Oracy, inclusion and inspection: a shared language for equity in mathematics

With the publication this week of the Curriculum and Assessment Review Final Report, which places oracy alongside reading, writing and maths as a core pillar for all learners, it is timely for the NCETM’s Charlie Stripp and Jane Hawkins to discuss how oracy can support equity and inclusion in mathematics. Drawing on Ofsted’s new School Inspection Toolkit and the NCETM’s Oracy in mathematics framework, they explore how purposeful talk can help every pupil think, reason and belong.

Charlie:

I think most teachers of maths, myself included, have found that discussing a mathematical idea with other teachers, or articulating a mathematical idea orally when teaching, helps to clarify and reinforce their own understanding.

The use of oracy in maths teaching and learning - enabling and encouraging students to discuss and explain their mathematical thinking - helps students to think more deeply about the maths they are learning, to ‘make sense of it’. This helps develop students’ understanding of the ‘how?’ and the ‘why?’, moving their learning from mere remembering to a deeper, more connected understanding, and so helping them to become ‘mathematical thinkers’. 

In teaching I observed in Shanghai, teachers planned oracy explicitly into their lessons, asking students to explain the 'how' and the 'why' in their responses to questions. They expected students to respond to questions in full sentences, to explain their reasoning and draw attention to mathematical structure. I wrote about this in a blog post in 2016, about a lesson with seven-year-olds:

‘There was significant repetition of key phrases and processes in the lesson. However, this wasn’t the mindless repetition associated with rote learning. Things were only repeated when children had gained a sense of the meaning through their manipulation of counters to expose the structure of the mathematics and had reinforced their understanding through interaction with each other and with the teacher.’

Questioning that requires students to communicate their thinking helps them to focus on the key features of the maths and so reinforce their learning. 

Consider a lesson where a solution is offered to students, with the prompt:

‘Do you agree?’, followed by ‘Why?’, or 'Why not?'’

This gives students a chance to express their opinion and introduce some conditions into their answer. The teacher can ask some genuine questions, to explore students’ reasoning and prompt deeper thought. The teacher, through careful orchestration of the dialogue, can introduce students’ responses in sequence, enabling students to consider one another’s responses, to build towards a shared understanding. This type of talk, exploring meaning through talk and collaborative sense-making, is different to students recounting or describing their thinking or procedure. Both types of talk have a place in the maths classroom, and the teacher skill is knowing the lesson episodes most appropriate for each.

A different sort of example could be exploring a mathematical relationship:

Which is bigger, 3n or n+3?

Students might be asked to discuss this in pairs, with the teacher then managing a class discussion after the students have had the opportunity to test and develop their thinking through dialogue with their partner.

The skill of the teacher lies in prompting where necessary and using tools such as sentence stems and starters and precise mathematical language to help students articulate their learning and, in doing so, strengthen their own understanding and that of the whole class.

Use of oral repetition, verbal questioning and answering, class discussion and emphasising accurate use of mathematical language help all children to engage deeply with maths.

Through our work to develop the teaching for mastery pedagogy at the NCETM, we recognise the importance of oracy. Oracy is embedded in the Five Big Ideas in Teaching for Mastery, and we are increasingly emphasising its use, as is Ofsted, to support inclusion and equity, as well as improving mathematical learning for all.
 
My NCETM colleague, Jane Hawkins, leads the NCETM’s oracy work. What follows are her reflections on how it is developing, and how it can involve and engage all children to learn maths more effectively.

Jane:

I’ve found myself returning often to two documents in recent months, as we continue to shape our thinking about mathematical talk, equity, and deep learning. The first is the NCETM’s Oracy in mathematics framework and the second is Ofsted’s updated inspection toolkit for state-funded schools, published in September 2025. 

Both documents are grounded in a shared ambition: that every pupil, regardless of background or starting point, is entitled to a rich, inclusive education that enables them to thrive. And both recognise that inclusion is not a bolt-on. For the first time, the Ofsted inspection framework explicitly references oracy: 

‘all pupils are explicitly taught how to communicate effectively through spoken language (oracy), articulate ideas, develop understanding and engage with others through speaking, listening and communication.’

The Ofsted school inspection toolkit’s emphasis on inclusion aligns with the principles of teaching for mastery, and together they offer a compelling vision for equitable classroom practice.

It sets out clear expectations for how schools identify and support pupils who may face barriers to learning — including those who are socioeconomically disadvantaged, have SEND, are known to children’s social care, or share a protected characteristic. Inspectors are tasked with evaluating whether leaders:

‘understand that the most effective inclusion strategy begins with everyday high-quality inclusive teaching’. 

This resonates deeply with our work at the NCETM. One of our underpinning principles is that:

‘mathematics teaching for mastery assumes everyone can learn and enjoy mathematics’

and in the NCETM’s Oracy in mathematics framework, we describe how oracy can be a ‘powerful tool teachers can use to create more equitable classroom experiences’. The connection is clear: inclusion begins not with intervention, but with the design of the learning itself — and with the language that enables pupils to access, express, and make sense of mathematical ideas.

Too often, pupils who struggle to communicate their thinking are assumed to lack understanding. But as the NCETM’s Oracy in mathematics framework reminds us:

‘communication in mathematics is fundamental to enabling thinking, establishing meaning, and developing a deep understanding of key mathematical ideas.’

When pupils learn to talk — and learn through talk — they are empowered to participate, to reason, and to belong. This is especially important for pupils with SEND, those with low prior attainment, and those whose experiences of education may have been shaped by exclusion or marginalisation. The Ofsted school inspection toolkit acknowledges this, noting that:

‘leaders make sure pupils receive effective support… and ensure that appropriate reasonable adjustments are made in accordance with the Equality Act 2010 and the SEND Code of Practice.’

In mathematics, these adjustments are not just about access to content — they are about access to discourse. Teachers must:

‘explicitly plan for the introduction and use of domain-specific language’

and ensure that:

‘the meaning of words used is well understood.’

This shared understanding cannot be assumed, and it cannot be left to chance.

It would be easy to view the Ofsted school inspection toolkit as a checklist of compliance measures to be met and monitored. But when read alongside the NCETM’s Oracy in mathematics framework, a different picture emerges: one of coherence, where inclusion, and mathematical learning are interwoven. For example, the Ofsted school inspection toolkit states that:

‘leaders have a secure understanding of these pupils’ needs and the progress they make,’

and that:

‘strategies are systematically and skilfully adjusted as needed.’

In mathematics, this means designing tasks that:

‘stimulate talk that harnesses learning and deepens understanding’ 

and using communication as 

‘an effective tool for formative assessment.’ 

This is not just good practice — it is inclusive practice. It ensures that pupils are not left behind, that their conceptions are attended to, and that their ideas are valued.

Ultimately, what these two guidance documents offer is a shared language for equity. They remind us that inclusion is not about lowering expectations, but about raising participation. And that oracy is not a soft skill, but a vital tool for thinking, reasoning, and belonging. As we continue to develop Maths Hubs’ professional development and support schools in embedding teaching for mastery, we must ensure that every pupil — regardless of background — has the opportunity to speak, to be heard, and to make sense of mathematics.

By listening to pupils, we learn how to teach them better. And when we teach them to talk, we teach them to think.