Perfecting Progress Reviews

Creating a blueprint for outstanding individual progress review practice

Location     Zoom

Time           Thursday February 11th (13:00 – 16:30)

Cost            £39

To book onto this session, please click the Request Invoice (if you are an organisation) or PayPal  (if you are an individual).
Please remember to add the name, organisation and email address of the delegates so that the joining instructions can be forwarded.

Typical inspection issue

  • Teachers do not use progress reviews well enough so that learners know what they need to do to improve.


Perfect Progress Reviews is a 3.5 hour session.

Information for event organisers

Do your reviewers know what an outstanding individual progress review looks like? Questions such as: ‘who owns the data used in the session’, ‘who talks the most’, ‘how is the learner different by the end of the experience’, can help to unlock the answer.

For too many assessors and personal tutors, individual progress reviews are about the delivery of a ‘consistent’ experience. But does this formulaic approach (a slavish adherence to ‘process’) produce outstanding learning experiences and change? The key to understanding how to be outstanding is to move focus from process to impact.

In this session, delegates will be given the tools to create a Quality Standard for progress review practice, setting out precisely the difference they intend make to learners. Only once this is fully articulated can reviewers free themselves from the uniformity of process to achieve consistency of impact.

This session aims to win the hearts and minds of staff to look at progress monitoring through a new lens. It ends with the evaluation of a filmed progress review, testing out delegates’ new understanding through the observation and evaluation of a tutor at work.

Publicity information for potential delegates

Many workplace assessors and personal tutors aim to give their learners a consistent individual progress review experience. They have a format they work through and conduct the one-to-one sessions in a friendly, supportive and business-like manner. But are they missing the point? Too many progress reviews are about history, looking back at performance data to hold learners to account, or to congratulate learners on their achievements. If they look forward, it is often to do no more than produce a list of ‘things to do’. But to what extent does this model get to the heart of underperformance?

A key problem in our sector is understanding the difference between an issue and a symptom, a difference that can fundamentally change the way to look at progress tutorials. And too many reviewers fail to help their learners look ahead to the obstacles they may encounter and the strategies they’ll need to develop in order to successfully overcome them.

Perfect Progress Reviews helps reviewers set out what they want to achieve, the difference they want to make, and then looks at some of the strategies needed to make it.

This session will enable delegates to:

  • produce an aspirational quality standard for progress monitoring
  • set out the data with which to identify the very first signs of underperformance
  • use an understanding of the difference between differentiated learning outcomes and the differentiated support required to achieve outstanding learning outcomes to challenge current review practice and set out the implications for change
  • evaluate the progress review practice of others and set out any implications for change.

What the delegates say

  • For an overview of feedback on this session, please click here.

These comments can be invaluable when generating curiosity about forthcoming training.

  • I like the idea of helping learners to fly.
  •  A road map to outstanding.
  • Target setting on its head.
  • I love the way Tony always turns things upside down and inside out and makes me think outside the box.
  • Another excellent session. I experienced another session which was led by Tony many years ago. One of the very few I have remembered!!
  • A candle being lit.


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