Developing school and college community pedagogical relationships is important because they facilitate work towards cultural alignment. Cultural alignment means that community members from diverse cultural backgrounds, and needs come together and provisionally agree on core values. Core values include trust, respecting the self and the other, agreeing to disagree, and recognizing diversity through inclusive practices. The aim of this English action research pilot case-study of a secondary school, is to understand the value of developing community participation in institution processes and practices through developing pedagogical relationships. Further the research seeks to generate new understandings of how such capacity building might influence community members’ learning, achievement, attainment and life narratives. Evidence from stage one of the action research to understand patterns of participation was presented at ECER 2013. This evidence informs phase two of the action research, where members of the Senior Management Team (SMT) as researching professionals develop strategies for change in partnership with our team of professional researchers. This paper presents findings from phase three, which is the impact of the SMTs strategies of change. The data will be gathered in the summer term through re-administering semi-structured interviews and questionnaires from phase one of the research.