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Only 3 in 10 state schools have an oracy strategy

Oracy education Skills
Oracy teaching is only embedded across the curriculum in a third of state schools, while only 3 in 10 have a whole-school oracy strategy.
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The findings come in a study published this week (Montacute et al, 2024) by the Sutton Trust, a social mobility charity.

It finds that a majority of teachers believe that learning core life-skills – such as confidence, motivation, resilience, communication – is more important than gaining academic qualifications for young people.

However, it finds that teachers in the state sector are more likely than their private school counterparts to say that they do not have the time or provision required to teach these skills in their school.

The study focused in particular on oracy education, which is a stated priority for the new Labour government.

The research comes as the government is undertaking a Curriculum and Assessment Review (DfE, 2024) and the study’s authors hope their findings might influence the outcomes.

The new government has already stated its commitment to oracy. Prime minister Kier Starmer has said he will “put confident speaking at the heart of teaching in schools”.

The government’s General Election manifesto stated: “Every child should have a broad curriculum with an excellent foundation in reading, writing and maths, and support to develop essential digital, speaking, and creative skills."

However, the Sutton Trust study finds that oracy teaching is only embedded “across the curriculum/in most lessons” in 31% of state schools, while 37% said it was embedded in some subjects, such as English and history.

Furthermore, only 30% of state school teachers have had training on oral language interventions, only 28% of state schools have a whole-school oracy strategy, and only 26% have an oracy lead.

Notably, the results show that only 18% of state schools have a debating club compared to 53% of private schools

The biggest barriers to improving oracy in state schools included not enough teaching time (48%), not enough staff time (46%), and not enough teacher training or development (46%).

The Sutton Trust study involved almost 8,000 teachers, including almost 2,000 senior leaders working in schools.

It found that 51% said life-skills were more important today than academic qualifications, while a further 46% said they were just as important as qualifications.

However, while 79% of the private school-based respondents said their students had good opportunities to develop non-academic life-skills, this figure drops to 65% in state schools with the lowest proportions of disadvantaged students and further still to 56% in schools with the highest proportions of disadvantaged students.

The study includes a number of school case studies. For example, Stoke Park School, a state comprehensive in Coventry, ensures there is focused time for students to develop their oracy skills.

Senior assistant headteacher Alice Byrne said: “For us, oracy is embedded throughout the curriculum, from when students first start in year 7, right the way up into sixth form. In lessons, we specifically set aside time for students to talk.

“This is achieved through our ‘Add, Build, Challenge’ model. Our teachers model good communication, and allow students opportunities to practise and correct their communication. We have a comprehensive induction programme for all new staff on our approach.” The Sutton Trust has called for the current curriculum review to include a focus on improving life-skills for disadvantaged students, who often have least access to the extra-curricular activities that are likely to help them develop these essential skills.

Founder Sir Peter Lampl said: “The ability to express ideas and thoughts confidently and articulately is essential for young people to advocate for themselves in university and job applications, and to get on in the world of work. State schools generally have to work much harder than independent schools as their pupils are likely to have fewer opportunities to develop these skills in their home life and through co-curricular activities.

“While many state schools are already doing a lot to ensure a good level of oracy provision, they should also develop these skills through activities like debating clubs and outside speakers. The Government’s focus on boosting provision of life-skills through the curriculum review is very welcome. This should enable us to learn from evidence as to what is happening in schools, and crucially it should take account of the needs of employers.”

This year has also seen the launch of the Oracy Education Commission by Voice 21. It is being chaired by Geoff Barton and is due to report this term.