Oracy approach
Pupil Voice and Personal Development
Pupils are given regular opportunities to share their views and contribute to discussions about learning and behaviour. Leaders value pupil voice and use feedback to inform practice. This helps pupils to feel listened to and respected, supporting self-esteem, confidence and a sense of belonging.
Monitoring and Impact
Leaders monitor the impact of the oracy approach through observations, staff reflection and pupil feedback. Evidence shows that pupils’ communication skills, engagement and behaviour improve over time. The oracy framework supports pupils’ personal development and prepares them for future learning and life beyond the classroom.
Home Education & EOTAS Packages
Trust-Education Group Ltd has implemented a structured oracy approach, informed by the Voice 21 framework, to support pupils aged 11–16 with social, emotional and mental health (SEMH) needs. This approach is embedded across the setting and contributes to pupils’ communication skills, emotional regulation, engagement in learning and personal development.
Whole-School Approach and Staff Development
SLT ensure that all staff share a clear understanding of the importance of oracy in supporting pupils with SEMH needs. Staff receive ongoing professional development to develop consistent approaches to speaking and listening across the curriculum. As a result, adults model effective communication and create safe, respectful learning environments in which pupils are confident to express their views.
Positive Learning Environment and Behaviour
Clear expectations for talk, listening and interaction are established and reinforced consistently. Pupils are taught how to take turns, listen actively and express disagreement appropriately. These structured approaches support pupils to regulate their emotions, reduce anxiety and manage behaviour more effectively.
Curriculum Implementation
Oracy is embedded across all subject areas. Teachers plan purposeful opportunities for pupils to talk, discuss and reflect on their learning. This enables pupils to articulate their thinking, deepen understanding and engage more fully with the curriculum. For pupils with SEMH needs, this approach supports concentration, motivation and resilience.
Targeted Support
Oracy strategies are adapted to meet individual needs. Staff use scaffolded talk, visual prompts and guided discussion to support pupils who find communication challenging. Pupils are supported to develop the vocabulary to describe their feelings and behaviours, which helps them to resolve conflict and make positive choices.
