This paper examines how a community action research approach supported the implementation of an educational support programme for children, parents and local educators. The aim was the creation of a learning community that acknowledged, valued and used the expertise and experience of all involved. The action reflection cycle informed the development of our programmes. It gave direction and meaning to the project and ensured that plans were implemented. Purposeful, inclusive, and regular interactions, where everyone's voice was heard, were central to the process. Five years of working together on action research projects has increased the educational capital in the community and has developed a sense of ownership and responsibility for the educational welfare of children from all involved. (Contains 1 figure.)