writing. 

The development of oral language and its relationship to writing are woven throughout the framework. The framework emphasises the importance of talk as the foundation upon which writing is built, and makes clear that students should be able to express ideas through talk before they can write them. 

Oracy in the Curriculum and Assessment Review 

In the Terms of Reference for the Curriculum and Assessment Review, the review panel included “embedding oracy skills in learning” as a key deliverable. This is an important step towards integrating speaking, listening and communication meaningfully into national education policy.

In the lead up to the release of the final report, it is more important than ever that oracy is given the weight that it deserves in the recommendations from the panel. In a rapidly changing world, oracy skills will play a foundational role in ensuring that students are equipped to navigate their education and their life beyond. The government and the Curriculum and Assessment Review Panel must ensure that the Time for Oracy is Now. 

Oracy in the Ofsted English Subject Review 

In the 2024 English Subject Report, Ofsted recognised the lack of development of students’ spoken language, and recommended that schools ensure that national curriculum requirements for spoken language are translated into practice. 

“Schools are not always clear about how to teach the conventions of spoken language that enable pupils to speak competently in a range of contexts. Teachers often attribute pupils’ weaknesses in speaking to a lack of confidence rather than realising that they have not been taught what they need to know about the topic under discussion to be able to form and articulate worthwhile contributions.”

Oracy in the Initial Teaching Training and Early Career Framework 

In 2024, the updated Initial Teacher Training and Early Career Framework was released, and for the first time, recognised the crucial role oracy plays in teachers’ professional practice. The Framework clearly states that the development of oral language skills (oracy) is the responsibility of every teacher – not just for English, or Early Years. 

“Every teacher can improve pupils’ communication and literacy, including by explicitly teaching reading, writing, and oral language skills specific to individual disciplines”.

It also details the importance of talk for the process of writing, particularly for the planning and revision stages of writing, and also for students who require greater support with their writing. 

Reading Framework 

In 2021, the Department for Education published the Reading Framework, guidance for primary and secondary schools to meet existing expectations for teaching reading.

“Proficiency in reading, writing and spoken laguage is vital for pupils’ success.”

This guidance reflects a shift in emphasis on the critical importance of developing spoken language, both as a foundation for literacy and as a goal in and of itself, explicitly referencing the importance of developing communication skills ‘for education and for working with others: in school, in training and at work.’