Research School Network: From Buzzword to Bedrock: Embedding Oral Language for Disadvantaged Pupils Managing the challenge of oral language development
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From Buzzword to Bedrock: Embedding Oral Language for Disadvantaged Pupils
Managing the challenge of oral language development
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by Aspirer Research School
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Mags Daly
Research School Director
Margaret is the Director of Aspirer Research School and has held leadership roles in both primary and specialist settings. With over 33 years of teaching experience, she has educated children aged 3 to 19. Throughout her career, Margaret has taken on leadership responsibilities in areas such as behaviour, safeguarding and attendance, mental health, and SEND.
You can’t fail to notice the growing focus on oracy in education. In recent years, we’ve seen the publication of numerous influential reports, including We Need to Talk by the Oracy Education Commission, Why Oracy Matters by Voice 21, and Speaking Up: The Importance of Oracy in Teaching and Learning by the Chartered College of Teaching.
It’s perhaps understandable, then, that I felt a degree of trepidation when the challenge identified during our Evidence Exploration Partnership (EEP) with Cheshire East was oral language development across all key stages.
“In secondary schools, low-attaining and disadvantaged pupils often display under-developed oral language and vocabulary and can struggle to articulate their learning and develop their understanding across the curriculum.” — Challenge identified through the EEP with the EEF, Aspirer Research School, and Cheshire East LA
Were we just jumping on the bandwagon, or was oral language development genuinely the key we had been looking for? As it turned out, I need not have worried. Cheshire East provided a wealth of high-quality data, and the partnership team brought strong analytical skills and a breadth of expertise. Together, we conducted a thorough analysis and identified a challenge that was both well-defined and amenable to change.
Our next step was to co-construct a professional learning offer grounded in robust evidence.
“System leaders, schools and organisations work collaboratively to co-construct an appropriate and evidence-informed professional learning offer for secondary schools in Cheshire East, focused on the development of vocabulary and high-quality talk.”
— Desired behaviour identified through the EEP with the EEF, Aspirer Research School, and Cheshire East LA
The EEF has long recognised oral language as a vital strand of literacy development. In fact, it is a golden thread running throughout its Literacy Guidance Reports, from Preparing for Literacy in the Early Years to Improving Literacy in Secondary Schools. For schools using EEF guidance as their foundation, oracy is more than a buzzword — it is a proven lever for equity. When we give all pupils, particularly those from disadvantaged backgrounds, opportunities to speak, rehearse, and reflect through structured talk, we support literacy, deepen understanding, and equip every child with the tools to thrive.
So, we had an evidence-informed approach to improving oral language and vocabulary acquisition. But, as we all know, knowledge alone does not lead to improved outcomes.
“Yet awareness of evidence does not necessarily result in improved outcomes: implementation is critical for turning engagement with research into tangible changes in school practices and pupil outcomes, including, crucially, for pupils experiencing socio-economic disadvantage” — A School’s Guide to Implementation, EEF, 2024, p. 2
In other words, success depends not just on the strategy, but on how it is introduced, supported, and embedded over time. We encouraged schools to adopt behaviours that drive effective implementation. Start with a small number of high-leverage practices, trial them in focused areas, and use staff feedback to iterate and improve. This approach enables meaningful, context-sensitive change.
Professional development has been a critical part of this journey. As the EEF notes:
“High quality teaching improves pupil outcomes and effective professional development offers a crucial tool to develop teaching quality and subsequently enhance children’s outcomes in the classroom” — Effective Professional Development, EEF, 2021, p. 10EEF-Effective-Professional-Development-Guidance-Report.pdf
In our sessions, we’ve seen teachers deepen their knowledge, grow in confidence, and recognise the importance of integrating vocabulary instruction into subject teaching — not as an add-on, but as a core element of every lesson. The benefits of actively teaching vocabulary, particularly for disadvantaged pupils, are well established. A strong vocabulary underpins reading comprehension, supports writing fluency, and enables pupils to engage more confidently in classroom discussion — all of which contribute to improved academic outcomes across the curriculum. In addition, the ability to express thoughts and emotions clearly fosters greater self-esteem, strengthens peer relationships, and supports pupils’ overall wellbeing and sense of belonging in the school community.
We don’t pretend to be seeing the full impact yet; sustained change takes time. But with the commitment of Cheshire East LA, the collaborative spirit of the EEP, and the energy of the schools involved, one thing is certain — we’re speaking the right language.
