Lesson Element
Unit 6: Personalisation and a person-centred
approach to care
LO4: Know how to plan and conduct review
meetings using a person-centred approach
The purpose of review meetings
Instructions and answers for tutors
These instructions cover the learner activity section which can be found on page 5. This
Lesson Element supports Cambridge Technicals Level 3 in Health and Social Care.
When distributing the activity section to the learners either as a printed copy or as a
Word file you will need to remove the tutor instructions section.
The activity
This Lesson Element will develop learners’ understanding of the purpose of review meetings
in health and social care. Tutors will discuss with learners the barriers to using a personcentred approach to review meetings in practice. Learners will carry out their own research
into how reviews can be person-centred in their approach. They will choose how to present
and share their learning.
Suggested timings
Activity 1: 30 minutes
Activity 2: 1 hour 30 minutes
Activity 3: 1 hour
ABC – This activity offers an
opportunity for English skills
development.
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Activity 1
Talk to learners about the importance and purpose of review meetings in health and social
care.
Explain that review meetings are carried out (or commissioned) by the local council for all
individuals who receive social care. The purpose of a review is set out in statutory guidance
from the Department of Health.
Reviews should:
 establish how far the services provided have achieved the outcomes, as set out in the
care plan
 re-assess the needs and circumstances of individuals receiving care
 help determine individuals’ continued eligibility for support
 confirm or amend the current care plan
 comment on the effectiveness of direct payments, if appropriate.
Sometimes in these meetings, people are not listened to, things don’t move forwards for the
individual and there is little focus on positive change. Discuss with learners why this might be
the case.
 professionals sometimes think they know what is best for individuals
 there is a focus on getting the information needed for recording purposes rather than on
solutions to problems
 they tend to focus on the present rather than the future
 professionals may have preconceived solutions and not be open to new ideas.
Activity 2
Ask learners to find out about person-centred reviews. They could organise their learning in
three sections:
1. What is the purpose of a person-centred review?
2. What does a person-centred review aim to do?
3. How does a person-centred review bring about positive change?
Example answer:
What is the purpose of a person-centred review?
 To ensure the person is living the life they want.
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What does a person-centred review aim to do?
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Put the person receiving care at the centre
Bring together the people who are providing support to the person
Base actions on what is or isn’t working
Base actions on what is important to and for the person
Focus on the person’s capacities and gifts
Build information about the person collectively.
A person-centred review brings about positive change by asking:
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What is important to the person now?
What is important to the person for the future?
What does the person need to stay healthy, safe and well supported?
What questions do we need to answer?
What is and isn’t working from everyone’s perspectives?
What actions or solutions are needed?
Useful resources:
SNAP Cymru Person Centred Planning: www.snapcymru.org/wpcontent/uploads/2014/09/PCP-Booklet.pdf
Wokingham Borough Council Person-Centred Reviews: Guidance for Schools and other
Services:
https://search3.openobjects.com/mediamanager/wokingham/info/files/person_centred_revie
ws_-_guidance_for_schools.pdf
Department of Health Outcome-focused Reviews: A practical guide:
http://www.thinklocalactpersonal.org.uk/_library/Resources/Personalisation/Personalisation_
advice/OutcomeFocusedReviews2.pdf
Helen Sanderson Associates ‘Person-Centred Reviews’:
http://www.helensandersonassociates.co.uk/person-centred-practice/person-centredreviews/
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Activity 3
Learners could be given a range of options for presenting their learning. They could produce
a poster, a slide presentation, or they could work in a small group and produce and perform
a role play of a person-centred review meeting.
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Lesson Element
Unit 6: Personalisation and a person-centred
approach to care
LO4: Know how to plan and conduct review
meetings using a person-centred approach
Learner Activity
The purpose of review meetings
This Lesson Element will develop your understanding of the purpose of review meetings in
health and social care. You will reflect on why review meetings in practice are not always
person-centred. Your tutor will support you in carrying out your own research into how
reviews can be person-centred in their approach. You will be given a range of choices about
how to present and share your learning.
Activity 1
Your tutor will talk to you about the importance and purpose of review meetings in health and
social care.
Sometimes in these meetings, people are not listened to, things don’t move forwards for the
individual and there is little focus on positive change. Why do you think this might be the
case?
Activity 2
Use the resources suggested by your tutor to find out about person-centred reviews.
Organise your learning into three sections:
1. What is the purpose of a person-centred review?
2. What does a person-centred review aim to do?
3. How does a person-centred review bring about positive change?
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Activity 3
In order to demonstrate and share your learning you could:
 Produce a poster or slide presentation.
 Work in a small group to produce and perform a role play of a person-centred review
meeting.
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