NDIS Plan Review Preparation: A Family Checklist That Works

Solid NDIS plan review preparation is the difference between walking out with a plan that grows with your young person and walking out with a cut. Reviews are not a formality. Every review is a fresh assessment. The NDIA planner will look at how the current plan was spent, what progress was made against goals, what has changed, and what supports are reasonable and necessary for the next period.

This guide walks you through what to gather, what to say, what not to say, and how to increase the chances of a good outcome. It is written for families supporting young people aged 12 to 20, but the principles apply to any plan review.

What is an NDIS plan review?

A plan review is a meeting between the young person, their family, and an NDIA planner or Local Area Coordinator to decide what the next NDIS plan will look like. Reviews happen at the end of every plan period, when circumstances change significantly, or when either party requests one.

There are two types. A scheduled review happens at the natural end of the plan. An unscheduled review, sometimes called a plan variation, can be requested at any time if the young person’s situation has changed. If your current plan is not working, the unscheduled review process is often the right path. Our guide on what to do when your plan is not working covers that in detail.

Reviews used to be called Plan Reassessments in NDIA language. You will see both terms.

How does a plan review work in practice?

The review usually happens by phone, video call, or in person. It runs for one to two hours. The planner will ask about:

• Progress against the goals in the current plan
• What supports have been used and what has not
• Any changes in the young person’s disability, health, or living arrangements
• What supports are needed going forward and why

They will read reports, letters, and evidence you submit before the meeting. The plan is not usually finalised on the day. It is drafted after the meeting and then sent to you for approval. You can dispute a draft before it is finalised.

What evidence should you gather for a review?

Evidence is the single most powerful tool at a review. A well prepared evidence pack changes outcomes. Weak or missing evidence almost always leads to cuts.

Gather the following at least four weeks before the review:

1. Updated reports from allied health professionals. Any therapist who works with the young person, occupational therapist, speech pathologist, psychologist, physiotherapist, should write a report covering current functioning, goals, and recommended supports for the next plan period. Ask for it early. Good reports are specific and use functional language.
2. A letter from the GP or paediatrician confirming the disability and any changes in health status.
3. School reports and IEPs if the young person is at school. These document functional capacity in a real setting.
4. A behaviour support plan if one exists, along with an update from the PBS practitioner.
5. A support coordinator report if you have one. Coordinators can summarise the year, what worked, what did not, and recommend adjustments.
6. Progress notes from support workers or mentors covering community access, capacity building, and life skills.
7. A parent or carer statement describing daily life, what supports look like, and what remains difficult.

For young people in out of home care, add reports from the DCJ caseworker and any relevant clinical team. Our OOHC and the NDIS guide covers how these two systems intersect.

What should you ask for at a review?

Go in with a written list. Never rely on remembering everything under pressure. Your list should include:

• The total supports you want funded, in dollar terms if possible, matched to specific line items and providers.
• Any new supports the young person needs that were not in the previous plan, with evidence for each.
• Any changes to plan management (agency, plan, self).
• Support coordination if you do not already have it. Ask for Level 2 Coordination of Supports as a baseline for young people with complex needs.
• Longer plan length if the situation is stable and predictable. Two or three year plans are increasingly common.
• Stated funding for supports you know need protection, such as specialist behaviour support or mentoring.

Frame requests around goals. Every dollar has to link to a goal. Weak goal statements produce weak funding outcomes.

What should you not say at a review?

• Do not say the young person is “doing better” if there are still significant needs. Improvement in one area does not mean supports can be reduced. Frame progress as the result of the current supports working, not evidence that they are no longer needed.
• Do not say a support “is not really being used” if the reason is that a provider fell through or the young person disengaged temporarily. Explain why and what the plan is to re engage.
• Do not agree to a reduction on the spot. If the planner suggests cutting a category, ask for time to consider and provide additional evidence.
• Do not use vague language like “help with life skills”. Be specific: “capacity building for cooking, budgeting, and public transport, delivered by a mentor twice a week for two hours.”
• Do not blame past providers. Focus on what the young person needs, not on old grievances.

What are common outcomes of a plan review?

Reviews usually produce one of four outcomes.

A similar plan. Funding stays roughly the same with minor adjustments. This is common when circumstances are stable.

An increased plan. New evidence, new needs, or a transition point like leaving school leads to more funding. Preparation and evidence are what unlock this.

A reduced plan. Underspend, weak evidence, or planner interpretation leads to cuts in one or more categories. This is often reversible with strong evidence submitted after the draft plan arrives.

A significantly different plan. New supports appear, others disappear. This happens most often for young people transitioning from school to post school, or from adolescent to adult supports.

Action steps for the four weeks before a review

Four weeks out: request reports from every therapist, doctor, and school professional involved.

Three weeks out: draft your parent statement and gather all provider reports.

Two weeks out: meet with your support coordinator (if you have one) to plan the pitch.

One week out: send the evidence pack to the NDIA in advance so the planner has time to read it. Prepare your written list of requests.

Day of: bring a support person, take notes, do not agree to anything on the spot that reduces funding.

After the meeting: check the draft plan carefully. Dispute anything that has been cut before it is finalised.

Frequently asked questions

How long before my review should I start preparing? Six to eight weeks is ideal. Reports take time to prepare and providers get booked out.

Can I bring someone with me to the review? Yes. A support coordinator, advocate, family member, or provider can attend. This is often useful.

What if I disagree with the draft plan? You can dispute it before it is finalised. If it is already finalised, you can request an internal review of a reviewable decision within three months.

Do I have to attend the review in person? No. Most reviews now happen by phone or video call. Choose the format that suits you.

Will a review always take my funding away if I underspent? Not automatically, but underspend is a common trigger for cuts. Explain any underspend clearly and show what the plan is going forward.

If you would like help preparing for a review, including evidence coordination and provider reports, make a referral or call Supporting Communities Australia on 0480 800 521. We work with young people aged 12 to 20 across Western and South West Sydney and know what a strong review pack looks like.