Pupils’ involvement in the practical work of taking care of the physical fabric of Kilquanity and Wennington is a recurring theme for the headteachers, staff, pupils and third parties. The old rambling buildings and extensive grounds at both schools meant that there was plenty of work to do—cleaning and repairing buildings, tidying and mending belongings, growing and preparing food. Both headteachers of the case study schools claimed that this kind of work was shared by staff and pupils with no dedicated domestic or grounds staff and minimal paid help in the kitchen and garden. At Kilquhanity, this kind of activity was described in the timetable as ‘useful work’—implying a contrast with academic and creative activities which were deemed less ‘useful’. At Wennington, this kind of activity was described as ‘community work’, ‘outdoor work’ ‘or ‘duties’. Both headteachers made strong claims that this work was not only a practical necessity because of their ‘shoe-string’ budgets, but also an empowering form of participation in the school community; an essential aspect of ‘finding a freedom’; and a challenge to the denigration of this kind of work in wider society.