In today’s Further Education (FE) landscape, experienced apprenticeship trainers, assessors, coaches and mentors are being challenged to rethink their approach to progress reviews. Many once viewed progress reviews as primarily a compliance task – but reviews now (importantly) need to be much more focused on learner development, employer engagement and the quality of learning (which Ofsted take a keen interest in too). But how do we move beyond the tick-box mentality and towards something more meaningful?
We caught up with SDN’s Bradley Goldsworthy about some of the challenges he has seen in delivering high-impact progress reviews, how providers can review their own practice and his recent work with SDN’s curriculum specialist, Chris Cherry, on developing a new CPD course: “Progress Reviews: Advanced practice for expert practitioners” to support practitioners to address these challenges head-on:
Digital tools and AI – opportunity or overload?
“The shift to digital portfolios, online reviews and AI-supported tools has revolutionised how we track and support learner progress. But with this transformation comes complexity. Practitioners now juggle new systems, evolving technologies and data expectations – all while trying to maintain the personal and developmental focus that good progress reviews require.
The course takes a practical approach to this challenge. In the first session, participants explore how to use digital and AI tools not just to save time, but to create richer, more individualised objectives. They’re introduced to models like SMART, SLIM and competency-based frameworks, and shown how these can be enhanced through AI for goal setting and evidence-gathering, without losing sight of the learner’s voice.”
Progress reviews and Ofsted readiness
“With Ofsted’s focus on intent, implementation and impact, the quality of progress reviews is more critical than ever. But documentation demands often lead providers to overcomplicate the review process. Practitioners report being bogged down in templates, targets and audit trails that serve compliance more than they serve the learner. It’s vital to keep in mind what my colleague Lou Doyle wisely says: “Quality is what you’re doing when no one else is looking.” If we focus on getting that right, inspections and audits will naturally reflect the strength of our practice.
This course aims to reverse that trend. It offers tested techniques for integrating formative assessment, professional discussion and review outcomes into documentation that is both high quality and purposeful. By engaging with case studies, participants learn how to evidence progress clearly and meaningfully, improving both inspection readiness and learner clarity.”
Engaging employers and workplace mentors
“Progress reviews are meant to be a collaborative conversation involving the provider, apprentice and employer. Yet in practice, employer involvement is often inconsistent or superficial. Busy schedules, unclear expectations and limited training for mentors all contribute to this gap.
One of the standout features of the course is its focus on meaningful employer engagement. Participants explore strategies for co-developing objectives that align with on-the-job realities and for helping mentors take an active role in review discussions. By embedding the employer voice more deeply, progress reviews become a shared responsibility, improving outcomes and retention.”
Supporting neurodiverse and struggling learners
“One-size-fits-all doesn’t work in progress reviews. Further education learners are more diverse than ever, and that means our approach needs to be too.
Standardised formats can exclude some apprentices. Neurodiverse learners can find the process inaccessible. Others switch off if the focus is purely on performance, without space for personal or contextual conversations.
That’s why, in session two of the course, we explore how to tailor progress reviews through real case studies and practical profiling, for example:
- Recognising different learners – from high-flyers to those facing barriers
- Reframing missed targets as learning opportunities
- Making every conversation inclusive and impactful
The goal? Progress reviews that are responsive, inclusive, and genuinely developmental.”
Moving beyond the tick-box
“The biggest cultural challenge in FE progress reviews remains the persistence of the tick-box approach. Generic targets, passive learners and surface-level discussion still dominate in many settings. However, the shift is underway, and it starts with the practitioner’s mindset.
The course is designed to support that shift. It helps experienced professionals lead more in-depth professional discussions, craft personalised objectives, and create reviews that apprentices own. Through interactive activities, mock reviews and peer feedback, participants leave with both a refined skillset and a clear improvement plan.”
Final thoughts
“Progress reviews should be more than checkpoints. They should be catalysts for learning, for reflection and for growth. As the demands on FE providers increase, from digital transformation to Ofsted expectations, it’s more important than ever that practitioners are equipped with the tools and techniques to make each review count.
This course is not about doing more reviews or adding extra admin. It’s about doing reviews better.”
For experienced practitioners ready to move to the next level, “Advanced Practice for expert practitioners” offers the space, skills and support to reframe the role of the progress review and to transform it into something truly powerful. Click on the link to find out more, and do join us for our next session!