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Enhancing oracy through targeted communication support
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Authors
Editors
Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Recognising that communication barriers were limiting SEND learners' confidence in speaking assessments and work experience, this secondary school piloted a targeted oracy intervention with Year 10 pupils. A small SEND cohort received bi-weekly withdrawal sessions led by trained staff, focusing on sentence accuracy, fluency and subject-specific language. Actions included careful cohort selection, explicit teaching, resource adaptation and clear communication with families and staff. Evidence of impact includes improved confidence, self-esteem and use of key vocabulary, alongside stronger fluency observed by staff. Quantitative outcomes from speaking assessments and employer feedback are anticipated, and the programme will be extended across year groups over the next three years.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), oracy