The social pedagogic tradition has been integral to the culture of early childhood education including School Age Childcare (SAC) in Denmark for decades. Drawing upon interviews with multiple stakeholders: lecturers, representatives of an Education Research Institute, union activists an SAC provider and a policy maker, in Copenhagen, Denmark, this paper builds upon previous work to explore a paradigm shift in how SAC is organised, governed and supported in Copenhagen. Findings point to a repositioning of SAC within the educational landscape, where the traditional emphasis upon leisure and recreation is being overshadowed by academic achievement and accountability. There is evidence of tensions between teachers and pedagogues as they negotiate how to work together within SAC. Findings are salient to Ireland, where recent reports and initiatives see a renewed focus on SAC, as the State examines how best to support this emerging sector.