The purpose of this study was to explore the extent to which, and the ways in which, extended schools can become more community oriented in their extended provision. Within this a focus was placed on co-production and asset-based working and how they take these approaches and implement them into the delivery of the school. Whilst there are many arguments in favour of co-production and asset-based working within communities there appears to be a gap in literature relating to schools adopting these approaches. This thesis seeks to add to the limited range of these literatures by focusing on a case study school and the extent to which a group of stakeholders involved in the school are able to recognise and build upon assets within the community and the extent to which co-production plays a role in the provision made by the school. This study was qualitative and longitudinal in nature. It took the form of a case study of a school attempting to develop a community oriented approach. The main method of data collection was semi-structured interviews with a group of eight stakeholders taken from a purposive sample as they were connected to the school. The stakeholders were interviewed and additional data was collected through two further feedback and observation sessions with six of the original stakeholders over a period of twelve months. The thesis begins by introducing the topic, moving on to explore a range of literatures around extended schools, asset and deficit-based working, community organizing and co-production. Each of these approaches are explored in the way they relate to work between schools and their local communities. Methodologies are then introduced, findings presented and then discussed and conclusions offered in the following chapters. The findings highlight the difficulties faced by schools in becoming more community oriented in their extended provision. The thesis explores some of the potentials, possibilities and constraints of the extended schools agenda by examining the implications of these findings. The study concludes by arguing that schools are often professionally dominated institutions and that the balance in partnerships between schools and the local community will always be tempered and restricted by the expectations and demands placed upon schools by local and national policy.