This research project was conducted in a mainstream primary school where the school’s new strategic priority has been introduced with a focus on oracy. The research study investigated if oracy in the classroom improves development for disadvantaged children.

Research was conducted via a staff questionnaire using a mixed method of qualitative and quantitative research. All 50 teaching and teaching assistant staff were invited to participate, with 21 staff participating in the study, by completing the questionnaires.

The research identified an attainment gap amongst most, but not all disadvantaged children and their peers in the school. Based on staff’s views, the findings showed the oracy intervention has helped improve language skills for the school’s disadvantaged children within the classroom. A limited improvement in spoken language within social settings, such as the playground was observed. However, whilst the development of children’s oracy may be gradual, oracy in the classroom is essential in developing disadvantaged children’s language and vocabulary skills.

Oracy is the skills of speaking and listening and the importance of this is highlighted within the national curriculum. Learning and developing oracy skills is vital for social and cognitive development and oracy skills are essential for children to reach their full potential later in life. It is especially important for disadvantaged children due to the barriers they face and the word gap that is evident amongst most disadvantaged children.