A "social pedagogy" approach is increasingly being adopted by professional agencies in the United Kingdom involved in dealing with the welfare, care and education of children. This paper argues that, in the context of schools, social pedagogy can be characterised as taking an integrated view of the needs of the whole child in terms of five key dimensions: care and welfare; inclusion; socialisation; academic support; and social education. Whether or not these changes in professional practice lead to the widespread employment of a professional called a "social pedagogue" remains to be seen. However, integrated working practices have already had an impact on how teachers are expected to deal with the needs of pupils identified as giving a cause for concern.