Preparing for a Support Review

What is a support review?

A support review is a conversation about how you are getting on and what helps you learn.

It may include you, a parent or carer, teachers, Support for Learning staff or other people who support you. Different schools may use a different name for the meeting.

The review is a chance to:

• talk about what is going well;
• explain anything that is making learning or assessments difficult;
• review the support you already use;
• suggest something you would like to try; and
• agree what should happen next.

It is not a test. You do not need to prove that you are struggling, use special words or have all the answers.

Your experience matters

Other people may have observations or evidence to share, but you know what it feels like to use support every day.

It is okay to say:

• something helps;
• something does not help;
• support helps in one subject but not another;
• you are unsure whether something is working;
• you need more practice with it; or
• you find it difficult to use support in front of other people.

Being honest helps the people supporting you understand the full picture.

Before the review

You do not have to prepare, but a few notes can make it easier to remember what you want to say.

Think about what is going well

Start with something positive. You might think about:

• a lesson or task that went well;
• work you are proud of;
• a strategy that makes you more independent;
• a person who explains things in a helpful way; or
• a type of task that feels easier than it used to.

Think about what is difficult

Try to name the situation as clearly as you can. For example:

• reading a long piece of text;
• remembering several instructions at once;
• writing your ideas quickly enough;
• concentrating in a busy room;
• getting started when a task feels unclear;
• completing work within a time limit; or
• asking for help when other people are nearby.

You do not need to explain why this happens. Describing what happens is useful.

Think about the support you use

For each type of support, ask yourself:

• When do I use it?
• Does it make the task easier to access?
• Can I use it independently?
• Does it work in every subject?
• Is there anything awkward or difficult about using it?
• Would more practice help?

If you are unsure what your agreed support is, read Understanding Your Assessment Arrangements or ask a member of staff to explain it.

Ways to share your views

Speaking in a meeting is only one way to take part. You could:

• write a list or make notes on your phone;
• answer questions before the meeting;
• draw or use a mind map;
• make an audio recording;
• ask someone you trust to read your words;
• bring an example of work; or
• use a rating from 1 to 5 to show how well something works.

You can ask to see the questions in advance. You can also ask for time to think before answering.

If meetings make it hard for you to speak, tell someone before the review. Agree how they can help without speaking over you.

Sentence starters you can use

I find it easier to show what I know when…

You could also try:

• Something that is going well is…
• I find it difficult when…
• The support that helps me most is… because…
• This support does not help when…
• It is different in this subject because…
• I would like more practice with…
• I would like to try…
• I do not understand why…
• I need more time to think about…
• The most important thing I want you to know is…

Specific examples can help. Instead of saying English is difficult, you might say:

When I have to read a long passage and answer questions in the same lesson, I lose my place and do not finish. Listening to the passage while I follow the words helps me find the information.

Questions you may want to ask

You are allowed to ask questions too. For example:

• What support has been agreed?
• When can I use it?
• Will it be the same in every subject?
• Can I use it in class as well as in assessments?
• Who should I speak to if it is not available?
• Can I practise before an assessment?
• When will we check whether it is working?
• What will happen after this meeting?

If an answer is not clear, you can ask for it to be explained in a different way.

During the review

At the beginning, it can help to agree:

• who is in the meeting and why;
• how long it is likely to last;
• what will be discussed;
• how you would like to share your views; and
• whether you would like a break.

You can ask someone to slow down, repeat something or avoid unfamiliar words. You can also say if you disagree or if an idea does not match your experience.

You may not get an immediate answer to every question. Staff may need to gather more information, speak to subject teachers or trial support before making a decision.

Agree what happens next

Before the review ends, try to make sure you know:

• what will stay the same;
• what will change;
• what will be tried;
• who will help make it happen;
• when it will start; and
• when you will talk about it again.

It can help to ask for a short written summary. If the summary does not match what you remember, speak to a trusted adult or member of staff.

After the review

Give new support a fair chance where you can. Some arrangements, especially technology, may take practice before they feel natural.

Notice what happens when you use the support:

• Did it help with the difficulty it was meant to address?
• Were you able to show what you knew?
• Was it easy to use?
• Did it create a different problem?
• Would you use it again?

You do not have to wait until the next formal review if something is not working. Tell a member of staff and give a clear example if you can. When Support Isn't Working for You explains what you can do next.

A quick preparation checklist

Before your review, choose any of these that would help:

• Write down one thing that is going well.
• Note one situation you find difficult.
• Think of support that helps and support that does not.
• Choose an example from a particular subject or assessment.
• Write down any questions you want to ask.
• Decide how you would prefer to share your views.
• Ask someone you trust to help you prepare.

You do not need to complete every box. One honest example can be enough to begin a useful conversation.