Why Oracy Matters: Insights from Research, Policy and Inspection

Posted by Chris Quigley

July 18, 2025

In our Complete Guide to Oracy, we outlined how structured talk is essential for learning across all subjects. This article builds on that foundation by examining why oracy is increasingly recognised as vital in education. It draws on findings from parliamentary committees, recent Ofsted reports, and research evidence, all of which highlight a gap in how spoken language is developed and assessed in schools.

Oracy as a Core Component of Education

Oracy is the disciplined art of speaking and listening—where thinking, language, expression, and collaboration come together to shape understanding and communication. It includes both verbal and non-verbal elements and spans a variety of interactions, from formal presentations to collaborative discussions.

Evidence suggests that spoken language is critical for success in literacy and numeracy. Ofsted’s 2024 English subject report states:

“Developing spoken language, including vocabulary, is essential for the academic progress of all children,” and it calls for more deliberate teaching of oracy skills in both primary and secondary settings (Ofsted, 2024).

Findings from Parliamentary Committees
The Oracy All-Party Parliamentary Group (APPG) has repeatedly highlighted that too few schools have a coherent oracy framework. Their 2021 report found that:

“Children’s spoken language and verbal reasoning skills are often underdeveloped, despite their proven impact on attainment and life chances” (APPG Oracy, 2021).

The APPG called for greater recognition of oracy in the curriculum and teacher training, noting that oral language skills are strongly predictive of later academic achievement.

Ofsted’s Observations on Spoken Language
Ofsted’s 2024 report, The English Education Subject Report: Telling the Story, identified gaps in how schools approach spoken language. While progress has been made in reading and phonics, inspectors found that:

“Curriculums for written and spoken language are less effective. Schools recognise the importance of spoken language but often lack clarity on how to teach the conventions of spoken English” (Ofsted, 2024).

This reinforces the need for structured frameworks, such as Tongue Fu Talking™, which offer a progression model for speaking and listening skills across all age groups.

Connecting to Explorer and Presenter Modes

As discussed in the Complete Guide to Oracy, Explorer Mode and Presenter Mode are two key strands that help schools teach talk systematically. Explorer Mode supports reasoning, questioning, and collaborative thinking, while Presenter Mode develops confident, structured speaking. Both modes address the very gaps highlighted by Ofsted and the APPG, ensuring that spoken language is not left to chance but deliberately taught, practised, and assessed.

Cameos Across Key Stages

EYFS: In Explorer Mode, children use talk to make sense of play, asking simple “why” questions and building confidence to explain what they are doing. In Presenter Mode, they share short stories or describe objects, supported by prompts and visual cues.

KS1: Explorer Mode focuses on expanding vocabulary and forming complete sentences, often through group discussions or story retelling. In Presenter Mode, pupils begin to give short, prepared talks, using sentence starters and gestures to engage the audience.

Lower KS2: In Explorer Mode, pupils explore reasoning through “because” and “so” statements, practising collaborative thinking. In Presenter Mode, they work on organising ideas into a clear beginning, middle, and end, supported by visual planning aids.

Upper KS2: Explorer Mode deepens with structured debates and critical questioning, helping pupils to build and challenge ideas. Presenter Mode develops fluency and confidence, with pupils delivering short speeches or presentations using eye contact and appropriate tone.

KS3: Explorer Mode emphasises discussion for analysis and problem-solving, encouraging pupils to justify and adapt their views. Presenter Mode involves delivering persuasive speeches or formal presentations, using rhetorical techniques and clear structure to engage the audience.

The Wider Educational Impact

Schools that implement a structured oracy framework report improvements not just in communication but in critical thinking, collaboration, and confidence. Research summarised by Voice 21 and the Oracy Education Commission demonstrates that deliberate oracy teaching leads to measurable gains in vocabulary, reasoning and engagement (Oracy Education Commission, 2024).

Moving Forward

To address the gaps identified by Ofsted and the APPG, schools need to:

Implement a whole-school oracy framework that defines progression.
Embed oracy into subject teaching, ensuring that speaking and listening support disciplinary knowledge.
Provide professional development for staff to plan and assess spoken language effectively.

For practical guidance on these steps, see our Complete Guide to Oracy, which outlines the principles and practices that make oracy a central part of the curriculum.

References
APPG Oracy (2021) Speak for Change Inquiry Final Report.
Ofsted (2024) The English Education Subject Report: Telling the Story.
Oracy Education Commission (2024) We Need to Talk: The Case for Oracy.
Voice 21 (2023) The State of Speaking in Our Schools.

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This blog introduces Tongue Fu Talking™, a structured oracy framework for EYFS to KS3. It explains why oracy is essential for speaking and listening progression, and how teachers can embed it across the curriculum using two modes of talk: Explorer Mode (for reasoning and discussion) and Presenter Mode (for performance and persuasion). The framework’s 23 teachable oracy skills are organised into four disciplines—The Stance, The Flow, The Mind and The Bond—supported by a clear, motivating belt system. With links to oracy CPD, sentence stems, and classroom resources, this is your complete guide to teaching talk with clarity and confidence.

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