6 questions to ask schools in 2026

Artificial intelligence is only just beginning to reshape education, but it will be central to our children’s futures. Schools need to keep pace, teaching pupils both the benefits and the risks, and ensuring technology is used responsibly and creatively. You should ask whether AI is genuinely being used to enrich learning experiences, how computing curricula are evolving, whether PSHE lessons address online dangers, and how schools balance digital learning with traditional skills like reading, research and handwriting. Staff training is an important factor – are teachers trained and confident in its use, for example, to plan lessons and help with marking, or are they simply muddling through? Crucially, how does the school prevent pupils from leaning on AI to shortcut homework? City of London School for Girls has moved far beyond considering students’ use of ChatGPT; it’s preparing them to be active shapers of AI, with an AI literacy programme for all years and educating students about its ethical and environmental implications. 

Mobile phone policies are also climbing parents’ agendas. Most schools have rules on paper, but enforcement is what matters. St Edward’s, Oxford, is on top of the situation: phones are banned for Years 9 and 10 boarders, with Year 11s restricted to fixed times. The result? A surge in co-curricular engagement. In a striking reversal, the school has also reintroduced landlines to boarding houses, keeping pupils connected without constant distraction. The Good Schools Guide now publishes mobile phone policies of reviewed schools to give parents a head start on understanding their approach. Search our database to read the phone policies at schools on your list.

The questions to ask prospective schools are not only what the written policy is, though, but whether – and how – it is enforced. Pupils will give you the most honest answers on this topic, so it’s well worth asking your tour guide about their own experiences of phone use in school.

Schools inevitably hear differing viewpoints in the classroom, whether political, cultural or religious – perhaps more so than ever. Good schools see this as an opportunity to teach respect, critical thinking and debate. At Channing School in north London, ‘building relationships rather than creating conflict’ is the way girls are encouraged to think and talk about their actions rather than being disciplined for them; ‘non-judgemental’ conversation is now the favoured approach to creating harmony. 

‘Parents should ask how teachers are trained to manage sensitive topics and whether pupils are encouraged to listen as well as speak,’ advises Grace Moody-Stuart, director of consultancy at The Good Schools Guide. Is there a clear framework within PSHE or citizenship lessons for handling controversial issues? How does the school ensure balance, avoiding bias while promoting tolerance and responsible freedom of speech? Look for evidence in inspectorate reports, curriculum design and pupil feedback that diverse perspectives are handled constructively and don’t be afraid to ask the school about any issues that are directly relevant to your family.

The UK government usually publishes value-added metrics each year that track how a school’s pupils progress. Progress 8 scores pupil progress between primary SATs and GCSEs but pupils sitting GCSEs in the academic years 2024 to 2025 and 2025 to 2026 missed SATs during the Covid years, leaving no data to measure their progress. The Department for Education will still release figures such as Attainment 8 and public exam data, but judging schools on numbers alone isn’t the best way to decide whether a school will suit your child. ‘Look at historical Progress 8 data, but don’t stop there,’ says Melanie Sanderson, managing editor of The Good Schools Guide. ‘It’s like piecing together a jigsaw – results, inspectorate reports, independent resources and word of mouth all help build a fuller picture.

‘We urge parents to dig deeper: ask for the school’s own data regarding pupil progress; ask where pupils go after GCSEs or A levels, look for evidence of them moving on to a broad range of quality qualifications and institutions. Attendance, behaviour and engagement figures can also reveal how well a school supports whole-child development. The same principles apply to parents considering independent schools.’

Falling pupil numbers can affect schools in both the state and independent sectors, and parents should ask directly how leaders are managing the impact. In state schools, fewer pupils may mean reduced funding and, particularly in small primaries, becoming unviable. It’s worth asking how budgets are being protected and whether staffing or subject choices are affected.

In independent schools, dipping numbers can put pressure on finances, even leading schools to close at short notice (although often where one school fails, another is strengthened by mopping up displaced pupils). Parents should ask about long-term strategy, whether the school is investing in growth, and how it maintains breadth of opportunity. Look at class sizes: are they shrinking to the point of limiting social mix (and making a serious dent in the fee income schools rely on), or rising as schools consolidate with mergers and moves to coeducation? Ask about extracurricular provision too; is it being cut back or sustained?

If you’re considering independent school, this one’s for you. ‘School fees are rarely negotiable, but parents should ask about flexibility,’ says Melanie Sanderson. Most schools offer staged payment plans or monthly instalments, sometimes through third-party providers, which can ease the burden. It’s also worth asking about bursaries and scholarships; these can significantly reduce costs for families who qualify, whether on academic, musical, sporting or means-tested grounds. Don’t be shy about asking how widely such awards are granted and what proportion of pupils benefit. The key is transparency: ask early, and make sure you understand the full range of financial support available.