Aylesbury primary school recognised nationally for excellence in oracy teaching

Bedgrove Primary has received national recognition for its work helping pupils become confident speakers and communicators.

Bedgrove Junior School, part of the Great Learners Trust, has been named a Centre of Excellence by Voice 21, a charity that promotes speaking and listening skills – known as oracy – in schools across the UK.

The accolade recognises schools that demonstrate outstanding practice in teaching oracy and embedding it across the curriculum. Bedgrove achieved the status after a detailed assessment process involving an application, evidence sharing and review days.

To qualify, the school had to show that the five Voice 21 Oracy Benchmarks – including building a culture of oracy and making speaking and listening central to learning – were fully embedded in its teaching.

Headteacher Harry Hillier said the school aims to ensure all pupils can communicate confidently in a range of situations.

“Our aim is for all children to be inspired to communicate in different ways and for different purposes,” he said. “Children are challenged to think critically and engage in meaningful discussions, helping prepare them for a fast-moving and diverse world.”

He added that research shows strong speaking and listening skills help pupils develop deeper understanding and critical thinking.

At Bedgrove, oracy is structured around four strands: physical, cognitive, linguistic and social and emotional skills. Teachers use a range of classroom strategies to encourage discussion and help pupils develop confidence when speaking.

The school’s focus on oracy began as a teacher-led initiative before becoming embedded across the curriculum. Hillier said the approach was gradually introduced into lessons before becoming a central part of the school’s teaching philosophy.

“It eventually reached a turning point where oracy was not an ‘add-on’ subject,” he said. “It needed to be woven through everything we do. Now it is embedded in our mission, our curriculum design and our teaching.”

The school says the approach has already had measurable impacts. Staff report improvements in reading comprehension as pupils debate texts, discuss character motivations and explore author intent during guided reading sessions.

Hillier said the benefits extend beyond academic results.

“Beyond data, there is the qualitative impact: confidence, articulation and resilience,” he said. “One pupil described it perfectly when they said: ‘Oracy helps me be brave’.”

The school has also introduced public speaking competitions and encourages pupils to present ideas formally as well as take part in group discussions.

Sarah Baber, chief executive of the Great Learners Trust, congratulated staff and pupils on the achievement.

“A huge congratulations to Bedgrove Junior School for their outstanding work in driving oracy across the school,” she said. “They have become a flagship for excellence in oracy and are leading the way across the Trust.”

Teachers from other schools in the trust now visit Bedgrove to observe the approach and share good practice.

Hillier said feedback from parents, businesses and secondary schools has reinforced the value of the programme, with many noting the confidence and engagement of pupils leaving the school.

“You can tell which pupils are from Bedgrove,” he said. “They contribute, they engage and they’re not afraid to fail.”