Drawing on a lengthy link with a particular school together with wider experience of work in the secondary sector, an argument is made for supporting all-ability, neighbourhood schools with strong community links. Rather than the endless centrally imposed tinkering as each new governmental regime produces its latest "big idea"; it is important to recognise that the development of schools should be a steady, organic process. Clearly given the great differences in catchment areas support must reflect need but the principle of neighbourhood community schooling should be paramount.