There is no doubt that education services and welfare policy are now seen as key drivers within the high-priority social policy arena of Children's Services that has become the dominant reform of local authorities throughout England. This article considers questions surrounding the issue of how an effective continuing professional development framework can be developed for the Children's Workforce, linked to higher education accreditation. This is explored within the current context of an emergent Integrated Qualifications Framework for the UK Children's Workforce that is also aligned to the same levels within the European Qualifications Framework. (Contains 2 figures.)