Half term seems to vanish in a blur of admin doesn’t it? I spent mine knee-deep in tax and compliance paperwork, trying to ignore the part of me that just wanted to be expressive, creative and outdoors. By the time I finally reached the end of it all, I rewarded myself with a swim and a quiet sauna. Or so I thought.

The sauna was empty when I arrived at 3PM. Then someone walked in and before long began explaining meditation to me, because I had closed my eyes. I tried to listen politely, but as he spoke over me, I felt that familiar realization that this was much more like a monologue than a dialogue. Then someone else arrived a few moments later and did the exact same thing. To my surprise, he had a similar tone of voice and when I attempted to speak, he talked over me too. I put this down to enthusiasm. After all, he had so much to say. It was as if he’d crammed for an exam rather than a conversation. Once again I listened politely, but again it didn’t feel like a genuine dialogue.

The art of real dialogue in education

That experience stayed with me as I thought about the new oracy framework. It struck me that what happened in the sauna wasn’t really about meditation at all, but about the rhythm of conversation, the give and take that allows genuine dialogue to unfold.

In education, we often focus on helping children find their voice, but true oracy also depends on learning to listen - the kind of listening that creates space for others to be heard, that recognizes when to pause and that values silence as much as speech.

As I reflected further I realised that the rhythm of conversation is shaped not only by individual awareness but also the the social and economic contexts in which children grow up. Opportunities to build strong foundations in oracy vary widely, often depending on a child’s exposure to rich spoken language at home and in their community.

The Curriculum and Assessment Review highlights that in areas of social disadvantage, children may have limited access to varied vocabulary and opportunities for extended dialogue. This can be compounded by factors such as SEND and EAL where families face additional pressures that can affect both time and emotional bandwidth for conversation. Caring for a child with SEND for example can have economic implications that further widen the gap.

How the arts strengthen connection and communication

When oracy is developed through a liberal arts education, there are many added benefits, such as listening with discernment, problem-solving, critical thinking and diplomacy. Each arts subject approaches these ‘disciplines’ of communication and expression in specific ways.

In drama lessons, the power dynamics of social interaction are explored in different ways, that include rich engagement with texts, analysis and development of a character throughout a play.

In music making, everyone who sings (or plays) engages collaboratively, achieving an intelligible blend and balance of voices, which generates profound experiences of belonging and inclusion.

Listening as a foundation of oracy

When I think about oracy through the lens of rhythm, I’m reminded that conversation is as much about timing and attunement as it is about words and vocabulary. For many families, especially those under pressure, the rhythm of daily life can make it hard to find those quiet, reciprocal moments of conversation that children need to thrive socially, emotionally and academically.

This is why the new oracy framework will need to go beyond speaking skills and will need to build oracy into all the subject deisciplines. It’s just as important to nurture listening and to encourage sensitivity to the subtle rhythms of empathy in human connection. Unless we attend to this aspect of oracy, the attainment gaps between disadvanatged children and others in their class will continue to grow. This is because listening and rhythm are integral to communication. These are the invisible threads that connect language, learning and belonging.

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From listening to leading: building classrooms that connect

At Rhythm for Reading, we see how refining a child’s sensitivity to rhythm can transform not only their reading, but also their oracy, their sense of belonging and capacity to learn. When children begin to tune into rhythm, they start to listen differently. They pause before responding. They notice the flow of dialogue and they begin to experience communication as a shared experience rather than a performance.

The benefits of this work become tangible when teachers begin to notice subtle but powerful changes in their classrooms. Children start matching their timing with others rather than zoning out, whether they are singing, reciting a poem or reading aloud together. Teachers hear clearer voices, more confident expression and a growing sense of social connection.

The children are no longer confused by teachers’ instructions or by texts, but assimilate these with ease along with the rest of the class. Here are a few examples from Year 3 teachers who have seen these changes first hand:

• “Susie (not her real name) auditioned for and was cast in the Christmas show. She read well - ie confidently and with expression. She normally shies away from reading aloud, especially to the class.”

• “John (not his real name) is definitely more engaged with texts and is far more vocal with questions and starting to offer insights into texts we read.”

• “Louis (not his real name) - an excellent use of descriptive language to contrast different settings and plot development.”

• “Shariva (not her real name) - clearer understanding of the different character relationships and text to evidence opinion.”

These reflections capture something profound. When children feel safe, seen and rhythmically attuned to those around them, their confidence blossoms. They begin to listen, respond and express themselves with clarity and joy.

At it’s heart, Rhythm for reading is about more than literacy. It is foundational because it’s about helping children feel safe within themselves, with others and within their school community. When they feel safe, seen and in sync with those around them, their confidence grows and their voices emerge naturally.

By nurturing rhythm and listening, we give children the tools to connect, to understand and to express themselves with clarity and empathy. This is the essence or oracy and also of lifelong learning and belonging.

As schools look ahead to the new term, many are rethinking how to strengthen oracy and listening across the broader curriculum. Over the coming months, I’ll be sharing more about how Rhythm for Reading can support this work and help children step into the rhythm of confident communication.

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