At a whole-school staff meeting, The Meadows identified a desire to evaluate the effectiveness of multi-agency working centered on pupils with complex and profound learning difficulties. At this meeting the school staff reported that they would like to evaluate current multi-agency working within the school to learn about how that might be improved for future service delivery. This was then discussed at a planning meeting involving the researcher, the school SENCo (Special Educational Needs Coordinator) and deputy head teacher. The present study is an exploratory investigation into multi-agency working within this specialist provision for children with complex and profound learning difficulties.The context for this study is The Meadows School which was established in September 2000 following the reorganisation of provision for children with special educational needs in Newtown and is now currently the only primary school within Newtown Local Authority catering for the needs of children with complex and profound learning difficulties or disabilities.In September 2006, The Meadows moved into a building which was brand new and purpose built. Along with teaching and classroom support staff, the school is supported by a multi-agency team of: physiotherapists, occupational therapists, speech and language therapists, a specialist teacher of the visually impaired, a specialist teacher of the hearing impaired, clinical psychologist, educational psychologist and medical staff, such as the school nurse and the consultant paediatrician.