The purpose of this English secondary school pilot case-study is to establish if the research design addresses the symposium questions about teachers’ and students’ participation in institutional processes and practices. Such participation is important because individuals can prepare for participating within labour markets, and shape culture in their communities’ and ‘big society’. The qualitative pilot case-study included interviews with two teachers and two students that focused on their experiences, concerns and aspirations. The findings revealed that leadership systems of value enabled learning to start with students and fostered collaboration between teachers and teachers, and teachers and students’ learning, assessment for learning and planning. Collaboration was underpinned by healthy relationships characterized by friendliness, trust, an ethic of care, an inclusionary approach, a sense of fun, and a spirit of enquiry. Research participants stated optimal participation had been reached, and further participation would require the creation of time in the curriculum. A limitation of the study is that questionnaires have yet to be developed from the pilot study findings, and will be administered and reported at ECER 2013, along with a pilot of the action research that will include leaders voices. Implications include this international boundary-crossing project is worthy of developing.