Start each one by stating what an absolute delight the dc is and that they are a joy to have in the class.
Then they won’t notice much after that
That is probably true, for the vast majority of parents!
However there will be a few exceptions ;)
We came away from our most recent parents' evening thinking, in a positively surprised way, 'it seems this teacher knows DS well enough to have been able to pinpoint a weakness he absolutely needs to work on'. There were plenty of things where we weren't happy (mostly regarding targets set that he has mastered already; showing that she doesn't know him that well or isn't willing/able to extend him beyond that) but having her accurately determining something DS is not good at, was such a surprising, positive novelty that we barely noticed anything else (until much later).
On chatting with other parents it turned out that many came away from parents' evening very disappointed: 'she only listed bad things, she doesn't 'get' my child, she clearly doesn't like my child' that kind of stuff.
I guess what made us happy (detailed criticism; makes everything more meaningful, including the positive feedback) made most unhappy. Previous parents' evenings had been very much of the generic 'delightful child, joy to have in class' type which told us literally nothing (positive feedback is meaningless when you can't get across that it is not generic, but rather specific to this child) and left us dissatisfied. Whereas many other parents clearly preferred the other style!
So from my perspective I'd encourage you to make clearly non-generic comments, be they good or bad. Give examples for what you're saying, - she's a joy, you should have been there the other day when she ... - he struggles with spellings, I've noticed in the last spelling test in particular ... . - That kind of stuff.
But the 'bad', couch it carefully. Make sure you don't give an overly negative impression, parents might find it hard to put 'is struggling' in perspective; make it clear what you mean. There's a big difference between 'might have to move him from top to middle table' to 'if this continues, she won't meet year end expectations and will struggle to access next year's curriculum'. Make sure parents know which one you mean.
Whenever you mention something that's not so great about the child (be it academically or behaviour or whatever) do NOT just let it stand there; what are parents meant to do? Rather, follow up immediately with what YOU are doing to support the child with this, and then what THEY the parents might do at home (if anything).
That way, the parents go home feeling that you know their child, that they have learned something from this meeting, and they feel that you are addressing their child's needs, and they feel empowered to support their child too.
Huge contrast to that angry, helpless 'sinking feeling' when parents evening is basically a list of things your child does wrong/is not good at. And also a positive contrast to that 'well this was a bit pointless, I didn't really learn anything new, and as lovely as I believe my child to be, I bet she said the same to 2/3 of the class' meh-feeling we came home with for the first three years of DS' schooling.