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.