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This article looks at the evaluative and linguistic practices at work in review meetings in early childhood education. These evaluative practices are called on to enable the establishment of a collaborative partnership between parents and professionals. Taking the theoretical and methodological approach of interactional analysis, this article studies transcripts from six meetings in which the evaluative statement “It’s normal” appears repeatedly. This statement has several functions: to negotiate the information shared; to establish relational positionings between the participants; and to co-construct argumentation in the structuring of interactional language. This article discusses the interconnectedness of these functions as well as the importance of the interactional skills mobilized by the professionals to create the conditions for a partnership-based relationship with the parents during the meetings.