School open evenings are designed to make a good impression.
The displays are tidy. The corridors are busy with helpful pupils. Departments prepare demonstrations. Senior leaders explain the school's strengths. Prospectuses are handed out. Everybody is trying to show the school at its best.
That is not a criticism.
An open evening should show families what the school is proud of.
But if you are trying to decide whether a school will suit your child, the headteacher's speech is only one part of the evening.
The more useful clues are often elsewhere.
How do staff speak to pupils when nobody is making a presentation?
Do students seem comfortable approaching adults?
What happens when you ask a difficult question?
Can the school explain how support actually works rather than simply saying that every child is known?
Does your child relax as they move around the building, or become increasingly uncomfortable?
Government advice on choosing schools recommends visiting schools, reading inspection reports, checking performance information and looking at the school's published policies rather than relying on one source alone.
This guide explains what parents can look for during an open evening beyond the polished presentation, and which details are worth following up before making a school choice.
Notice how the school feels before the presentation starts
First impressions are imperfect, but they can still tell you something.
Pay attention from the moment you arrive.
How are families welcomed?
Ask yourself:
- Is it clear where to go?
- Are staff available to answer practical questions?
- Do pupil guides appear confident and supported?
- Can families move around without feeling rushed?
- Are visitors with mobility or accessibility needs clearly accommodated?
A slightly disorganised entrance does not mean the school itself is poorly run. Open evenings are unusually busy.
But the way staff respond when something is unclear can be revealing.
Notice whether staff acknowledge your child as well as you
When you ask a question, does the member of staff speak only to the parent?
Or do they also engage the child who may actually attend the school?
A simple:
“What subjects are you interested in?”
or:
“How are you finding the evening?”
can say something about how naturally adults relate to pupils.
Local-authority admissions guidance also encourages families to notice whether staff seem interested in the child and whether visitors have genuine opportunities to speak with individual members of staff.
Listen to pupils as carefully as you listen to senior leaders
The headteacher can explain the school's vision.
Pupils can sometimes tell you how that vision feels on an ordinary Tuesday.
Ask simple questions
If pupil guides are available, you might ask:
- What do you like most about the school?
- What surprised you when you started?
- What happens if you do not understand something?
- What is lunchtime like?
- What clubs do people actually go to?
- What happens if somebody is having a difficult time?
You are not conducting an investigation.
You are listening for whether the answers feel natural and specific.
Do not expect pupils to criticise their school publicly
A pupil saying:
“Everything is amazing.”
does not prove everything is amazing.
Likewise, one teenager joking about homework does not reveal a serious institutional problem.
Look for repeated themes across different conversations.
Notice how pupils speak to each other
Are pupil guides respectful without looking frightened?
Do older pupils interact naturally with younger visitors?
Are pupils willing to ask staff questions?
These are only snapshots, but they can help you understand the social atmosphere.
Look at classrooms as working spaces, not just displays
Open-evening classrooms are often at their most attractive.
Displays can still tell you something, but look beyond decoration.
Look at pupil work
Useful questions include:
- Is a range of pupil work visible?
- Does the work suggest meaningful depth or mainly presentation?
- Are there examples from different year groups?
- Can staff explain what pupils are expected to learn?
Local-authority guidance specifically suggests looking at student work, equipment and learning resources rather than focusing only on the formal presentation.
Ask what an ordinary lesson looks like
You might ask:
“What would a typical Year 7 lesson in this subject look like?”
This often produces more useful information than:
“Is your maths department good?”
Ask how pupils who struggle are supported
Listen for specifics.
A useful answer may mention:
- teacher support;
- additional intervention;
- department catch-up;
- SEND support;
- literacy or numeracy programmes;
- how progress is monitored.
“We support every child” sounds positive, but it tells you very little about what happens in practice.
Pay attention to behaviour and how adults talk about it
Many schools will describe themselves as having high expectations.
The important question is what those expectations look like day to day.
Ask what happens when a pupil gets something wrong
You might ask:
- What happens if a pupil forgets equipment?
- What happens after repeated low-level disruption?
- How are sanctions communicated to parents?
- What happens after a serious incident?
- How does the school help a pupil improve rather than simply accumulate sanctions?
Listen to the language staff use
There is a difference between:
“We have clear routines and pupils know what is expected.”
and:
“We do not tolerate children who cannot behave.”
Both may describe a strict school.
But the tone tells you something about how adults conceptualise pupils who struggle.
Ask about bullying directly
Every school will say bullying is taken seriously.
A better question is:
“If my child said they were being repeatedly excluded or bullied, what would happen next?”
Look for a clear process rather than a slogan.
Look closely at pastoral support
Children do not experience school only through lessons.
Form time, break, lunch, changing rooms, corridors and friendship difficulties can be equally important.
Find out who your child would go to
Ask:
- Who is the main pastoral contact for Year 7?
- What is the role of the form tutor?
- Is there a head of year or pastoral manager?
- How can pupils ask for help?
- How are parents contacted when there is a concern?
Ask how support works outside lessons
For some children, lunchtime is harder than maths.
You might ask:
- Are there structured lunchtime clubs?
- Is there somewhere quieter to go?
- How are friendship difficulties supported?
- Are there supervised spaces?
Local SEND guidance specifically recommends asking how children are supported outside the classroom, how friendships are supported and what lunchtime or after-school activities are available.
Notice whether support sounds reactive or preventative
Does the school mainly describe what happens once a pupil is in crisis?
Or can staff also explain how they identify children who are beginning to struggle?
The difference can matter for quieter pupils who do not actively seek help.
Ask detailed questions about SEND if it matters to your child
If your child has SEND, generic reassurance is not enough.
Schools in England must publish a SEN information report, and government school-choice guidance specifically points parents towards it as a source of information.
Ask about your child's actual needs
For example:
- How do you support pupils who struggle with transitions?
- What happens if a pupil becomes overwhelmed in a busy corridor?
- How do teachers know what adjustments a pupil needs?
- What support is available during unstructured time?
- How are teaching assistants deployed?
- How do you communicate with parents?
Ask who you can speak to in more detail
An open evening may not be the best environment for a 20-minute discussion about your child's needs.
Ask whether you can:
- speak briefly with the SENCO;
- arrange a follow-up call;
- visit during the school day;
- discuss transition arrangements before entry.
Look at physical access too
If relevant, check:
- stairs and lifts;
- distance between buildings;
- toilet access;
- crowded corridors;
- quiet spaces;
- access to specialist rooms.
Guidance for families choosing secondary schools for children with SEND recommends considering lesson movement, break arrangements, school trips, clubs and physical accessibility rather than looking only at classroom provision.
Ask how the school supports pupils who fall behind
Every school has pupils who struggle academically.
The useful question is how quickly that struggle is noticed and what happens afterwards.
Ask how progress is monitored
You could ask:
- How often is progress reviewed?
- How are parents informed?
- What happens if a pupil starts falling behind?
- How do you distinguish between a temporary dip and a wider difficulty?
Admissions guidance from local authorities commonly suggests asking how schools monitor progress and what additional help is available when a pupil finds a subject difficult.
Ask about support without assuming intervention always means withdrawal
Find out whether support happens:
- inside normal lessons;
- through short interventions;
- during tutor time;
- after school;
- through specialist support.
There is no single correct model.
You are trying to understand how the school responds.
Notice what the school says about high-attaining pupils too
Support is not only about catching up.
A child who already understands much of the work also needs appropriate challenge.
Ask what challenge looks like
A useful question is:
“What happens when a pupil is already secure in what is being taught?”
Listen for answers involving:
- deeper questions;
- more demanding application;
- subject enrichment;
- extension opportunities;
- appropriate curriculum pathways.
“They get more work” is not necessarily the same thing as challenge.
Look at what happens beyond lessons
Clubs and activities are sometimes treated as extras.
For many pupils they are central to belonging.
Ask which activities actually run
A prospectus may contain an impressive list.
Ask:
- Which clubs are running this term?
- Are they free?
- Are some oversubscribed?
- Do pupils need to travel home independently afterwards?
- Are there lunchtime options for pupils who cannot stay after school?
Notice the range
Are activities concentrated mainly around sport?
Or are there opportunities involving:
- music;
- art;
- drama;
- coding;
- debate;
- reading;
- STEM;
- volunteering;
- games;
- school leadership.
For a child who is worried about making friends, these structured opportunities can matter enormously.
Ask about the practical school day
Some of the most important questions are not glamorous.
What happens at lunchtime?
Ask:
- How long is lunch?
- How crowded is the dining hall?
- Can pupils bring packed lunches?
- Where do pupils go afterwards?
- Are younger year groups separated in any way?
How much movement is involved?
In a large secondary school, pupils may cross several buildings between lessons.
Ask:
- How long is lesson changeover?
- Are late marks given while pupils are still learning the building?
- How are new Year 7 pupils supported initially?
What happens before and after school?
Find out about:
- breakfast clubs;
- library opening;
- homework clubs;
- after-school supervision;
- late buses where applicable.
These practical details can affect family life every day.
Look at the journey as part of the school choice
A school can seem perfect inside the building and still be difficult to attend every morning.
Make the real journey
Where possible, test:
- the walk;
- bus journey;
- train connection;
- school transport;
- traffic around drop-off.
A journey that takes 20 minutes at 6pm during an open evening may take considerably longer at 8am.
Think beyond September
Ask whether your child could realistically manage the journey:
- in winter;
- after an after-school club;
- when transport is disrupted;
- independently as they get older.
Admissions guidance also recommends considering travel time and transport arrangements as part of the decision rather than treating the journey as an afterthought.
Do not let one headline measure make the decision for you
Ofsted judgements, exam outcomes and performance data can all provide useful information.
None tells you everything about whether your child will thrive there.
Use several sources together
Government school-choice guidance recommends combining school visits with:
- Ofsted reports;
- performance tables;
- admissions information;
- school website information;
- local knowledge.
Look at the underlying detail
Rather than simply asking:
“Is this a good school?”
ask:
- Does the school seem strong in areas important to my child?
- Does support appear practical?
- Does the behaviour system fit my child?
- Does the curriculum offer what they may want later?
- Does the daily environment feel manageable?
Pay attention to how your child responds to the school
Your child's preference should not necessarily make the whole decision.
But it should not be ignored either.
Ask more than “Did you like it?”
Try:
- Which part did you like most?
- Was anything uncomfortable?
- Which teacher did you enjoy speaking to?
- Could you imagine coming here every day?
- What did you think of the pupils?
- Which school have we visited that felt easiest to understand?
“It was good” tells you very little.
Separate the school from the show
Your child may love:
- the science experiment;
- free sweets;
- a sports demonstration;
- seeing friends;
- the drama performance.
Those things matter, but ask what the normal school day might feel like after the demonstrations have been packed away.
Admissions guidance explicitly recommends asking whether your child feels comfortable in the school and discussing the reasons behind their preference rather than simply recording which school they liked.
Consider asking to visit during the school day
An open evening is not an ordinary school day.
That is unavoidable.
If you are seriously considering a school and still have important questions, ask whether another visit is possible.
A daytime visit may let you notice
- corridor movement;
- normal classroom atmosphere;
- lunchtime routines;
- staff-pupil interaction;
- noise levels;
- how pupils move around the site.
Some schools will be able to accommodate this more easily than others.
Local-authority admissions guidance notes that families can ask to visit during the school day if they want to see the school in action.
Frequently asked questions
What should I look for at a secondary school open evening?
Look beyond the presentation. Notice staff-pupil relationships, classrooms, pastoral support, behaviour expectations, SEND provision, lunchtime arrangements, clubs, practical routines and how comfortable your child feels in the environment.
What questions should I ask teachers?
Ask specific questions about ordinary practice: what happens when a pupil struggles, how progress is monitored, how behaviour is managed, how pupils ask for help and what support exists outside lessons.
Should I speak to pupils at the open evening?
Yes, where the school has pupil guides or ambassadors available. Simple questions about lessons, lunch, clubs and settling in can provide useful context, although remember that pupils are representing their school at a formal event.
How important is the headteacher's speech?
It can help you understand the school's priorities, ethos and leadership message. Treat it as one source of information rather than the whole picture.
Should I choose the school my child likes best?
Your child's view matters, but combine it with practical issues such as admissions likelihood, journey, curriculum, support and the overall fit. Ask why they prefer one school rather than relying on the preference alone.
How do I compare schools after several open evenings?
Write short notes immediately after each visit. Use the same categories for each school, such as atmosphere, learning, behaviour, SEND, pastoral support, journey, activities and your child's reaction.
Should I ask about exam results?
Yes, if relevant, but published performance information is already available. Open-evening time may be more valuable for asking questions that data cannot answer, such as how pupils are supported when they struggle.
What should I ask if my child has SEND?
Ask about your child's actual needs rather than simply whether the school is “good with SEND”. Find out how teachers receive information, what adjustments are possible, how unstructured time is supported and whether you can speak with the SENCO.
Should I worry if an open evening feels chaotic?
Not automatically. Hundreds of visiting families can make even a well-run school unusually busy. Notice how staff manage the situation rather than expecting the evening itself to resemble an ordinary day.
Can I ask to visit again?
Yes. Schools may offer open mornings, tours or individual visits, although availability varies. A daytime visit can be particularly useful where your child has specific needs or you are deciding between closely matched schools.
What information should I check after the evening?
Review the school's admissions criteria, website, SEND information, behaviour policy, curriculum, latest Ofsted information and performance data. Also confirm practical issues such as journey and transport.
What is the biggest mistake parents make at open evenings?
One of the biggest is being so focused on the polished presentation that they forget to ask what an ordinary school day will actually feel like for their child.
An open evening cannot tell you everything about a school.
It is a carefully prepared evening, and every school will naturally want to show you its strongest side.
That does not make the evening useless.
It simply means you need to look in more than one direction.
Listen to the headteacher.
Then walk the corridors.
Speak to pupils.
Ask teachers what happens when things go wrong.
Find out who notices a child who is struggling.
Look at lunchtime, SEND, clubs, behaviour and the journey home.
Most importantly, watch your child.
The best school on paper is not automatically the best school for every pupil.
A useful open evening helps you move beyond asking:
“Is this a good school?”
and towards the much more useful question:
“Can I see my child learning, belonging and coping well here every day?”
