The Achieve Together Bournemouth Partnership ("the Partnership") was a pilot collaboration between Teach First, Teaching Leaders, and The Future Leaders Trust. It was a new initiative that aimed to work with primary and secondary schools and the wider community in two socially deprived areas of Bournemouth (Boscombe and West Howe) to improve educational outcomes of children. The Partnership was funded by J. P. Morgan and the Education Endowment Foundation and was a three-year programme which commenced in schools in September 2013 and finished in August 2016, following a nine-month set up period. This pilot involved six secondary and three primary schools that met the providers' eligibility criteria relating to high levels of pupils living in deprivation. This was a small scale "test and learn" pilot, and, as such, the evaluation focused on a qualitative assessment of implementation and feasibility, mostly through interviews with participating schools and the project team. The following are among the key conclusions from the evaluation: (1) The Achieve Together Bournemouth Partnership model is not suitable for trial because of difficulties in engaging sufficient schools with all elements of the model; (2) Aligning projects undertaken by participants of the different leadership programmes was challenging, despite being a key aim of the model. Of the four school-led projects taken forward, none involved participants on all three of the individual programmes; (3) Stakeholders thought a longer timescale was needed to embed area-based change and questions were raised over whether schools have the capacity and are best placed to take the lead on area-based change; (4) Average attainment in participating schools has not changed dramatically since involvement with the pilot. However, given the small-scale and area-based nature of the project, it would have been difficult to identify impact with confidence; and (5) The programme changed and developed over the course of the three-year pilot. Initiatives of this type are likely to need to continuously adapt, making it difficult to specify the core components for future evaluations.