British education has faced an upheaval during the COVID-19 pandemic. Before the pandemic, schools often went beyond traditional interpretations of what was needed for educational provision. This article explores how those interpretations have been challenged by the response to COVID-19. It discusses the various ways in which, during the crisis, schools have supported their communities and the most vulnerable in them. It looks at how schools themselves have transformed from local hubs into comprehensive community support networks. It suggests that through the provision of emergency childcare, material resources and locally varying forms of support beyond traditional remits, schools have significantly enhanced their communities' ability to cope with the COVID-19 pandemic. It concludes by suggesting a number of positive consequences accruing from this support, including strengthened school-community relationships and mutually enhanced teacher/parent recognition.