The article provides an overview of the conclusions reached by the British Academy Childhood Policy Programme in its final report. The programme explored the role of the state in childhood and how children and childhood are conceptualised in policy-making. The aim was to apply an inter-disciplinary social sciences and humanities lens in order to reframe debates around childhood policies and to encourage a more consistent and integrated approach to them. The article first sets childhood policy in a wider political and policy context, noting the significant variation between different parts of the UK. It then explores three key themes that emerged from the project's first phase: the tension between conceptualising childhood as a time of 'being' and 'becoming'; children's rights; and children's voices and participation. In each case the diversity among children and the inequalities they face is emphasised. The article concludes with a set of principles derived from the analysis of the themes and designed to encourage debate.