Collaborative leadership is increasingly cited as the key framework for leadership in the 21st century. Yet its meaning remains complex, contested and frequently school-centric. This article examines understandings and applications in developing inter-service and inter-professional practices for children and young people. Drawing upon desk research from the fields of education, health, social care, and social work, base-line literary analysis is used to interrogate leadership. In addressing the implications for ELM theory and practice when engagement beyond single organizations and services becomes the "norm", the article looks towards more futures-orientated leadership theory and research that both define and develop the capabilities needed to lead learning in inter-professional, inter-agency environments, including schools.