The word ‘community’ is currently back in fashion in the UK, particularly relating to concerns over social cohesion between different ethnic and religious groups in urban localities. Schooling provision, particularly of a faith-based nature, has become entangled within these debates, but there remains a clear lack of research about what actually happens within schools to facilitate or deter the development of social cohesion. Drawing on two qualitative case studies, this chapter will focus in on the embodied processes that occur within schools to build a sense of belonging and togetherness among children. It will examine the inclusive or exclusive nature of such processes within a Community primary school and a Catholic primary school context. The way in which the two schools engage with their wider community will also be considered, along with the implications for social cohesion debates.