Oral narrative is a critical skill for school achievement, for personal relationships and for social participation. However, it is downgraded in current and proposed National Curriculum frameworks, which fail to recognise its significance in development. Schools have flexibility to address the issue, which is of particular importance to pupils with special educational needs. This article explores the place of narrative in the policies, curriculum and assessment scheme of a special school catering for pupils across the range of ability. It is concluded that, while schools are free to prioritise according to pupils' needs, it is difficult to target oral narrative effectively in the absence of appropriate frameworks for setting goals and monitoring progress.