Abstract
This article charts one school's journey in securing an assessment regime aligned with its vision for its learners with profound and multiple difficulties (PMLD). Previous iterations, based on commercially‐based systems, as well as lessons learned from reflecting on the school's own assessment practices, were used as catalysts for the development of a whole‐school, whole‐curriculum approach which reflects both the short‐ and long‐term targets incorporated in education, health and care plans (EHCPs). The article, contributed by a member of the school's senior leadership, adopts a narrative style in reporting the success of a bespoke assessment scheme, which makes an innovative contribution to individualised learning. [ABSTRACT FROM AUTHOR]
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