The language gap behind the achievement gap

Recently, Bedrock brought together MAT leaders from across the country for a roundtable discussion exploring the language gap behind the achievement gap. The event created space for honest conversation about the relationship between language, literacy and inclusion, with trust leaders sharing the challenges they face, the approaches making the greatest impact, and the lessons they've learned from across their schools.

The roundtable was opened by Professor Tim Mills MBE, who explored the critical role that language plays in shaping pupils' ability to access the curriculum, develop literacy skills and succeed academically. Throughout the discussion, one message consistently emerged: language is the foundation of literacy.

Too often, we focus on reading and writing outcomes without giving equal attention to the vocabulary, oral language, comprehension and thinking skills that underpin them. If we want to improve literacy, curriculum access and inclusion, we need to be just as intentional about teaching language as we are about teaching reading and writing.

Rather than presentations or case studies, the session was driven by discussion. What emerged was a wealth of practical insight, from strengthening universal provision and disciplinary literacy to rethinking intervention and building staff expertise.

For those who weren't able to join us, here are seven of the key ideas that shaped the conversation.

1. Year 7 pupils arrive with more knowledge than we often assume

A provocative idea raised during the discussion was asking senior leaders to complete the Key Stage 2 SATs writing papers themselves.

The exercise serves as a reminder of the level of grammatical knowledge and skill that pupils are expected to demonstrate by the end of primary school. Rather than assuming a decline in expectations when students move into secondary education, schools should recognise the strengths pupils already possess and continue to build upon this prior learning. The message was clear: our students are often capable of far more than we give them credit for.

2. The students with the greatest needs deserve the greatest expertise

A recurring theme was the importance of ensuring that the most vulnerable learners have access to specialist teaching rather than less experienced support.

One trust has addressed this by bringing primary reading specialists into secondary schools to work directly with students who have the highest literacy needs. Alongside supporting pupils, these specialists are also developing teachers' expertise, creating both immediate impact and long-term capacity across the organisation.

The discussion challenged leaders to consider not only the short-term outcomes of intervention programmes, but also how they are building sustainable expertise within their workforce.

3. Start with universal provision, not intervention

Several attendees argued that inclusion efforts should begin by strengthening universal provision before focusing on targeted interventions.

The question posed was: "My universal provision should be good - but who is it especially good for?"

Creating communication-friendly classrooms and language-rich environments benefits all learners, while having a particularly significant impact on those with additional needs. As one leader reflected, the most effective inclusive practices are often those that were designed to support a specific group of pupils but end up improving learning for everyone.

4. Theory of mind and the value of respectful challenge

A key theme was the importance of developing students' theory of mind - the ability to recognise that other people may have different thoughts, beliefs, experiences, and perspectives from their own. Participants acknowledged that not all students arrive at school with this understanding fully developed, and that schools have a responsibility to nurture it.

One trust highlighted its No Outsiders approach, which uses discussion, debate, and exposure to different viewpoints to help students engage thoughtfully with the world around them. In doing so, it not only broadens students' understanding of others, but also develops the language needed to express ideas, challenge assumptions respectfully, and participate meaningfully in an inclusive school community.

5. Empowering subject experts through disciplinary literacy

One trust shared how it is approaching disciplinary literacy strategically through a trust-wide project focused first on science.

Rather than treating literacy as a generic responsibility, the project works with subject specialists to identify what reading, writing, speaking, and communication look like within their discipline. This empowers departments to take ownership of their teaching and learning practices while ensuring literacy development is embedded authentically within their subject.

The approach reinforces the principle that literacy is not an add-on, but a fundamental part of success in every curriculum area.

6. Adopting a "failure isn't an option" mindset

A powerful idea shared was the importance of maintaining an unwavering belief in students' potential.

When schools genuinely believe that failure is not an option, they create the systems, support, and culture necessary to prevent students from falling through the cracks. Expectations remain high, accountability remains strong, and the focus shifts from explaining why pupils struggle to identifying what can be done to help them succeed.

This mindset challenges educators to move beyond acceptance of underachievement and towards collective responsibility for every student's success.

7. The power of cross-pollination

One of the most valuable aspects of the discussion was the opportunity for primary and secondary leaders to learn from one another. Too often, expertise remains within phases, despite both sectors working towards the same goal: improving outcomes for young people.

Primary colleagues shared approaches to language development, reading instruction, and support for pupils with additional needs that secondary leaders felt could be adapted effectively within their own settings. Equally, secondary schools brought insights around disciplinary literacy and subject-specific language. The discussion highlighted the significant value of creating more opportunities for collaboration across phases, particularly when tackling the language gap that underpins so many attainment and inclusion challenges.

Conclusion

While every trust represented approached inclusion through a different lens, the discussion reinforced a shared belief: improving literacy starts with developing language. By designing classrooms where language is taught deliberately and consistently - not simply assuming it will develop naturally - schools can improve curriculum access, strengthen inclusion, and give every pupil the opportunity to succeed.

Thank you to everyone who contributed so openly to the conversation. We look forward to continuing these discussions at future Bedrock roundtables and events.