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Why did Pye Bank CE Primary School choose FFT Reciprocal Reading?
Pye Bank CE Primary School decided to adopt FFT Reciprocal Reading following their participation in the EEF intervention trial, which yielded excellent results. Most children involved in the intervention made significant progress, prompting the school to implement the approach as a whole-class reading strategy.
The school was also seeking a structured method for delivering book study lessons and found the Reciprocal Reading approach to be particularly well-suited to this need. Furthermore, as Reciprocal Reading focuses on discussion and collaborative meaning-making, it aligned seamlessly with the school’s ongoing work with Voice 21.
Sandie Chatterton
Assistant Headteacher and Y3 Class Teacher
Becky Taylor
Assistant Head, English Lead and Class Teacher
Implementing the programme
FFT Reciprocal Reading has been successfully implemented at Pye Bank CE Primary School both as a whole-class approach and as an intervention. The whole-class programme has been in place since September 2025, with the intervention running since September 2024. This approach supports approximately 360 pupils across Years 2 to 6.
To maximise the intervention’s effectiveness, sessions are carefully timetabled and reviewed each half term to minimise disruption to other lessons. Staff are regularly reminded of the priority of reading, with adjustments made to prevent pupils from missing the same lessons repeatedly.
Staff training and ongoing support have been central to the programme’s success. The English Lead collaborates closely with FFT through regular one-to-one online meetings to monitor progress and address challenges. Additionally, the English Lead and two other staff members attended FFT training sessions, subsequently sharing their knowledge through staff meetings. The English Lead models sessions, provides feedback, and guides new staff in observing best practices. FFT has also conducted in-school visits to support leadership in session observations and next-step planning.
Additional FFT resources have been invaluable. The assessments in FFT’s Reading Assessment Programme track reading fluency age, decoding accuracy, and words correct per minute, enabling targeted support for pupils needing additional fluency practice. The online platform offers planning examples that help reduce staff workload, while networking meetings encourage collaboration with other schools and the sharing of expertise.