This paper considers what needs to be done to make education systems more inclusive. It argues that there is a need for local solutions developed to fit particular contexts. In exploring this idea, findings from the Greater Manchester Challenge, an initiative to strengthen education provision across ten local authorities in England will be used. The overall aims are to raise the achievement of all children, and to narrow the gap in achievement between learners from disadvantaged backgrounds and their peers. Three years on, the impact of all of this has been significant, particularly in schools serving vulnerable communities. Statistical data and qualitative evidence will be used in order to draw out some lessons. This suggests that two strategies have contributed to the improvements that have occurred: increased collaboration within the education system, such that the best practices are made available to a wider range of children; and the active involvement of community partners. The paper will explain some of the difficulties involved in putting these strategies into operation within current national policies, many of which relate to matters of power regarding decisions about priorities, forms of working and the way effectiveness is measured.