diff --git a/app/views/service-assessments/run-peer-review.html b/app/views/service-assessments/run-peer-review.html
index c40c05a..afee8bd 100644
--- a/app/views/service-assessments/run-peer-review.html
+++ b/app/views/service-assessments/run-peer-review.html
@@ -25,26 +25,30 @@
 
 Alpha and beta peer reviews are 4 hours long.
 
-As an assessor you'll consider whether the team are doing the right thing in the right way and are considering the [Service Standard](https://apply-the-service-standard.education.gov.uk/service-standard). You'll provide recommendations for the team to take forward into the next phase.
+As an assessor you'll consider whether the team are doing the right thing in the right way and are considering the [Service Standard](https://apply-the-service-standard.education.gov.uk/service-standard). You'll provide recommendations for the team to take forward.
 
 ## The peer review panel 
 
-A panel will consist of user research, design, product or delivery and a technical role. Together, you'll provide a level of assurance for a team to decide if they need to stop or carry on. 
+A panel will consist of user research, design, product or delivery and a technical role. 
+
+Together, you'll provide a level of assurance for a team to decide if they need to pause and focus on recommendations or carry on as they are.  
+
+If the team is at discovery you can help them to decide whether to continue with the project or not. 
 
 As part of the panel, there will be a lead assessor, who'll be responsible for chairing the peer review and coordinating the report. 
 
 ### Before a peer review 
 
 Assessors should: 
-- read the supporting artefacts about the work the team has done. Start to think about questions
+- read the supporting artefacts about the work. Start to think about questions
 - take part in a pre-call, organised by the service assessment plus team, to do introductions and agree an agenda 
 - answer any questions or concerns the team may have 
 - read any reports from previous phases
 
 Lead assessors should also:
-- meet the team to finalise timings, what to cover, breaks and how they want to take questions
+- meet the team to finalise timings, what to cover, when to have breaks and how they want to take questions
 - check if there's anything the team want assessors to focus on
-- meet the assessor panel via Teams, check if they've read any previous phase reports and ask if there's anything they want to focus on
+- meet the assessor panel via Teams, or on Slack, check if they've read any previous phase reports and ask if there's anything they want to focus on
 - check if anyone in the team or panel has any particular needs that should be taken into account
 
 ### During a discovery peer review 
@@ -65,19 +69,19 @@
 - ask questions to support the team in demonstrating why they've built what they have 
 - use the practical examples in [Apply the Service Standard in DfE](https://apply-the-service-standard.education.gov.uk/service-standard) to review the work in a proportionate way. Take into account the context the team are working in
 
-### Responsibilities for the lead assessor 
+### Lead assessor responsibilities for all peer reviews
 
 During all peer reviews, lead assessors should:
 - explain the purpose of the peer review and how it will run
 - manage time keeping, check people get breaks
 - bring in the assessment panel for questions
-- wrap up
+- explain next steps and wrap up
 
 ### After a peer review on the day
 
 Assessors should attend a wash-up call.
 
-The lead assessor should chair the call with the panel. One way to do this is:
+The lead assessor should chair the call with the panel. Use this session to:
 - check in with assessors
 - run through the [Service Standard](https://apply-the-service-standard.education.gov.uk/service-standard) to give advice in the report for the team and service owner to consider
 - invite comments from observers
@@ -118,7 +122,7 @@
 | Time | Action |  
 |------------------|----------------------------|  
 | 5 to 10 minutes | Introductions and housekeeping |  
-| 50 minutes | Team show and tell: problem, context and constraints, service demo |  
+| 50 minutes | Team show and tell |  
 | 50 minutes | User research | 
 | 10 minutes | Break |  
 | 45 minutes | Design |