This paper reports outcomes from a case study conducted in two families of schools in challenging urban communities in both Poland and England. This study builds upon outcomes so far from a three year joint project (2008-2010) and presents the elements of what we characterise as Inclusive School Leadership. The aim of the paper is to explore elements of perceived successful school leadership in these challenging contexts, particularly efforts of schools and their leaders to develop inclusive ways of working: (i) across the school; (ii) seeking to apply their values to their educational work; (iii) in the curriculum they offer; (iv) with parents and the local community; and (v) with families of schools and partner agencies. These elements were identified in our pilot formulation study carried out in England and Poland (2008-2009). The preliminary findings from this pilot study were presented during the ECER 2009 in Vienna (Jones and Michalak, 2009). The paper consists of three main parts. Firstly, we develop issues and critical perspectives from existing knowledge and research in this area, particularly exploring how an inclusive approach can be made sustainable in these challenging contexts. Secondly, we outline our research questions together with the methods and methodology adopted for this comparative piece of work. Thirdly, we examine outcomes from the study. Lastly, we outline possible wider implications for policy and practice for school leadership in challenging urban contexts and try to provide answers to the questions: what comparative lessons can be drawn between England and Poland?; and what major dilemmas arise within the current policy and economic environment? The main research question for this study is “what is perceived to be successful school leadership practice in highly disadvantaged urban contexts?” Our other areas of inquiry are: (i) what are perceived to be fruitful conditions for achieving success in these contexts? (ii) what are the major values and motivations that sustain school leaders in achieving success? and (iii) how do school leaders view their role generally, including towards their surrounding community? Our motivation in pursuing these issues is principally because such challenging communities require urgent and sustained attention by policy-makers, local agencies and schools if a major difference is to be made to the life-chances of children and their families. Also, comparative study of this kind is perceived by us to be fairly rare and has important potential for advancing knowledge and school leadership practice in this field of work.

We adopt a mainstream qualitative methodology and methods, within a case study design, aiming for analysis of context and processes. This design aims for the triangulation of data from each family of schools using semi-structured interviews with key leaders and stakeholders, observation studies, and analysis of relevant “concrete” evidence (eg inspection reports, performance data). Data analysis has employed broadly grounded methods. In this study, we have adopted a comparative approach which seeks to: • Challenge and problematise current international school improvement and leadership prescriptions for action • Reflect the major dilemmas for leaders in grappling with their contexts and the over-arching policy environment • Recognise complexity and pay attention to local culture and tradition • Get closer to practice at the local level

The outcome of the paper is to present detailed and critical issues for school leaders and their colleagues in challenging urban contexts. Whilst the study reflects similarities, differences and major issues between specific cases in Poland and England, we would aim to pose possible lessons for practitioners and policy-makers more widely internationally for similar situations. We would also wish to examine how such comparative research can usefully be conducted in the future to add to knowledge in this crucial area of working.