Agree the purpose
Explain what the meeting is reviewing and which decisions need to be made. A routine progress conversation may focus on learning targets and delivery. Other statutory or formal reviews have their own requirements and should not be treated as interchangeable with a provider meeting.
Make space for the learner
Ask how the learner would like to contribute. They may prefer a short conversation beforehand, a written note, examples of work or an advocate helping them speak. They should know what information will be shared and have a chance to say what matters to them.
Bring a few useful examples
Choose evidence that relates to the agreed targets. Include strengths, difficulties and the conditions in which learning is more successful. A clear example and explanation is often more useful than a large collection of files that nobody has time to discuss.
Ask what needs to change
Consider the pace, timetable, environment, communication and balance of activities. Be specific about what has been tried and its effect. If a support arrangement is not working, record the concern and discuss a practical alternative rather than repeating the same plan without review.
Finish with shared actions
Summarise what was agreed, who will do each task and when progress will be checked. Record any unresolved questions and who will seek an answer. Share an accessible summary with the relevant people, following agreed information-sharing arrangements. A review is useful when it changes what happens next.