This paper explores the social context of food practices in primary schools in England based on research conducted in 2013-2014 as part of the Sheffield School Food Project. Drawing on the capability approach, and social quality theory, the theoretical framework informed a research methodology enabling exploration of ways in which food practices are related to developing pupil well-being and building school communities. It was found that complex social processes influence the roles of food in primary schools in England. These processes enhance and diminish the likelihood of pupils consuming balanced meals, drinks and snacks across the school day. Moreover it was found that, in addition to nutritional outcomes, food practices are related to wider aspects of individual well-being and the social culture of schools. A key outcome of the research was the development of the School Food Self-Evaluation Toolbox (SET). The School Food SET and related resources aim to empower children and their school communities by providing a set of tools to support the self-evaluation and development of food practices in schools.