English

We place a strong emphasis on early language development. In line with the principles of Strong Foundations in the First Years of School, we prioritise:

• high-quality adult–child interactions
• the development of listening, attention and understanding
• the explicit teaching and modelling of vocabulary

These foundations ensure that pupils are well prepared to access phonics, reading and writing.

English is embedded across the curriculum.

Pupils are given regular opportunities to read, write and use spoken language in all subjects, enabling them to deepen understanding and apply their skills in meaningful contexts.

Spoken language is embedded across the curriculum. Rather than being taught as a standalone subject, oracy permeates all lessons through consistent expectations and classroom routines.

• Teachers model high-quality spoken language
• Speaking frames and sentence stems support pupils to articulate ideas clearly
• Structured opportunities for discussion enable pupils to explain, justify and develop their thinking
• Pupils are taught to listen actively, respond thoughtfully and build on the ideas of others

Our Vision 

At Barnes, we believe that every child should leave primary school as a confident, articulate and thoughtful communicator who can express their ideas clearly, listen attentively and engage meaningfully with others. We recognise that spoken language underpins all learning and is essential for success across the curriculum and in later life.

We place oracy at the heart of our curriculum. Rather than being taught as a standalone subject, oracy permeates every lesson. Through consistent expectations, high-quality modelling and the use of the Oracy Framework to shape classroom dialogue, we develop pupils’ ability to speak, listen, think and learn through language.

Intent

Spoken language is fundamental to pupils’ development—cognitively, socially and linguistically—and underpins the development of reading and writing.

We believe that all pupils, regardless of starting point, are entitled to a high-quality oracy education that develops their ability to communicate effectively, think deeply and engage with others.

Our approach is informed by the Oracy Framework, which identifies four interrelated strands of effective communication:

• Physical (voice, body language)
• Linguistic (vocabulary, grammar, language choices)
• Cognitive (content, reasoning, structure)
• Social and emotional (turn-taking, listening, confidence)

Rather than teaching these in isolation, we use the framework to establish clear, consistent expectations for talk across all subjects and year groups.

We recognise that oracy has two key roles:

• learning to talk (developing communication skills)
• learning through talk (using talk to support thinking and learning)

We prioritise:

• creating classrooms where high-quality talk is expected, modelled and valued
• embedding structured opportunities for purposeful talk across the curriculum
• developing rich vocabulary and precise language
• ensuring all pupils participate and have a voice

By the end of Year 6, we aim for all pupils to:

• speak clearly, confidently and appropriately for different audiences
• listen actively and respond thoughtfully to others
• articulate ideas, opinions and reasoning effectively
• participate in discussion, debate and collaborative learning
• use spoken language routinely to support thinking and deepen understanding

Implementation

Our oracy approach is embedded across the curriculum from Reception to Year 6. It is not delivered through discrete lessons, but through consistent classroom practice, expectations and routines that promote high-quality talk.

Establishing high expectations for talk

Across the school, teachers model and reinforce what effective speaking and listening looks like.

• Clear expectations are established for how pupils speak and listen
• The Oracy Framework is used to inform these expectations, particularly vocabulary choice, reasoning and interaction
• Teachers model high-quality spoken language, including sentence structure, vocabulary and expression

Use of speaking frames and scaffolds

We support pupils to speak in full sentences and articulate their thinking through:

• sentence stems and speaking frames
• structured responses (e.g. explaining, reasoning, agreeing and disagreeing)
• opportunities to rehearse ideas before sharing

These scaffolds enable all pupils, including those who need additional support, to participate successfully in discussion.

Talk across the curriculum

Talk is deliberately planned for and used as a key tool for learning in all subjects.

• Teachers use talk partners, small group discussion and whole-class dialogue regularly
• Pupils are encouraged to explain, justify and develop their ideas aloud
• Discussion is used to explore concepts, address misconceptions and deepen understanding

Developing vocabulary and language

Vocabulary development is central to our approach.

• Teachers explicitly introduce and model ambitious vocabulary
• Pupils are expected to use subject-specific language in their speech
• Opportunities for repetition and application are embedded across lessons

Structured discussion and interaction

Pupils are taught how to engage effectively in discussion through consistent routines.

• Turn-taking and active listening are expected and reinforced
• Pupils are encouraged to build on the ideas of others
• Teachers model and support respectful agreement and challenge

Early language development

In EYFS and Key Stage 1, there is a strong focus on developing foundational speaking and listening skills through:

• high-quality adult–child interactions
• storytelling, play and talk-rich environments
• explicit modelling of language and sentence structure

Supporting all learners

We recognise that some pupils require additional support to develop their spoken language.

• Early identification ensures pupils receive appropriate support for speech, language and communication needs
• Scaffolds such as sentence stems and visual prompts support participation
• Teachers adapt support to ensure all pupils can access and contribute to classroom talk

Impact

The impact of our approach is seen in the confidence, clarity and effectiveness with which pupils communicate.

By the time they leave Barnes, pupils:

• speak fluently and confidently in a range of contexts
• listen carefully and respond appropriately
• use precise vocabulary and well-structured sentences
• articulate their thinking clearly across the curriculum
• engage thoughtfully in discussion and collaborative learning

Pupils use talk effectively to deepen their understanding, leading to stronger outcomes across the curriculum, particularly in reading comprehension and writing.

Pupils demonstrate strong listening comprehension and attention, enabling them to access increasingly complex texts and learning.

We also see the impact in pupils’ confidence, engagement and willingness to participate. All pupils are supported to find their voice, ensuring they are well prepared for the next stage of their education and beyond.

Our approach ensures that oracy is not an isolated part of the curriculum, but a consistent and integral element of everyday teaching and learning.

Our Vision

At Barnes, we believe that every child should leave primary school as a confident, fluent and enthusiastic reader who is able to access the full curriculum and read for both purpose and pleasure. We aim to develop skilled readers who can decode accurately, read with increasing automaticity and fluency, and understand and respond thoughtfully to a wide range of texts.

We place reading at the heart of our curriculum. Through high-quality teaching, a rich reading culture and a systematic approach to early reading, we ensure that all pupils develop the knowledge, skills and motivation they need to succeed in school and beyond.

Reading is a central priority and is taught through a structured and systematic approach.

• Early reading is taught through Rocket Phonics, ensuring secure decoding skills
• Pupils read fully decodable texts matched to their phonics knowledge
• Fluency is developed through regular reading practice and re-reading
• Language comprehension is developed through high-quality texts, discussion and vocabulary teaching
• Reading for pleasure is actively promoted through a rich reading culture

Reading at Barnes Primary School

Our Vision

At Barnes, we believe that every child should leave primary school as a confident, fluent and independent writer who can communicate their ideas clearly for a range of purposes and audiences. We aim to equip our pupils with the knowledge, skills and confidence they need to succeed across the curriculum and in later life through high-quality writing.

Writing is taught through a carefully sequenced approach that develops both transcription and composition.

• Pupils rehearse ideas orally before writing, drawing on strong spoken language
• Teaching focuses on sentence construction before developing extended writing
• Grammar and punctuation are taught in context to support meaning
• High-quality texts provide models and inspiration for writing
• Pupils write for a range of purposes and audiences across the curriculum

Writing at Barnes Primary School

Our Vision

At Barnes, we believe that every child should leave primary school with a fluent, legible and confident handwriting style that enables them to communicate their ideas clearly across the curriculum. We aim to ensure that handwriting becomes increasingly automatic so that pupils can focus fully on the content of their writing, including vocabulary, sentence construction and organisation. Through high expectations, explicit teaching and regular practice, we want pupils to take pride in the presentation of their work and understand that handwriting is an important part of effective written communication.

Handwriting is explicitly taught and consistently reinforced.

• Pupils develop correct letter formation, posture and pencil grip from the earliest stages
• Teaching progresses to a fluent, joined handwriting style
• Regular practice supports increasing fluency and stamina
• High expectations ensure neat and consistent presentation across the curriculum

Handwriting at Barnes Primary School

Our Vision

At Barnes, we believe that every child should leave primary school as a confident, accurate and increasingly independent speller who can apply their knowledge effectively in writing across the curriculum. We aim to ensure that pupils develop the accuracy and automaticity needed to communicate their ideas fluently, while also understanding how words work through phonology, morphology and etymology. Through explicit teaching, regular application and a consistent whole-school approach, we equip pupils with the strategies they need to become successful writers.

Spelling is taught as an integral part of writing.

• Early spelling builds on phonics knowledge through segmenting and blending
• Pupils develop understanding of spelling patterns, morphology and etymology
• Regular practice and application support increasing accuracy and automaticity
• Pupils are taught to proofread and improve their work independently

Spelling at Barnes Primary School

We recognise that pupils develop at different rates and ensure that all pupils are supported to succeed.

• Early identification ensures that pupils receive timely support
• Targeted interventions help pupils keep up with the curriculum
• Scaffolds support pupils to access learning successfully
• High expectations are maintained for all pupils