Support review meeting agenda generator

How do I use the review meeting agenda tool?

Fill in the form a few days before the review, ideally with the learner. List each adjustment from their current plan, choose who is attending and what information you will bring, then build the agenda. Share it with the learner beforehand so they know what will be discussed and can prepare. Print a copy to take notes on, or paste it into your own meeting record.

If you do not have a written list of adjustments, that is a finding in itself. Start with the support plan builder to get one.

Why start with the learner’s view?

The learner is the only person who knows whether support is actually helping. If staff speak first, learners often agree with what has been said rather than offering a different view. Starting with “What is going well, and what is harder?” sets the tone: this meeting is about their experience, not a report on them. If the learner prefers to share their views beforehand, read them out at the start, in their words.

Who should come to a support review?

Keep it small. The learner, the person who knows their day-to-day learning best (usually a tutor or assessor) and the person who coordinates support are often enough. Invite others for a reason: a parent or carer if the learner wants them there, a specialist if a decision needs their advice, an employer contact for the workplace part only. Large meetings make it harder for learners to speak, so ask the learner who they would like to attend. If someone cannot come, ask for their input beforehand rather than delaying the review.

What does keep, change or stop mean?

Every adjustment in the plan should leave the review with a decision:

• Keep it when it is happening and the learner says it helps.
• Change it when the idea is right but the detail is not, or when it has not been delivered consistently. Agree what will be different and who is responsible.
• Stop it when the learner no longer needs it or it is not helping. Stopping support that is not working is good practice, not a failure, as long as the learner agrees and something better is considered.

Record the reason for each decision. “Keep: learner says written instructions in the workshop mean they no longer need to ask again” is far more useful at the next review than a tick. The guide to reviewing whether support worked covers how to weigh the learner’s view alongside delivery records and progress.

Why check delivery before deciding?

You cannot judge whether an adjustment works if it did not happen. Before discussing whether to keep it, check whether it was delivered as agreed, what was missed and how it was put right. If an adjustment was rarely delivered, the decision is usually “change how we deliver it”, not “stop”. Good delivery records make this part of the meeting quick. See recording support delivery evidence.

What are the limits of this tool?

The agenda is a structure, not a record. You still need to write down what was said and agreed in your organisation’s system. Timings are suggestions based on the meeting length you choose. For learners with an EHCP, the statutory annual review follows the SEND code of practice and the local authority’s process; this agenda can help you prepare your contribution but does not replace it.

How does Inclusion Studio help with reviews?

Inclusion Studio is learner support software in development for England FE colleges and apprenticeship providers. It is being built so delivered and missed support is already recorded before the review, the learner is asked whether support helped, and each adjustment is kept, changed or stopped with a reason. A clickable prototype with fictional learners exists today. See reviews.