At Forest View, 'speaking and listening' is integrated into all subjects. Pupils are taught from the first day to speak clearly and convey ideas confidently using standard English and full sentences. During EYFS and key stage 1 pupils learn to speak confidently and listen to what others have to say, beginning to engage with each other’s answers. We ensure that children have the opportunity to work with partners, in small groups and as a class, joining in with, and developing the discussion. Children learn how to listen carefully to what other people are saying, so that they can remember the main points and respond to one another in a polite and respectful manner.   

Staff model the use of higher-level vocabulary within their speech and expanding children’s vocabulary is a key focus from EYFS. Subject specific vocabulary is embedded across the curriculum, through teacher modelling, in context. Contextual learning helps children to understand new words and supports them in including them in their work. Reading - either as a whole class or smaller group sessions - encourages pupils to explore unfamiliar vocabulary and expand their knowledge of words. Staff model correct grammar in speech and encourage children to reflect this in their use of spoken and written language. Children are given the chance to orally rehearse ideas for writing regularly. Drama is used across the curriculum to explore and engage children in their learning. This gives children the chance to embed vocabulary in shared activities as well as building confidence. As a school we strive to maximise creative aspects of the curriculum and provide all pupils with speaking and listening opportunities through drama, role play, school trips, visits and visitors, class assemblies, school productions, spelling and phonic lessons and stimulating, innovative classroom teaching.  

The school has trained speech and language staff and a range of speech and language interventions, both formal and informal, that staff can use with any child who may be working below age-related expectations (ARE), at risk of falling behind their peers or who show potential to achieve the higher greater depth standard.  

• Children's speaking and listening skills are developed through a wide range of opportunities. 

• Children's contributions are valued during discussions.  

• All children are encouraged to listen carefully and actively, valuing and responding to others’ viewpoints and opinions.  

• Children are enabled to speak audibly and confidently before an audience E.g. When performing their learning to their peers or when performing in school plays and assemblies.  

• Children are helped to understand how to adapt their use of language, varying use in relation to purpose and audience.  

• Children are encouraged to develop proficiency in Standards English as well as promote a respect for other language and dialects.  

• Children's attainment in writing is developed through their ability to initially express themselves effectively orally in order to produce writing of a higher quality. 

• Children can talk clearly and make themselves understood. 

• Children will be enthused about speaking and listening activities. 

• Children listen carefully to others and are able to respond appropriately. 

• Children use a range of vocabulary when they are speaking. 

English supports all pupils to be successful by ensuring that reading, writing, speaking and listening are taught in a clear, progressive and inclusive way, allowing all children to access age-appropriate learning. This starts with securing strong foundations right from the beginning, including the development of fine motor skills, correct handwriting and secure letter formation, so that pupils are physically and cognitively ready to express their ideas effectively in writing. High-quality books and model texts, strong modelling and carefully structured lessons enable pupils to build vocabulary, comprehension and writing stamina over time. Teaching is adapted to meet a wide range of needs through scaffolding and flexible grouping, ensuring that pupils develop confidence and independence as readers and writers. A strong emphasis on oracy further supports access to learning, particularly for pupils with speech, language or EAL needs, allowing them to rehearse ideas and deepen understanding before moving on to written outcomes.

For pupils who are at risk of falling behind, timely and targeted support is put in place to close gaps and prevent learning from becoming a barrier. This includes structured phonics teaching and catch-up programmes, pre-teaching, targeted reading interventions, small-group or 1:1 support and additional opportunities for reading with adults. Intervention programmes are carefully matched to need and regularly monitored for impact, drawing on assessment information to ensure support remains purposeful. A wide range of resources—such as decodable reading books, visual supports, pre-teaching of vocabulary and assistive strategies—help ensure that all pupils, including those with SEND or in receipt of pupil premium funding, can engage fully with English learning and make strong progress alongside their peers.

​​​​​​​English teaching goes beyond the national curriculum by creating rich, meaningful experiences that inspire pupils to see reading, writing and speaking as purposeful and enjoyable parts of everyday life, rather than isolated classroom skills. Pupils are immersed in high-quality texts, drama, debate and creative writing opportunities that encourage curiosity, empathy and imagination. Themed/hook days, book studies, book weeks and performance opportunities allow pupils to engage with language in active, memorable ways, helping to sustain enthusiasm and motivation. By making strong links across the curriculum and to real-life contexts, English becomes a vehicle for expressing ideas, exploring viewpoints and developing confidence, ensuring pupils remain engaged and develop a genuine love of language and literature.

English also plays a vital role in meeting the needs of the local community by providing experiences that pupils may not otherwise encounter. In a semi-rural area, opportunities such as theatre trips, visiting authors, storytellers and poets, drama and writing workshops and strong links with local libraries help broaden pupils’ cultural capital. Carefully planned assemblies and enrichment days expose pupils to a wide range of voices, texts and experiences beyond their immediate environment. These opportunities help pupils develop language linked to aspiration, diversity and the wider world, ensuring that all children—regardless of background—can build the confidence, vocabulary and cultural awareness needed to succeed both in school and in later life.