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Linton Heights Junior School has used FFT Reciprocal Reading as a targeted intervention for approximately two years, having joined the Reciprocal Reading Pilot Study. In October 2024, the school moved to implementing Reciprocal Reading as a whole-class reading format. 

The programme initially focused on Years 5 and 6, with over 30 pupils working across five groups of six. Year 5 was prioritised because staff recognised the importance of building comprehension skills before pupils entered Year 6. However, the impact was clear in both year groups. 

To ensure Reciprocal Reading intervention is non-negotiable, two trained teaching assistants are allocated dedicated time that cannot be diverted to other interventions. Sessions are timetabled during assemblies, morning work and end-of-day sessions where possible, ensuring pupils do not miss key lessons. Staff who run sessions are well trained and diligent in logging attendance and session details on the FFT platform. 

All staff were trained through in-person training days, with the English Lead disseminating further training in CPD sessions to teachers and Higher-Level Teaching Assistants. The Reciprocal Reading Lead has held several meetings with FFT advisors and participated in webinars alongside other schools. A school visit from an FFT advisor provided additional support in implementing FFT Reciprocal Reading at whole-class level. Online resources within the platform have been particularly valuable, with ready-made planning and reading materials saving staff significant time and building confidence in delivery.