This paper is the result of an action research project that aimed to understand how to support family play experiences during the COVID-19 pandemic. Through grounded theory interviews and analysis, underpinned by an ethics of care, schools were revealed as important providers of community care for children through their offerings as spaces where children create friendships, move, learn, engage in the arts, feel a sense of belonging, contribute, and play. This paper takes a strength-based approach to learn from children and families playing during the pandemic to explore the many ways schools provide care to children. It also offers imaginings of schools in partnership in care-offering alongside community-based organizations.