In England, a "revised" educational code appears to be emerging. It centres upon the concept of "personalisation". Its basis is less in educational theory, more in contemporary marketing theory. Personalisation can be regarded in two ways. First, it provides the rationale for a new mode of public-service delivery, one which seeks to enable "users" to co-produce with professionals a solution to their needs. In this endeavour, it takes further that process of marketisation which had been set in train under the New Public Management. Second, it portends a new "grammar" for the school, in the guise of "personalised learning". At this stage, what shall count as personalisation--particularly in relation to personalised learning--remains incoherent and inchoate. For its justification as a policy, personalisation appeals to child-centredness, to democracy and to consumerism. The analysis draws on contemporary social and marketing theory. (Contains 1 figure.)