Senior Leadership team

Alice Stott

Director of Programmes

Alice Stott

Talk to me about: How we support schools across the country to offer a high quality oracy education

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Amy Gaunt

Director of Learning and Impact

Amy Gaunt

My role: I lead the Learning & Impact Team. We set out and refine Voice 21’s approach to oracy education and evaluate the effectiveness and impact of this approach.

About me: I’m a former primary school teacher who led the development of oracy across the primary phase at School 21. I’m also co-author of The Oracy Imperative: Transform Teaching and Learning through Talk.

Why oracy? A high-quality oracy education empowers young people to find their voice, both ‘literally and metaphorically’- isn’t this the purpose of education?

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Beccy Earnshaw

CEO

Beccy Earnshaw

Talk to me about: Everything Voice 21 especially oracy policy and partnership opportunities

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Jim Riddiford

Director of Operations

Jim Riddiford

My role: I lead our operations team across finance, technology, people and governance to help us achieve our mission as an organisation and be a great place to work!

About me: I’ve spent most of the past decade working in the social enterprise sector in a variety of leadership roles and am passionate about giving everyone the same kind of educational opportunities that I have been fortunate enough to enjoy. I’m interested in how to build high-performing cultures and harnessing the power of data to drive better decision-making

Why oracy? Because the ability to talk is fundamental to our ability to think, and good oracy enables us to build deeper connections with each other and the world around us, whatever stage of life you are at

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Alex Newton

Director of Engagement

Alex Newton

My role: I lead our Engagement directorate, generating interest across the education sector in our work and ensuring all schools have a high-quality membership experience whilst working with us.

About me: After working for a number of education and equalities charities, leading programmes for schools and young people, I trained and worked as an employment mediator, where I saw the importance of speaking and listening skills first-hand on a daily basis.

Why oracy? The ability to converse with others, to speak and to listen effectively, is fundamental to a democratic society. Oracy helps young people become active, engaged and empathic citizens.

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Engagement Team (Growth)

Graeme Jackson

Events and Partnerships Officer

Graeme Jackson

Kate Wescott

School Recruitment and Partnerships Lead

Kate Wescott

My role: I lead the development of our partnerships with schools; I talk with teachers, school leaders and local authorities, across the country, about our work and the ways we can best support their school’s oracy development.

About me: As a qualified secondary-school teacher with a Degree in Linguistics and Phonetics and a Masters in English Education, I have always had a passion for cultivating spaces to talk in classrooms. My roles, in a variety of state schools, have spanned across Teacher of English, Oracy lead and Head of PSHE. I have experience in designing and embedding a whole-school PSHE curriculum that reflects the bespoke needs of particular pupil cohorts alongside leading staff training to ensure that content is effectively delivered for pupils.

Why oracy? Opportunity for meaningful talk allows pupils to become authors of their own learning and to me, that’s what it’s all about!

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Lewis Dale

Communications and Engagement Coordinator

Lewis Dale

My role: As the Communications and Engagement Coordinator, I am the first point of call for external communication processes; from inquiries to social media, I ensure that the right information and messaging reaches the correct audience.

About me: I have a broad span of experience, having worked for a number of environmental and education charities in roles from fundraising to comms & engagement (and even gardening). I’ve also worked in secondary schools as a literacy support specialist, and in digital marketing. 

Why oracy? Learning to communicate and empathise adequately would go a long way to resolving a great many of the world’s problems.

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Lucy Worstenholme

School Recruitment Officer

Lucy Worstenholme

My role: I support the development of partnerships with our schools by keeping a close eye on how we can help schools with their oracy journeys, through talking with teachers and school leaders.
About me: I am a qualified secondary English teacher and GCSE examiner with experience in leading a department and whole-school initiatives. My route into teaching was through Teach First, so I have always had a strong connection with the educational charity sector. 
Why oracy?: Children talk all the time – but rarely are they heard, and rarely do they hear each other. Oracy is the key to conversation, and conversation is the key to meaningful relationships!

Stevie Waugh

Engagement Coordinator

Stevie Waugh

My role: In my role I support the schools team, being the first point of contact for any schools, assisting the membership team and the Voice 21 Exchange. I also support the Engagement team with campaigns and events.

About me: I have lived in both the UK and rural Canada where I volunteered with local communities helping with language skills and community growth and realised the importance of Oracy. I have studied International Development Studies at the University of Chester.

Why oracy: An oracy education provides young people with the skills they need not just inside the classroom but throughout life, creating excellent communicators and compassionate citizens.

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Victoria Annable

Marketing and Communications Lead

Victoria Annable

My role: My role is to showcase and amplify Voice 21’s work through a variety of creative campaigns and communications channels. This includes raising awareness of our vision and mission across the education sector, as well as promoting the great results and impact of our member schools to develop our network.

About Me:  I’m a law graduate with a diverse background in marketing and communications covering commercial agencies, non-profit national campaigns, and local authorities. I started out in PR and marketing for large consumer brands developing experiential platforms including the Stella Artois film programme and the Red Bull Air Race. I then moved to directing government campaigns with roles at the Department of Health and the Youth Justice Board. In 2008 I was Head of Communications for the National Year of Reading, (based at the National Literacy Trust), creating campaigns and programmes with a variety of education partners. After moving back to Kent I founded and directed the Whitstable Literary Festival which ran successfully for five years, and most recently have worked for Canterbury City Council in their cultural and commercial development team covering events, programming and marketing.

Why Oracy: Oracy is the ultimate social mobiliser, levelling the playing field to create an empathetic, equal and articulate society.

Engagement Team (Experience)

Emily Snow

Senior School Relationships Officer (Data)

Emily Snow

My role: I deliver a high-quality member experience to groups of schools across the North of England, Scotland and Jersey and harness schools data to ensure that key stakeholders are able to see the impact of being a Voice 21 Oracy School.

About me: I have worked across the arts, culture and education sector in various capacities including relationship and project management. My background is in contemporary dance with a specialism in accessible movement for children and young people with additional needs.

Why oracy? An oracy education provides young people with the tools they need to not only thrive in school but in life. Being able to communicate well is more important than ever for employability, well-being and life-long learning.

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Isobel Plant

Head of Engagement (Experience)

Isobel Plant

My role: I lead our membership team, working behind the scenes to ensure every Voice 21 oracy school gets the best out of their membership experience.

About me: I’m a former secondary school English teacher who has worked for the past six years in a range of education and social mobility charities. I’m passionate about tackling social inequality across the UK.

Why oracy? An oracy education empowers every young person to use their voice – setting them up for success both inside the classroom and beyond the school gates.

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Mel Dipple

School Relationships Officer

Mel Dipple

My role: As the School Relationships Officer for the Midlands, it is my job to ensure that Voice 21 schools have a high-quality experience in their time with us and really make the most of their membership. This is important not only so that the impact of our work can have the maximum impact on the schools and the children within them but also to help drive sustained engagement with us and to spread the word to more schools.

About me: I am a former primary school teacher with 8 years’ experience. I also have 11 years of experience working in the educational charity sector on youth empowerment programmes.

Why Oracy? For true engagement, learning and empowerment to happen, children and young people need to feel listened to and understood and they need to have the confidence and skills to express their feelings and opinions successfully. High-quality oracy education is the key to unlocking the full potential of the next generation.

Shaquille Scott-Davis

School Relationships Officer

Shaquille Scott-Davis

My role: I am the School’s Relationships Officer for London and the South East. I look after the schools in the region and ensure they have a positive experience whilst working with Voice 21.

About me: I  recently completed my MSc in Criminal Justice Policy. I have a particular interest in competitive debating, python coding and have coached debating in London and the Midlands.

Why oracy: Oracy is important, particularly for students who struggle to convey how they feel, and is important for learning how to manage and de-escalate situations in school and life.

Victoria Fletcher

School Relationships Officer (North)

Victoria Fletcher

My role: I build relationships with member schools to add value to their membership, drive engagement and support impact in member schools.

About me: I’m a former primary school teacher and literacy coordinator. I’ve also taught English as a foreign language in primary and secondary schools in Japan.

Why oracy? The benefits of oracy skills go beyond academic achievement and employability. They boost self-confidence, self-awareness, resilience and empathy.

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Hannah Higginson

School Relationship Officer

Hannah Higginson

My role: I am the School Relationship Officer for the South West and Wales. I am responsible for making sure all the schools in the region have a brilliant experience with Voice21 so they can get the most out of their membership and have the greatest impact in their schools. 
 
About me: Before working at Voice 21 I was the youth Engagement Producer at an Arts Venue Watershed in Bristol. I have also worked for many years in Fashion Education supporting further and higher education to integrate sustainability into their teaching. I love supporting others to do their best work. 
 
Why oracy? Talk is the key to so much of what makes life rich – the ability to share your experience, to be in a relationship with others, to collaborate around creative ideas, and to pull apart viewpoints. Rich, vivid and meaningful lives are all of our birthrights. 

Learning and Impact team

Amanda Moorghen

Head of Impact and Research

Amanda Moorghen

My role: I lead on our impact management: understanding the difference we make, and using that understanding to make more of a difference.

About me: I have an MSc in Social Policy and Social Research from the IoE, and a particular interest in the evaluation of complex interventions. Prior to working in Impact, I coached and judged speech and debate both in the UK and internationally.

Why oracy? Oracy underpins teaching and learning. But it also creates communities where everyone knows that their voice has value.

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Jo Brumby

Head of Design and Innovation

Jo Brumby

My role: I design, strengthen and innovate our approach to teacher development and school improvement.

About me: I joined the Voice 21 team after nineteen years in primary education. During my time as a senior leader and deputy head, I specialised in designing school improvement projects and implementing development plans. I am passionate about ensuring education has a positive impact on those students who need it most.

Why Oracy? Education, with oracy and communication at its heart, is designed to provide all students with what they need to be successful now and in their future.

Joshua Fenby-Taylor

Impact Officer

Joshua Fenby-Taylor

My role: I work within the Learning and Impact team helping to assess the impact the organisation is making.

About me: I came to Voice 21 through working as a science teacher in a secondary school which was part of a Voice 21 project.

Why oracy? Having worked in a secondary school I have seen the benefit of a high-quality oracy education for young people.

Rebekah Simon

Research & Policy Officer

Rebekah Simon

My role: I conduct and synthesise research within Voice 21 Oracy Schools to create insights and recommendations that drive programme design and understanding of high-quality oracy education; I also use this research to help drive the Voice 21 policy agenda. 

About me: I have an MA in Citizenship Education from the UCL IoE, where my focus was on the promotion of democracy in schools, classrooms, and learning materials. Prior to this, I worked as an ESL teacher with native German speakers. 

Why oracy? Oracy is essential in creating informed citizens who have the ability and opportunity to use their voices to create change.

Kathleen McBride

Learning and Design Lead

Kathleen McBride

My role: As Learning Design Lead I evaluate and refine how we deliver Voice 21’s approach to oracy through the development of our courses and resources. 

About me: I joined Voice 21 after 10 years teaching English in sixth form and FE colleges. I have an MA in English in Education during which I conducted classroom research into the impact of oracy on students’ critical thinking skills.
Why oracy? Every child has the right to develop these crucial skills which are so important to both wellbeing and academic success.

Operations team

Brett Battie

Salesforce Lead

Brett Battie

My role: In my role as Information Systems Officer, I am in charge of developing Voice 21’s operational systems and flow of data.

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Chris Coldrey

Finance Lead

Chris Coldrey

Talk to me about: Payment and finance queries

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Halimat Shode

Executive Assistant

Halimat Shode

My role: My role at Voice 21 is Executive Assistant which entails supporting the Senior Leadership team and providing logistical and administrative support.

About me: I am a former English tutor and have a degree in English with Creative Writing.

Why oracy? Oracy is a lifelong investment. All children deserve the right to an oracy education to fulfil their potential.

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John Filipovic

Head of Finance

John Filipovic

Kamran Uddin

Salesforce & Data Officer

Kamran Uddin

My role: As a Data & Salesforce Assistant, I provide support in developing Voice 21’s operational systems.

About me: I am an Economics graduate having pursued a BSc in this field. Having taught at a summer school for several years, I know first-hand how vital it is to develop Oracy from a young age. 

Why Oracy? No matter their background, Oracy enables students a voice and continues to do so throughout their lives. For example, communication skills gained could benefit them in finding employment later in life.

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Rebekah Shepherd

HR Lead

Rebekah Shepherd

My role: I support the team with all things People/Human Resources related.

About me: I have worked in many different sectors over the years, predominately as an HR Consultant helping to shape the future of organisations through the effective management of people.

Why oracy? An oracy education provides young people with the tools they need to thrive in school and beyond. The ability to communicate well is so important in all aspects of life, and every child should have the opportunity to develop these crucial skills.

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Programme team

Alice Kennedy

Programme Lead

Alice Kennedy

My role: As an Oracy Consultant, I support schools to provide a high-quality oracy education for their students, through working closely with them to develop their expertise and strategic approach.

About me: I’m a former primary school teacher, oracy lead, EAL specialist and English as a Foreign Language (EFL) teacher. I have an MSc in Forced Migration, and have taught in Lebanon and worked with refugees in the Kyrgyz Republic.

Why oracy? Language development relies on oracy to drive it, and teachers can and should be integral to this.

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Amy Howe

Programme Lead

Amy Howe

Bekki Glover

Educational Content Producer

Bekki Glover

My role: As an educational content producer, I edit Talk on Tuesday, help to plan and deliver network events and work on other Voice 21 resources.

About me: I have come from 11 years of experience in primary education; taking on roles such as EAL teacher, class teacher PPA cover teacher and learning mentor. I am very interested in mental health and currently volunteer for Shout Crisis text line as well as doing a college counselling course.

Why oracy? Oracy is important for everyone but is vital to help those students who would not otherwise have the tools to communicate, for both academic and well-being reasons.

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Catherine Pass

Senior Programmes Lead (Curriculum and Leadership)

Catherine Pass

My role:I lead a team of 8 Programme Leads and together we create our pathways’ content, deliver these programmes across the country and monitor their impact in Voice 21 Oracy Schools.

About me: I’m a former primary school teacher, SENDCo and specialist teacher for children with cognition and learning needs. I have an MSc in language impairments in children and am a Phone Friend volunteer for AgeUK.

Why oracy? Oracy is our tool for learning and thinking. Through talk we build relationships and learn to understand ourselves and others better.

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Caroline Smith

Programme Lead

Caroline Smith

My role: My role as an oracy consultant is to supportively work with schools in a variety of ways, in order to meet the Oracy Benchmarks and provide a high-quality oracy education for all.

About me: I am a former primary school teacher with an MA in education. I once ran a school radio show which won a national radio award!

Why oracy? An oracy education means that pupils learn the value of their voice and others, and they develop and refine this skill. They learn that their voice can make a difference.

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Chhaya Jain

Programme Lead

Chhaya Jain

My role: As a programme lead, I work with schools to support them in their provision of a high-quality oracy education, particularly to design and implement an ambitious and context- driven oracy curriculum.

About me: I’m a former primary school teacher who has travelled and taught in Thailand and Costa Rica, with a passion for ensuring young people have a wide range of opportunities and experiences to thrive in life.

Why oracy? Oracy is a tool that is needed to be successful in work and life by empowering every young person to use their voice to communicate effectively.

Claire Fowler

Programme Lead

Claire Fowler

Dan Ford

Programme Lead

Dan Ford

My role: I am an Oracy Consultant and support schools across the UK to provide an oracy education for their pupils.

About me: Starting out teaching martial arts to children, I am now a former primary school teacher and leader with a passion for giving all children the best chances in life.

Why oracy? A headteacher I once worked with said to me, “Academic grades will get you to the door but oracy will take you through it”. I use this quote as my inspiration every day.

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Grace Barron

Programme Lead

Grace Barron

My role: As Programme Lead, I work with school teachers and leaders in the UK to transform their classroom practice, by supporting them to implement and deliver a high-quality oracy education.

About me: Former Head of Department of Religious Studies in a Leicestershire secondary school. I have a degree in Philosophy and a passion for cultivating curiosity and critical thinking in the classroom and beyond. 

Why oracy?: I believe we need our young people to be curious and confident, in order to grow into the strong and fair leaders we need for the world. Oracy enables our young people to question, challenge and collaborate effectively; to build a brighter and fairer society in the future. 

Hannah Greason

Programme Lead

Hannah Greason

My role: In my role as oracy consultant, I work with schools across the North of England to develop their expertise and support their provision of a high-quality oracy education for students.

About me: I have worked in a range of education settings over the past seven years and, as a former secondary English teacher, have led on creative writing with a focus on spoken word.

Why oracy? Every child deserves to speak and be heard; teaching students how to is the key to unlocking their unlimited potential.

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Holly Howell

Programme Lead

Holly Howell

My role: As an Oracy Consultant, I work closely with member schools to establish the best strategic approach for rolling out a high-quality oracy education across their setting.

About me: I have an MA in Special Educational Needs which is a specialism I have brought to my work both as a deputy SENCo in a large mainstream secondary school and then as an alternative provision teacher and leader. My focus throughout my career has been on inclusion; ensuring that the curriculum and environment are set up so that every child can learn and thrive.

Why oracy? Working in alternative provision I saw a large number of young people who were significantly demotivated and disengaged with learning. Oracy consistently had a transformative effect on these students: it broke down barriers, inspired curiosity and built a culture of collaborative learning. Oracy is a vehicle for social equity, creating opportunity for everyone, even those with the most difficult of circumstances.

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Jessica Bowerman

Programme Lead

Jessica Bowerman

Jessica Lanham-Cook

Programme Lead

Jessica Lanham-Cook

My role: In my role as oracy consultant, I support schools to develop their expertise so they can provide a high-quality oracy education across their provision.

About me: I have worked across both the primary and secondary sectors. I taught nurture group and led on numeracy and literacy interventions- with the focus of improving the attainment for Pupil Premium students. I specialised in History and Classical Civilisation.

Why oracy? Oracy is the key to unlocking the potential of our young people. Empowering them to find their voices and become active and empathetic citizens.

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Jo Brennan

Programme Lead

Jo Brennan

My role: As a Voice 21 Oracy Consultant, I work alongside school teachers and leaders, empowering them to embed a high-quality oracy education into their curriculum.

About me: I have worked in a range of schools and contexts throughout my 18 years in the education sector. Prior to joining Voice 21, I was a Deputy Headteacher overseeing Quality of Education in a large secondary school in the North West of England. I am also an English teacher, and passionate about language in all its forms!

Why oracy? Enabling our young people to communicate with confidence and joy is a moral imperative for any educator.

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Katie Nguyen

Programme Coordinator

Katie Nguyen

My role: I provide logistical support and planning to enable our programmes to be delivered efficiently, to a high standard and the best possible participant learning experience.

About me: I have worked in the third sector in two start-up CICs and in childcare. I am passionate about education; As a Psychology undergraduate, I successfully campaigned for Roehampton University to provide scholarships for asylum-seeking and refugee students.

Why oracy? High-quality oracy education is a lever to social mobility, equipping students with the tools to thrive in education and beyond.

Laura Lester-Binney

Programme Lead

Laura Lester-Binney

My Role: As a Programme Lead, I provide support to our schools across the UK as they develop their expertise and strategic approach to delivering a high-quality oracy education with a focus on the classroom practice pathway.

About me: I am a former primary school teacher and leader, literacy coordinator and primary consultant, with a real passion for communication, language and social change. I have a BA in Drama, and an MA in Education. Prior to teaching, I worked as a drama practitioner empowering vulnerable adults, with a range of learning disabilities, to find their voice.

Why Oracy? Oracy is the key to all young people finding their voice; it is such a powerful tool to support mental health, wellbeing, and academic outcomes and ultimately unlock opportunities to ensure social mobility and change.

Louise Richardson

Programme Lead

Louise Richardson

My role: In my role as an oracy consultant, I support schools to develop their expertise and high-quality oracy provision.

About me: I’m a former primary school teacher and English lead practitioner. I am passionate about creating a meaningful and enabling curriculum provision for all.

Why oracy? Supporting every young person to value their voice, understand the power of listening and be equipped with the tools to communicate confidently.

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Meshendia Dampier

Programme Lead

Meshendia Dampier

My role:  As a Programme Lead, I support schools to develop their vision for oracy and develop their curriculum so they can provide students with a range of opportunities enhance their oracy skills.

About me: My prior career was based in the primary education sector where I started as a teaching assistant. During my time as a teacher, I developed a passion for curriculum innovation and finding ways to enhance pupil voice and choice in the learning process. As a KS1 Phase Leader, with an additional responsibility for Phonics, I had the opportunity to support teachers to develop their own practice and

provide a rich and exciting education for all.

Why oracy:

Throughout my own life, I have seen the importance of having a variety of oracy
skills to draw on to be successful in different situations. I want to ensure that all
pupils have access to a high-quality oracy education where they not only learn how
to use their voice for self-expression and to get their needs met but have also built

their confidence to speak up and be heard.

Natasha Palladino

Head of Programmes (Pathways)

Natasha Palladino

My role: I lead the South Team, supporting oracy consultants to drive impact across the schools in our region. I ensure all of our schools have an
excellent experience of working with us and are enabled to deliver a high-quality oracy education for their students.

About me: I’m a former secondary school MFL teacher with an interest in the use of storytelling as an approach to building an acquisition-based model of language learning.

Why oracy? A high-quality oracy education empowers students with the belief that their voice has value. It equips them with the skills needed to articulate their thoughts and ideas and to develop meaningful connections with others.

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Rachel Dove

Programme Lead

Rachel Dove

Talk to me about: Oracy education and how we can support you to transform your teaching and learning.

Rachel Ratcliffe

Programme Lead

Rachel Ratcliffe

My role: As an Oracy Consultant, I work with schools to implement and develop high-quality oracy education within the classroom and across the wider setting.

About me: I am a former art teacher with experience in primary, secondary, FE and Alternative Provision. As a faculty curriculum leader I was responsible for the impact and development of foundation subjects, supporting staff to engage the most challenging students.

Why oracy? Oracy opens the door to opportunities otherwise thought out of reach for many young people. It not only gives them a voice but also the skills to use it to enhance their life chances, especially those that come from a disadvantaged background.

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Rhiannon Farrell

Programme Lead

Rhiannon Farrell

My Role: In my role as Programme Lead, I work with various schools to develop their classroom practice expertise and high-quality oracy education.

About Me: Prior to joining Voice 21, I was a teacher at a secondary school with responsibilities in Key Stage 3 Curriculum. As an English teacher, I am passionate about nurturing students to be empathetic towards the views of others, develop opinions of their own and articulate themselves well. I was also a Teaching and Learning advisor, creating and delivering in-house CPD to meet organisational goals and improve practice across the school.

Why Oracy: Oracy builds character, develops confidence and fosters curiosity. Just like numeracy and literacy, we all need to be teachers of oracy!

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Samantha Wright

Senior Programme Lead (Classroom Practice)

Samantha Wright

My role: I lead the Central Team of 4 consultants and a membership officer. My role is to ensure all of our schools have an excellent experience of working with us through our courses and consultancy.

Why oracy? An oracy education helps young people to develop the skills the need to communicate effectively and speak about what really matters to them

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Vacancies

Are you passionate about oracy and the difference it can make to teaching practice and students’ outcomes? Join our team!

Click below to explore our current vacancies.

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