Although featured in various UK music education curricula, there is evidence to suggest that many music teachers in the UK do not teach jazz and improvising. Some UK secondary schools may have a jazz or groove-based ensemble of some nature, but this is not at all commonplace in schools. This paper draws on case study research from a wider mixed methods study exploring experiences, attitudes and beliefs regarding jazz and improvising in UK secondary schools. This Scottish ethnographic case study of an extra-curricular jazz ensemble (in person and online) allowed for zooming in on fine details of practice. Case study data comprised of observations, interviews (n = 9) and focus groups with young people (n = 7) as well as interviews with the music teacher. The data were used to gain insight into experiences of learning and teaching in jazz and improvising and to explore these experiences, attitudes and beliefs and the factors which enhanced or restricted access and perceived success in jazz and improvising.Although there were many different levels of experience present in the jazz ensemble, the music teacher managed to engage all meaningfully in the sociocultural space. Rehearsals had carefully thought-out pedagogy,to allow for student autonomy and participation. The evidence showed that online rehearsals in the Zoomesphere (MacDonald et al, 2021) supported a feeling of community, participation and belonging, as well as being a positive environment for finding a way into improvising as a beginner. Building a digital community was a very successful and culturally relevant support. Students did not connect composition activities within the jazz ensemble to their classroom based composing.Using a lens of participatory music (Turino, 2008), I argue for using improvisation as a means to develop musical, social and emotional skills and to disrupt issues of hegemony within a predominantly western art music focused curriculum. I also argue that the in the moment responsiveness or pedagogical improvisation (Holdhus et al, 2016) demonstrated by the music teacher played a huge part in the success of the jazz ensemble.