The answer lives in this podcast
How does Cabot Learning Federation embed oracy across all age groups?
Cabot Learning Federation ensures oracy development is effective across ages three to 19 through an intentional curriculum that extends beyond the national requirements, backed by consistent professional development for all adults. Every child has the right to literacy, and every adult carries the responsibility to teach it—oracy is woven through teaching and learning frameworks, given prominence in school improvement plans, and supported by a dedicated oracy lead in each setting who attends trust-wide network meetings to share research and best practices.
The approach is rooted in equity: literacy and oracy are not optional add-ons but core commitments embedded in everything the federation does. As explained in the podcast, this means moving beyond one-off interventions and instead creating a culture where quality teaching of oracy and literacy happens within every lesson, every subject, and every setting.
Professional development and shared practice across 35 settings
High-quality professional development is the backbone of Cabot Learning Federation's strategy. Every adult in the federation—teachers, teaching assistants, leaders—understands the why and the how of oracy and literacy teaching. This is not theoretical knowledge alone; it translates directly into classroom practice.
The trust-wide network meetings bring oracy leads together regularly to share research findings and proven practices. This creates a feedback loop: successes and innovations in one school quickly spread across all 35 settings, whether primary, secondary, post-16, alternative or specialist provision. The federation serves children from age two to 19, so the consistency of message and method across this enormous age span is critical. Rachel Simons details how this networking function ensures no setting is isolated in this work.
Oracy visibility in governance and improvement planning
For oracy to remain a priority, it must be visible in the federation's governance structures and school improvement plans. By giving oracy explicit prominence in these strategic documents, Cabot Learning Federation signals to every staff member and governor that this is not a peripheral initiative—it is central to the school's mission.
This structural embedding is reinforced by research: schools engaged with oracy work, such as those partnering with Voice 21, have shown higher average attendance rates compared to broader trust averages. Beyond attendance, secondary staff surveys reveal that 86% of staff believe oracy strategies supported students to complete higher-quality extended pieces of writing. These data points, discussed extensively in this episode, demonstrate that oracy is not a feel-good initiative—it directly improves learning outcomes.
"If young people struggle to communicate effectively, many will communicate in other ways, often through challenging behaviour."
Rachel Simons — Reading Lead and Primary English Lead at Cabot Learning Federation, a large trust of 35 settings based in the southwest of England. She works as part of the school improvement team, supporting all schools' adults and learners across primary, secondary, post-16, alternative and specialist provision, serving children from age two to 19. Her insight connects oracy deficits directly to behaviour and wellbeing, underscoring why systematic oracy development is not just an academic issue but a safeguarding and welfare imperative.
Key takeaways
- Oracy must be taught as a right, not an afterthought—every adult has a responsibility to embed it in all lessons and subjects.
- Professional development and trust-wide network meetings ensure consistent, research-informed oracy teaching across all 35 settings, from early years through post-16.
- Oracy leads in each setting provide local ownership and accountability, while remaining connected to federation-wide best practices.
- Oracy visibility in improvement plans and governance structures ensures this work remains strategic and measurable, directly supporting literacy, attendance, and written output.
See also
How prevalent are speech and language issues across Cabot Learning Federation and what trends have been observed in recent years?
There is a growing number of speech and language needs apparent in early years and throughout other year groups. The pandemic has impacted this, as has the rise in screen time and reduced conversation at home.
What percentage of Bishop Wilkinson Catholic Education Trust's secondary school pupils come from its own primary schools?
Around 70% of pupils in Bishop Wilkinson Catholic Education Trust's secondary schools come from the trust's own primary schools, ensuring strong continuity and transition across the secondary phase.
What is the Standard Age Score (SAS) and why is it recommended for comparing reading assessment results across students?
The Standard Age Score (SAS) is the score recommended by GL Assessment when making comparisons across any norm-referenced test, as it allows educators to compare results fairly across different students and year groups.