The challenge

Developing the oracy skills of all children is key to raising attainment, improving wellbeing, and reducing inequality. Funding cuts and Covid-19 have exacerbated long-standing social and educational inequalities. In this challenging context, universal language interventions can transform language learning environments, and support practitioners to prioritise oracy in their settings.  

Research impact - An evidence-based approach to improving oracy

The evidence-informed ‘Supporting Spoken Language in the Classroom (SSLiC) Programme’, developed and led by Dr Ioanna Bakopoulou, was first developed at UCL, Institute of Education, in 2016 (Centre for Inclusive Education). Now based at the University of Bristol, it responds to rising concerns about the limited oral proficiency of many children entering formal education in the UK. Children from disadvantaged backgrounds or who are English language learners are particularly likely to experience difficulties with speech, language and communication. Difficulties with spoken language can have significant and persistent impacts on academic achievement and socio-emotional functioning; the SSLiC Programme takes a collaborative approach to promoting oracy in schools to improve outcomes for all children.

During the 2022–2023 academic year, researchers from the University of Bristol collaborated with 20 early-years settings and primary schools in two local authorities (Bristol and Plymouth) in southwest England. Working with educational practitioners, researchers shared research evidence about universal approaches and support to enhance spoken language skills. Using principles of effective professional development and learning, tailored to the needs of each setting, the research team supported practitioners to implement and sustain changes to their setting’s provision to improve oracy. These included making changes to their School Improvement Plan and the inclusion of oracy development as a key school priority, changes to the system of how children's speech, language and communication needs are identified within the school, and changes to the professional development and support systems provided to staff (both teachers and teaching assistants).  Two thirds of the settings have continued their involvement with the project this year. 

As one participant acknowledged, when the SSLiC Programme began working with the settings in Bristol and Plymouth, the Covid-19 pandemic had exacerbated an already challenging educational context for developing children’s oracy skills:  

"We’ve noticed over the past few years a distinct drop in children’s spoken language and their understanding because of the pandemic." - (Interview participant 3)

The SSLiC Programme worked with settings to provide them with the necessary research evidence, resources and tools to meet the escalating need to support children’s oracy. The SSLiC Programme contributed to an increase over time in children’s learning engagement and an improvement in the quality of classroom language learning environments. One participant described how the SSLiC Programme raised the profile of oracy at a whole-school level in their setting:

"SSLiC really gave us the opportunity to raise the whole profile of speech and language and communication needs across our whole school. Everyone now sees the value in it." - (Interview participant 7)

All practitioners agreed that their involvement in the SSLiC Programme had enhanced their knowledge and understanding of how to improve their setting’s language provision. Many participants found the knowledge-exchange approach of the SSLiC Programme constructive, reflecting on the valuable working relationships they developed with the ‘facilitators’ who supported settings throughout the duration of the programme as ‘expert coaches’:

"She’s [the facilitator] been absolutely fundamental to the project. The wealth of knowledge that our facilitator had was huge and so valuable. And she made sure to keep things moving and keep the SSLiC project really at the heart and the focus of everything that was going on in our setting." - (Interview participant 16)

Evaluation of the SSLiC Programme shows that developing the knowledge and skills of early-years and primary-school practitioners is key to creating a thriving educational culture of oracy. Gaps remain in the understanding of how to best apply research on oracy in practice, but as evidenced by the overwhelmingly positive feedback from participants, the ongoing SSLiC Programme has reinforced the value of prioritising spoken language in participating educational settings. At a time when policymakers’ awareness of the transformative potential of developing children’s oracy skills is growing, the SSLiC Programme can inform education policy by providing a research-based approach to improving educational practice, and by empowering educational professionals to support all children’s oracy skills.