Oxford University Press conducted an online survey with teachers from around the UK to investigate the ‘word gap’ that exists for primary and secondary school students. Their findings support and inform the hypothesis of ‘Why Closing the Word Gap Matters.’ For instance, 69% of primary school teachers and 60% of secondary staff found that students with limited vocabulary seemed to be increasing compared to previous years. Although a complex issue with a multitude of causes the report concluded that a significant influence on student language was “the amount of input that they receive from parents and primary carers.” Teachers additionally reported that a limited vocabulary has a significant impact on student’s academic progress with 80% of secondary staff saying that it impacted on students ability to read examination questions as well as their ability to work independently and to access learning in lessons. The impact on student’s mental health was also significant with 80% of staff believing low language skills had a negative impact on student’s self-esteem and their long-term prospects in terms of their ability to find work.

One way in which BMS addresses this language deficit among some of our students is through the inclusion of Bedrock lessons within our curriculum. This KS3 programme of study enables the explicit teaching of vocabulary and its application within specific contexts. This curriculum development means that BMS is part of only 29% of secondary schools who have a consistent whole-school approach to developing all student’s language skills. As a result of our approach we have seen excellent progress with our EAL and Pupil Premium students who on average, have made gains of 29% with their vocabulary. It is through our language-rich curriculum, that BMS can ensure students are equipped to achieve their fullest potential both in school and beyond.

“In vocabulary acquisition, a small early advantage grows into a much bigger one unless we intervene very intelligently to help the disadvantaged student learn words at an accelerated rate.” (E.D. Hirsch, 2003).