Partner School Programme

Develop a whole school culture of oracy

We work in partnership with schools committed to building and embedding a culture of oracy. As a Partner School, we will work alongside you to raise the tide of talk in your school. Whether this is through innovative curriculum design, inspiring whole-school oracy showcases, or refining pedagogy in classrooms, we support you to identify your strategic priorities for oracy development and help you to deliver against them.

As a Partner School, you will:

Empower your students to become confident, articulate and engaging speakers
Equip your teachers to use purposeful talk to drive learning across the curriculum, deepening students’ knowledge, understanding and reasoning
Build a whole-school culture which values and celebrates oracy, in classrooms and beyond
Strengthen specialist leadership for oracy in your school

This programme is for your school if:

You have identified oracy as a strategic priority and are committed to developing a whole-school approach
You have identified a leader for oracy in your school who will be able to implement, with our support, a whole-school action plan
You want a long term and bespoke approach, which will be rooted in your school’s ambitions and context

Duration

Two academic years, with a break clause at the end of year one

Location

National – we come to your school

Costs

We base our costs on pupil population size. View costs

To sign up as a Partner School we have an initial consultation phone call to better understand your motivations, needs and aims as a school. Email Alex to arrange a time to call.

Megan Hubbard

Head of English, Park High Stanmore

If there’s one thing I’ve learned it is that oracy supports students learning and is a great way to develop their knowledge. Oracy in no way diminishes the content students cover and their knowledge, it just deepens their understanding and engagement.

Clare Wellbourne

Assistant Head at Easton CE School
Partner School

“Children are much more aware of the benefits of being a confident speaker and are able to ‘talk about talking’. We have seen children grow in ability to speak in a variety of contexts, including in a large assembly. Teachers are more able to plan for talk so children are getting many more opportunities to learn through talk and to talk about their learning.”