Developing spoken English abilities is of utmost importance for students of Damphu Central School (DCS). By researching the current curriculum, its effectiveness in improving spoken English, and the primary factors of the students' proficiency, the goals of this study were to provide significant recommendations for developing the English language curriculum. A thorough analysis was conducted using input from all three stakeholders--students, parents, and teachers. As a result, the findings of this study highlighted the need to prioritize spoken English proficiency, construct a supportive learning atmosphere, and initiate conversations to amplify overall language skills (Li & Li, 2020). Moreover, the study pointed out critical areas including grammar, pronunciation, and fluency that require further attention as a means of improving spoken English (Nunan, 1998). In order to fully understand the implications of this study, it is essential to note that all recommendations are specific to the DCS context (Richards & Rodgers, 2001). As such, the research suggests that educators should emphasize speaking exercises in the classroom, ensure a positive learning climate and address any individual language obstacles. Furthermore, this investigation has proved the importance of continuous teacher development and similar studies to refine and extend approaches in improving English Communication Skills (ECS) in the school system.