Little Voices, Big Impact: Developing Oracy in the Early Years
“The voice of a child is the beginning of their story.”
Language is the foundation of learning. Before children learn to read or write, they learn to communicate; to share their ideas, ask questions, negotiate with friends and make sense of the world around them. These early conversations shape how children think, learn and connect with others.
In early years settings across Croydon, conversations matter. From the moment a child walks through the nursery door, every interaction, a shared story, a curious question, a moment of imaginative play, helps shape how they communicate and understand the world.
Through the work of the Croydon Education Partnership (CEP) Literacy Group, we are committed to ensuring that every child has the opportunity to develop strong communication skills from the very start.

Why Oracy Matters in the Early Years
The early years represent a critical period for language development. Research consistently shows that children’s vocabulary and communication skills at the start of school are closely linked to later academic outcomes, wellbeing and confidence.
The Education Endowment Foundation highlights the development of communication and language as one of the most powerful foundations for learning. Similarly, the Department for Education Reading Framework (2023) emphasises that strong spoken language underpins successful reading development. Before children can decode and comprehend texts independently, they need rich opportunities to hear, understand and use language in meaningful ways.

Creating Language-Rich Nursery Environments
Nursery environments offer powerful opportunities to nurture communication. In effective early years settings, oracy is not taught as a separate subject; it is embedded in everyday interactions, play and routines.
The Education Endowment Foundation Early Years Evidence Store highlights that high-quality adult–child interaction is one of the most important factors in supporting language development. Skilled practitioners extend children’s thinking through conversation, modelling vocabulary and encouraging children to explain their ideas.
Practitioners support children’s language development by:
• Modelling rich vocabulary through conversation and storytelling
• Asking open-ended questions that encourage children to think and explain
• Creating opportunities for collaborative play and discussion
• Using books, songs and role play to extend language and imagination

A Croydon Example: Language in Action
Across Croydon, many early years settings are already creating environments where talk, storytelling and communication are woven into everyday learning.
At Paxton Academy, the nursery environment has been intentionally designed to inspire curiosity, conversation and a love of stories. As children enter the building, they are greeted by the much-loved character The Colour Monster, which captures children’s imagination and invites discussion about emotions and feelings.
Within the nursery, practitioners place a strong emphasis on high-quality interactions. Story time, small-group discussions and imaginative play create opportunities for children to develop vocabulary, ask questions and express their ideas. Books are central to the environment, and children are regularly encouraged to retell stories, talk about characters and share their own experiences.

The Importance of Parent Partnership
Strong partnerships with parents and carers are central to supporting children’s language development. Conversations at home, shared stories, songs and everyday talk all contribute to building vocabulary and confidence.
The Department for Education Reading Framework highlights that children who regularly experience stories, talk and conversation at home are more likely to develop strong language and literacy skills.
Early years settings can support parents by:
• Sharing practical strategies to encourage talk at home
• Promoting the importance of reading and storytelling
• Modelling language-rich interactions during stay-and-play sessions
• Signposting families to books, resources and community programmes

The CEP Early Years Oracy Project
To support this work across the borough, the Croydon Education Partnership Literacy Group, in collaboration with Little Wandle Foundations, has launched a two-year, fully funded Early Years Oracy Project.
The project focuses on strengthening early language development and foundational communication skills in pre-Reception children.
Participating settings benefit from:
• High-quality professional development
• Access to resources and practical strategies
• Termly support networks to share practice and strengthen provision

Looking Ahead
When children feel confident to speak, express their ideas and listen to others, they develop the foundations for learning, relationships and self-belief.
By working together through initiatives such as the CEP Early Years Oracy Project, we can strengthen practice and ensure that every child’s voice is heard.
Because when we nurture little voices, we create big opportunities. We create confident communicators, curious learners and children who believe their ideas matter. And when children believe their voices matter, the impact can last a lifetime.

Author
Theresa Moses is Headteacher of Paxton Academy and a member of the Croydon Education Partnership Literacy Group. She leads borough-wide work focused on oracy, early language development and building strong reading cultures across schools and early years settings.