The paper uses the concepts of 'traveling' and 'embedded policy' (Jones and Alexiadou, 2001) to explore the processes of policy diffusion and policy transfer shaping local responses to inter-agency working. The paper outlines a policy trajectory of 'full service' schooling from its origins in the USA (Dryfoos, 1994; Kronick, 2002), through to its influence on Scotland's Integrated Community Schools programme and English responses to Every Child Matters (2003). The framework of 'traveling' policy is used to examine the origins of 'new' knowledge about policy, who supplies or 'owns' such knowledge and the political and practical purposes to which this knowledge is put. An emphasis is placed on the fluid mediation of policy in recognition of the inherently complex and multi-layered nature of inter-agency working in the provision of children's services The paper assesses the extent to which the professional knowledge of practitioners involved in the delivery of integrated children's services has influenced the objectives of local policy; and to what extent their differing conceptions of the issues and problems involved in multi agency working have been mediated through the structures of policy in each specific localized context.The paper draws on evidence from an action research project focused on developing trans-professional working in response to Every Child Matters: (2003) in a local authority in the North West of England. This collaborative project brings together Directors of Children's Services, academic researchers and professionals in the broad fields of education and social care (from teachers and social workers to health visitors and those involved in the criminal justice system). The paper outlines developmental work to establish networks of learning between professional groups involved in the provision of children's services in this locality. Action research was employed to encourage inter and intra-professional dialogue and debate; and to generate shared understandings and a shared language across the different knowledge bases informing professional practice (medical, social, psychological and educational) and the diverse settings, communities and cultures in which professionals workThe paper concludes that 'traveling policy' in this area has not simply involved the 'appropriation' of ideas or the unproblematic 'transfer' of models of multi-agency working from one cultural context to another. Our examples serve to demonstrate that there is no 'best' model of trans- professional working, but rather a "'best fit' according to a country's political, cultural, social and economic context" (Le Metais, 2002:2). This is particularly true given the need to develop shared meanings across professional groupings and to initiate common understandings of issues and problems for all of those involved in the provision of children's services - from teachers and social workers, to health workers and those involved the criminal justice system. The quest for shared understanding within situated contexts of practice has proven to be the greater challenge, evoking clear tensions between competing conceptions of the professional knowledge base(s) informing practice in the provision of children's services.Dryfoos, J. (1994) Full -Service Schools. A revolution in health and social services for children, youth and families, San Francisco: Jossey-Bass Hulme, R. ( 2000) Policy Transfer and British Social Policy, with Dolowitz, D. Open University Press, Public Policy and Management Series Jones, K. and N. Alexiadou (2001). Travelling Policy: Local Spaces. European Conference on Educational research, Lille. Kronick, R. F. (2002) Full Service Schools: A Place for Our Children and Families to Learn and Be Healthy, C. C. Thomas. Le Metais, J. (2002) The New Zealand Stocktake: An international critique. NFER/New Zealand Ministry of Education. Nixon, J., M. Walker, et al. (2002). "The cultural mediation of state policy: the democratic potential of new community schooling in Scotland." Journal of Education Policy 17(4): 407-421