Progress Review (Tripartite) Meetings

What is a progress review or tripartite meeting?

A progress review meeting (often called a tripartite meeting) is an opportunity to discuss the progress of the apprentice, to check on their knowledge and understanding of recent learning and the impact on their practice. This is a three-way meeting between the apprentice, the apprentice's employer and the Queen Mary mentor/Senior Tutor. Meetings should take place at least twice each semester.

The purpose of these meetings is to ensure that the apprentice is making good progress against the Knowledge, Skills and Behaviours (KSBs) listed in the standard. This is done by reviewing evidence in their portfolio and progress in achieving their training plan.

These meetings play a major role in the development and support of the apprentice and also provide a vital opportunity for giving and receiving feedback.

All three participants should review academic progress being made in the programme and vocational progress in the workplace in the context of the training plan. They should also review actions agreed in previous meetings and review evidence captured in the apprentice’s portfolio (where applicable).

Meetings provide an opportunity to identify areas for development against the apprenticeship standard, recognise achievements, and identify any issues or concerns that may impact on the success of the apprenticeship.

Getting the most out of progress review meetings

Before the meeting

• Set out clear expectations for each meeting
• Share information ahead of the meeting in order to maximise time and enable reflection and preparation
• Ensure that training plans are personalised, setting out and tracking goals and demonstrating a clear path towards attainment. Identify specific and actionable targets. This approach will motivate learners as they move through their apprenticeship

During the meeting

• Set out a clear plan and expectations for the apprenticeship in the first meeting
• Focus on the learner journey:
  • Discuss where the apprentice is on the learning journey - are they on track?
  • Ask the learner to reflect on their progress against the milestones set out in the training plan and any actions agreed in previous meetings;
  • Discuss and plan the ongoing co-ordination of the on and off the job learning with the employer; for example, plan learning activities in the workplace together that will support the development of the next set of KSBs for the forthcoming modules. Check that off the job learning hours are being recorded and are on track;
  • Record and celebrate achievements and the KSBs that they demonstrate;
  • Discuss the impact of the learning - both for the apprentice and the employer;
  • Discuss personal and career development - for example, plan CPD activity to support the apprentice's career progression;
  • Create opportunities for the learners to reflect on the challenges they have faced and how they have overcome them;
  • Encourage the apprentice to reflect on what they have done above and beyond the requirements of the apprenticeship;
  • Make time to cover any wellbeing and safeguarding concerns;
  • Consider any adjustments which may be needed (additional support to boost attainment or reconfigure goals to challenge any learners progressing better than expected) and agree a workable plan;
  • Outline any specific points the learner needs to hit in order to be on track at the next review.
• Ask the employer to share what they think about the apprentice’s progress, any concerns they have and whether they agree with the assessment
• Discuss what the employer can do to support the apprentice to achieve the actions that have just been set out
• Agree clear, measurable and achievable goals, specific to the requirements and the KSBs, to allow all parties to track progress.

After the meeting

• Properly document the learner review meetings: gathering evidence of the learner’s achievements and demonstrate attainment against their goals, as well as against the standards KSBs. This has benefits for everyone:
  • Learners - empowers them with knowledge of where they are and where they are going
  • Employer - enables understanding of the learner’s progress (areas for improvement or extra work)
  • Queen Mary – provides insights to improve programmes and processes and demonstrates that requirements have been fulfilled
• Tripartite review meetings are a requirement under funding rules. It is important that meetings are carefully documented in order to evidence the apprentice's progress and engagement with their programme.

Acknowledgements

This resource was created by adapting information taken from the following resources: 

Aptem - Tips for running effective tripartite review meetings

University of Liverpool Centre for Innovation in Education- Simulated Apprenticeship Tripartite Review (You Tube)