When schools and teachers come together voluntarily to collaborate in learning communities there can be powerful and positive benefits to pupils' experiences of learning and their wider lives. This article summarises some of the learning from the four-year Networked Learning Communities programme, managed by the National College for School Leadership. 132 networks of schools have been supported to innovate, share and exchange practice with a predominant focus on learning. The article draws on a conceptual framework of learning designed by Professor Charles Desforges against which evidence from the NLC programme is measured. Networked Learning Communities are shown generally to have engaged in higher stages of learning experiences spread widely across the curriculum. There are also indications that the programme has had a positive impact on attainment for some pupils, has encouraged pupil voice and participation, and that the learning community model is highly effective for the delivery of aspects of the Every Child Matters agenda.