This article presents research findings of work undertaken by a Networked Learning Community in the north of England on implementing cooperative learning in primary and secondary schools. In twelve primary and two secondary schools, in a social and economically deprived area, cooperative learning is becoming embedded. How this has been supported by sharing good practice and working collaboratively between primary and secondary schools and with a higher education institution is examined. A crucial feature emerging from this is the role of a dedicated member of staff, as facilitator, to support and monitor the use of cooperative learning. (Contains 1 table.)