Talking Tales — A learning journey

As we approach the end of the first year of Talking Tales, we’ve been reflecting on the learning journey that has unfolded so far. Talking Tales is a two-year, inquiry-led project exploring how drama and storytelling can enhance oracy and communication skills in Key Stage 1 primary classrooms. At its heart is a collaborative partnership between six partner schools and Polka Theatre, blending educational and artistic expertise in a co-learning experience.

At the beginning of the academic year, we piloted the Talking Tales CPD model. While there were clear successes, the Polka practitioner-led workshops were particularly well-received, we quickly realised that the model was not yet delivering on its full potential. Specifically, it lacked sufficient opportunities for a genuinely co-learning environment between teachers and practitioners.

With support from our Steering Group, comprising senior leadership representatives from each of our partner schools, we took a step back to reflect and reassess. Their insights were invaluable, they shared that while teachers were enjoying the sessions, more structured and sustained support would be needed to help new ideas and practices truly take hold.

Simultaneously, our Polka practitioners expressed a need for more time within schools. They wanted to develop stronger relationships with teachers and have a clearer understanding of each school’s context. This dual reflection led us to adapt our in-school delivery model, tailoring it more specifically to the unique rhythms and needs of each school environment.

Making these changes required a level of bravery to step away from what we had planned, to listen openly, and to reimagine what the project could be. It can be uncomfortable to acknowledge that something isn’t quite working, but that honesty ultimately allowed us to unlock far greater potential. We had to trust the process, trust our collaborators, and remain open to the unknown. That willingness to adapt has been vital to the project’s growth and sustainability.

One of the key developments that emerged from this process was a shift toward collaborative curriculum design. Rather than our Polka practitioners leading sessions in isolation, they co-created lesson plans with the project teachers and together found where drama activities can be used within their teaching practice. This approach helped ensure that the artistic input aligned meaningfully with curriculum goals and deepened teacher engagement with Talking Tales.

We also recognised the importance of establishing clear support systems. To reduce the logistical pressures on teachers, we implemented pre-planning for artist visits. Crucially, we also carved out protected time for planning and reflection. This allowed teachers and practitioners to approach sessions with clarity and intention, rather than feeling squeezed between other responsibilities.

A further change was increasing the regularity of in-school Polka practitioner visits. By embedding our practitioners more consistently in the school environment, we’ve seen a noticeable difference in how both staff and students engage with the work. Practitioners are now a more familiar presence, a resource and inspiration throughout the project, not just during scheduled workshops.

In addition, we’ve begun to build peer-to-peer learning opportunities into the programme. Project teachers and Polka practitioners are sharing their experiences, reflecting on successes and challenges, and learning from each other’s approaches. These exchanges are fostering a deeper understanding of both teaching methodologies and creative practice, enriching the project for everyone involved.

Throughout this first year, the emphasis has remained on mutual learning on creating space for experimentation, honest dialogue, and thoughtful reflection. It has not always been easy, but it has been a rich and rewarding process.

As we move into the second year of Talking Tales, we remain committed to listening closely to our partners, refining our approach, and continuing to nurture the spirit of collaboration that underpins the entire project. We’re proud of what has been achieved so far and excited to see where the journey takes us next.