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Attending the open day is an important part of choosing your child’s school. You will tour the school, hear the head speak and meet some pupils and teachers.

School open days, are they really worth attending?

Absolutely. All schools, not matter how oversubscribed, are keen to market their wares to future applicants – if only to make sure everyone knows just how exclusive they are. Open days may not be a true reflection of the school on an average day and will always show the school at its best, but they’ll give you a flavour of what goes on and allow you to soak up the atmosphere. An open day is your chance to get a feel for the school, inspect the facilities and chat with pupils and staff. It’s useful to visit more than one school, even if you think you have your heart set on one in particular, so you can compare and contrast. Remember: selection is a two-way process. You are choosing a school as much as they are choosing your child. So seize the day.

The head’s talk

Always make sure you’re there in time to hear the head teacher’s presentation: they are the figurehead of the school and should accurately represent its ethos and culture. Even if the head isn’t an obviously inspirational speaker, don’t write off the school – he or she may be an excellent leader who is better on a one-to-one basis. Are they welcoming and approachable or do they give the impression that the school would be doing you a favour accepting your child? It may be true – but you don’t want to feel on the back foot. Do they portray the school as an academic hothouse or indicate that it has more of a laid-back, nurturing feel? Make sure this is in line with your aspirations and the kind of culture you are seeking for your child. Are they aiming the talk more at parents or including the potential future pupils in their address too?

The school tour

In all likelihood the school tour will be conducted by an existing pupil, so ask yourself (particularly with older students) whether they are the kind of person you would like your budding 10 year old to turn into. Ask them whether they volunteered to show prospective parents around or were they carefully chosen for their glowing academics, squeaky clean personality and extracurricular credentials? All schools have a handful of Perfect Peters, it’s the rest of the motley crew you need to meet to get a true feel for the pupil cohort.

Take this chance to interrogate your young guide about what life at the school is really like:

  • What do you like best about the school? Don't be surprised if it's break-times...
  • What subjects do you like best? (This often reveals the most popular members of staff.)
  • Are you happy here? Who wouldn't like it or fit in here?
  • Are you allowed to be an individual, to get on with your own thing, without teasing or bullying? (This might flush out peer group pressure to conform.)
  • What changes would you make if you were in charge? Don't be surprised if it is extended break-times....
  • Where is the head’s office? What do you think of them?
  • Have you got a brother or sister in the school; what does he/she think of it?
  • What happens if you forget your books, calculator, homework?
  • Do teachers mark your work promptly and explain where you've gone wrong? What happens about corrections?
  • How difficult is it to get selected for a school sports team or choir or after-school club?
  • Is it okay not to like/be good at sport? (Boys’ schools in particular)

Under the magnifying glass: what else should I look out for?

  • Does the fabric of the school feel cared for? Many schools’ buildings are old and worn but should feel clean and free from litter.
  • Is there a band, choir, orchestra, sport for all? Plays and productions? Not all of these things may interest your child but they can often dictate the ethos and culture of a school.
  • Is the atmosphere calm, relaxed and friendly? Stiff and formal? Are current pupils smiling and communicating pleasantly with each other?

Further questions when visiting a school: academic performance and results

  • How good is ‘value added’? Value-added measures the improvement in pupils’ performance over the years. If a child enters school with an expectation they will attain all C grades at GCSE (based on their Sats performance) and then does, no value has been added (clearly, the lower the expectation, the greater the scope to add value). 
  • How does overall value added compare with the national average? Is this consistent over all subjects or is the good news all in one or two areas? (We carry this information for state schools, and much more, on school's data pages, available to subscribers). 
  • How does the school monitor progress? The best use regular tracking integrated with the value added system, which allows the school to pick up under-performance quickly (within a term). If this is working well, it will result in lots of happy stories about pupils rescued and enthused teachers. 
  • What about pressure? Are they loaded down with homework from the off? Or do some spend the first few years coasting whilst others catch up? In some selective schools, in particular, pupils put immense pressure on themselves. How does the school deal with this?
  • Is it all work and no enrichment? Do they get out to visit galleries and museums, on geography field trips and language exchanges?
  • What subjects are popular at A level? Is there a strong gender divide, with boys doing maths/science whilst girls do arts and languages?
  • What languages are genuinely on offer - and how many take them – at GCSE and A level? One or two exotic foreign languages are more likely to imply a cohort of overseas students than a diverse offering for your offspring.
  • How are pupils grouped? Setting? Streaming? Mixed ability? Vertically? Horizontally? Or a mix of methods? There is no one right answer – but the school should be able to explain its policies.
  • Homework - how much, how often? Is there a homework club pupils can attend? Is homework supervised - where, how? Is additional help available from tutors or subject teachers via email? How is homework monitored, recorded and reported? Is there a holiday reading list or holiday homework? Ever? Never?
  • How does the school deal with particular special educational needs?

Further questions when visiting a school: sports and arts

  • What happens, when? Ask for a timetable of what happens and who is eligible. Are the choir and the dance club by audition only? Does the trampolining club actually happen, or is the teacher on maternity leave for a year?
  • Music - does it strike a chord? How many pupils learn a musical instrument, and for how long? Are there ensembles, choirs and orchestras? Do only the elite get a chance to perform?
  • Sport for all? If your child is keen on sport but unlikely to make the First XI, find out the school’s attitude. Are there house teams, fourth and fifth teams, sports clubs open to everyone? Or does the school concentrate all its efforts on the top performers, with no opportunities for those who play for fun?
  • Sporting choice? Are there options for the boy who refuses to play rugby or the girl who loathes hockey/lacrosse or wants to avoid team games altogether? What about those who trip up over their own feet? Are the facilities on site or a bus ride away?
  • Are budding thespians well served? Are there plenty of productions, and opportunities for everyone to get involved, backstage or front?
  • Travel for work and pleasure? If you think school trips are important, find out what actually happens. How many times a term will the average class get a trip? Is the German exchange open to everyone, or is it first come, first served? Are curriculum trips compulsory? Who gets to go on sports tours?
  • Are there plenty of clubs for all interests, from chess to macramé?

Further questions when visiting a school: pastoral care

  • Who is responsible for pastoral care? Who does you or your child contact to discuss problems?
  • Who will be overseeing your child? Form tutor? Head of year? Are there houses?
  • What does the school do about bullying? Bullying is universal, ‘We don’t have it here’ probably means they don’t look and there’s lots of it. A good sign is frequent examples of dealing well with it.
  • What happens when a child is ill?
  • What is the food like? Prepared from scratch, or brought in a reheated? Is it healthy and plentiful? Do the staff eat it?
  • Do they notice if pupils skip meals?  Does the tuck shop sell good food or junk? How aware is the school of the dangers and signs of anorexia, depression or self-harm?
  • Water - deluge or drought? Are drinking water fountains placed conveniently around the school? Are pupils allowed to take water into classes?
  • What is the temperature at the school in the winter? A question for Scottish and seaside schools particularly. Does it get too hot in summer?
  • What form do punishments take? Are prefects allowed to mete them out.
  • Rule breakers. What happens to those who steal? Use bad language? Or break the more petty school rules? How many have been excluded/expelled in the past three years?
  • Sex and drugs. What is the head’s attitude to discipline? Drugs? Sex? Alcohol? Homosexuality?

Further questions when visiting a school: parental involvement

  • How welcome are parents at the school? How involved are they with school life? Are they encouraged to attend mid-week matches, weekend chapel or special assemblies?
  • School report. How does the school report to parents? How often are parents’ evenings? How often are school reports issued? You would be surprised how many schools only provide one written report a year.
  • Are there regular parental socials? Is there an active Parents' Association/PTA? Are parents invited to end of term celebrations?
  • Parent portal? Is there special provision for parents on the school website? 
  • Getting in touch. Can parents talk to (or email) teachers when they want to – and will they get a response?

Visiting a boarding school

Old English boarding schoolIf you’re thinking about boarding school there’s a whole raft of extra considerations. Putting your child in boarding school implies implicit partnership and trust between school and parent. Don’t be taken in by charming heads or their marketing genies entertaining you with PowerPoint presentations and handing out DVDs (always taken on sunny days and always displaying the best of everything). Again, give some thought to what sort of character you want your child to turn out to be. Boarding schools, because they enfold your child for so much of the year, will make a substantial contribution to their character, and different boarding schools mould character in very different ways. You will never pick this up from the school’s marketing material: they all want to appear blandly wonderful.

When visiting potential schools, be sure to meet your child’s likely houseparents and the matron as well as the head teacher as these are the holy trinity that will make a difference to the day-to-day happiness of a boarder. If your child will have a tutor who looks after them for their duration of their time at the school, speak to some potential tutors too.

Ask how parent and child communicate. Weekly letter? Or nightly emails and a mobile phone? This is definitely something to talk to pupils about when you visit.

Be relentlessly questioning about any requirements which are particular to you. If your child has special educational needs (and there are many boarding schools in the UK which make superb provision for these) you will need to know exactly what is on offer, and how the school proposes to make you part of the decision-making process on such questions as whether to include or exclude your child from particular lessons. How good are the EFL lessons, and how much extra do they cost? What provision do they make for your faith? Don’t just take this on trust; talk to a co-religionist who is already at the school and find out what really happens.

Some problems that are easily tackled by local parents become much harder to deal with when a parent is distant. Discover whether matron will replenish (and mend) school (and home) clothes and if she can do it out of the secondhand shop. At the very same time you can be sussing out whether matron, and the under matrons, are cuddly, or moustachioed dragons who grump. If you want full boarding, find out how many others of your child’s age are there at weekends. What activities are laid on out of hours? Are boarders are allowed into town at weekends? How does the school control what they get up to? How can parents ditto?

The same problem of distance applies to bullying. Being able to recharge courage and self-confidence at home makes a child much more resilient in the face of low-level bullying than a child who has no such resort. Don’t be satisfied with the mere absence of stories about bullying; look for stories (particularly from gentler pupils) about how well bullying is dealt with and don’t be afraid to interrogate on this.

Do your homework

Savvy parents know that open days are one small cog in the cycle of choosing the right school for their child. Reading inspection reports from Ofsted or the Independent Schools Inspectorate, checking out internet chat forums, listening to other parents’ experiences and talking to individual teachers are all important too. We strongly recommend The Good Schools Guide as your ‘set text’ and if you still can’t see the wood from the trees, why not get in touch with our advisors at the Good Schools Guide Education Consultants who can always help guide you in the right direction.

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