Extended schools have featured in a range of government policies, promoting integration between education, social services departments and health services, supported by children's trusts, to better meet the needs of children. Legislative changes, and developments such as the Common Assessment Framework (CAF) and the role of the lead professional, are expected to lead to the emergence of a new professional philosophy and a closer working relationship between social care and education professionals. The reported study aimed to provide a specific and dedicated focus on the service integration of social care professionals working with extended schools from the viewpoint of social care strategic managers, practitioners and service users. The study sought to: (1) Identify and audit a range of different examples of coordinated and multi-agency activity between social care professionals and extended schools; (2) Explore the value added element of involving social care professionals in extended schools; (3) Ascertain the extent to which this arrangement provides an appropriate arena to fulfill the social care remit or service aims; and (4) Identify the benefits, challenges and key factors of this type of service integration. The report concludes that linking social care professionals and extended schools is a successful way of integrating services to provide a holistic and effective response, by shifting entrenched working practices and enhancing willingness for joint initiatives. The study recommends further investigation of the longitudinal impacts of social care professionals working in extended schools. Case studies and sample information are appended. (Contains 14 tables.)