This paper draws upon outcomes from small Polish schools in challenging urban contexts participating in a wider comparative study being conducted in England and Poland to look at perceived effective practice and policy for school leaders in these circumstances. This paper examines cultural change and elements of successful leadership for small Polish schools achieving against the odds in circumstances of relatively meagre resources and limited state support networks through inclusive ways of working. We focus on how headteachers work toward a culture of success. In the paper, we will point out: (i) the vital elements of passion, commitment and values of leaders and their colleagues in making a difference and achieving cultural change in tough circumstances, (ii) practical support available to leaders and their staff: community “self-help”, infrastructure of professional input in these communities; levels of investment and political support (locally and nationally), (iii) the perceived role of schools to “hold the ring” for the young people and their families, (iv) the perceived need to challenge existing pedagogical traditions to make major progress, and (v) the tangible sense of Poland being a country in a hurry to modernise and make progress in the educational sphere.