How to get pupils talking and improve outcomes
When one school identified that its children weren’t talking in lessons, it embarked on a mission to boost their spoken language skills. Here assistant head Nicky Pear explains how a new focus on oracy has transformed the school’s culture of teaching and learning, improving pupil confidence and Sats results
The conclusions were clear: firstly, our children were beautifully behaved; secondly, they were performing above the national average in reading, writing and maths; but thirdly, they were very, very passive – “Like getting blood from a stone” was one frank, but not unfair, description of our children’s participation (or lack thereof) in lessons.
That last point came as a shock (though it seems so obvious now). We had not gone into the above peer review exercise – conducted with other local primary schools – with purposeful talk in lessons as an identified weakness. But there it was, in ...