Voice Liverpool

The big idea

Develop the speaking and listening skills, confidence and wellbeing of primary and secondary students across Liverpool.

Why it’s needed

Teachers do their best to help children develop spoken language. But with a packed curriculum to manage, they often find it hard to give students the platform to ask questions and explore ideas. In fact, studies have shown that a child aged six to 18 asks only one question per month in each class they attend, while the average teacher asks children 291 questions per day1. If children aren’t encouraged to talk constructively, they then get the message that it holds no value2.

Children also currently spend much more time on gadgets and social media, limiting opportunities for face-to-face interaction with family members and friends outside of school. In a recent study, three-in-five parents said they felt their child asks to use devices more often than they would like3

High-quality talk inside and outside the classroom can improve children’s achievement in maths, science and English. It can also help to build social and emotional skills4. Plus, employers typically look for strong communication skills and a recent study has found that 60% of managers rate this as a top priority5. If children aren’t encouraged to speak and explore ideas at an early stage, they may not develop the communication skills and confidence they need to succeed in life.

How it works

In 2018, charity Voice 21 and SHINE launched the first city-wide initiative of its kind: Voice Liverpool, to develop the speaking and listening skills, confidence and wellbeing of primary and secondary students across the city.

Over three years, teachers at 70 primary and secondary schools all over the city worked with experts from Voice 21 to develop oracy – speaking and listening skills – within their classrooms and across their schools.

Schools collaborated to build a city-wide network of excellence in classroom communication.

Over the 3 years, over 70 schools in Liverpool got involved, with teachers being helped to embed oracy approaches within their schools.

Thousands of disadvantaged children were encouraged to express their opinions in the classrooms of primary and secondary schools. As part of the programme, they were shown how to articulate questions and ideas, and engage in conversations with their peers, without this being seen as a negative. They also led their very own TED-style talks and speak at conferences and events.

The impact

Thanks to Voice Liverpool, teachers have built the confidence of their students, and enabled them to become more effective speakers and listeners.

One of the children to benefit from Voice Liverpool, 7-year-old Molly, said: “Standing in front of the class and showing everyone what I know now and sharing the knowledge I have learnt made me extremely proud.”

Another primary school pupil, aged 9, said: “Everybody has a voice and talking gives us democracy in our classroom.” A third added: “In our school we don’t get nervous because we know we’ve got each other to help out.”

Sarah Evans, a teacher at  one of four hub schools, Longmoor Community Primary School, said: “The impact of the oracy project has been fantastic and there have been so many success stories. It really has supported inclusion for all pupils and has given the children the tools they need to make a real and impactful difference to not just their academic achievement but to their lives.

“Pupils have grown in a whole range of social, emotional, interpersonal skills, including self-confidence, self- awareness, resilience, and empathy.”

Helen Rafferty, Senior Programme Manager at SHINE, said: “Voice Liverpool has been a transformative programme that we’re very proud to have supported, and it’s been wonderful to see the collaboration between schools, and the engagement and commitment of the teachers.

“We’re excited by the prospect of so many Liverpool children experiencing the benefits of an oracy-rich education, and the long-term impact on how schools work with their students across the region.”

References

  1. Gregersen, 2014
  2. Time to Talk: Implementing outstanding practice in speech, language and communication, Jean Gross, 2013
  3. Internetmatters.org, Look Both Ways, 2019
  4. Education Endowment Foundation, Oral language interventions evidence summary, 2019
  5. CBI, Educating for the Modern World, 2018