Choosing a school is an important decision, but an open day can sometimes feel overwhelming. There may be a presentation from the headteacher, a guided tour, crowded corridors and a large amount of information to absorb in a short time. Without some preparation, it is easy to leave having heard plenty about the school but without answering the questions that matter most to your family.
An open day should help you understand more than examination results, facilities or promotional claims. It is an opportunity to see how pupils and staff interact, how the school communicates its values and whether its routines, expectations and support systems are likely to suit your child.
The questions below are not a script that must be followed word for word. Choose the ones most relevant to your child and use the answers, together with what you observe, to build a fuller picture of everyday life at the school.
How does the school approach teaching and learning?
Schools can follow the same national requirements while creating very different classroom experiences. Some place particular emphasis on structured instruction, regular assessment and clearly defined routines. Others may make greater use of discussion, practical learning, independent projects or cross-curricular work.
Ask what a typical lesson looks like and how teachers balance explanation, practice and independent work. You may also want to know how reading, writing, mathematics, science, creative subjects and physical education are treated across the timetable.
Listen for specific examples rather than broad claims about excellence or innovation. A useful answer should explain what teachers actually do, how pupils are expected to participate and how the school knows whether children are learning successfully.
For a broader overview of what children study at different ages, see Understanding the UK Curriculum and Key Stages.
How does the school support different needs and abilities?
Every class includes children with different levels of confidence, prior knowledge and support needs. Ask how teachers respond when a pupil is struggling and how they provide further challenge when a child has already understood the work.
Useful questions include how the school identifies gaps, what additional teaching or intervention may be available and how progress is reviewed. Try to establish whether support normally takes place within the classroom, in small groups or through individual sessions.
Parents of children with special educational needs or disabilities may want to ask to meet the SENCO and discuss the child’s specific circumstances. Find out how teachers adapt lessons, how support plans are reviewed and how the school works with families and external professionals.
A school should be honest about the support it can provide. Reassuring but vague answers are less useful than a clear explanation of staffing, procedures and limitations. Our guides to SEN support and EHCPs and the difference between SEN support and an EHCP can help you prepare more detailed questions.
What are class sizes and staffing arrangements like?
Class size can influence the classroom experience, but the number alone does not tell the whole story. A class of thirty pupils may be well organised and effectively supported, while a smaller class may still struggle if staffing is inconsistent.
Ask about the usual class size in your child’s year group and whether teaching assistants or other adults regularly work in the classroom. Find out how classes are organised for practical subjects, phonics, intervention groups, laboratories or specialist teaching.
It is also useful to ask about staff stability. Frequent changes of teacher or heavy reliance on temporary staff can affect continuity, although occasional staffing changes are normal in every school. Rather than asking whether staff ever leave, ask how the school maintains consistency when a teacher is absent or a vacancy arises.
For secondary schools, ask how pupils are grouped in different subjects and whether setting begins immediately or changes over time. Grouping policies can vary, and the school should be able to explain how placements are reviewed.
How does the school manage behaviour, bullying and safety?
Every school should have clear expectations for behaviour, but written policies can feel quite different in practice. Ask how rules are taught, how staff respond to disruption and what happens when behaviour repeatedly affects learning.
Try to understand whether consequences are predictable and proportionate. A strong answer should also explain how the school helps pupils repair relationships, learn from mistakes and return successfully to lessons.
Bullying deserves a separate question. Ask how pupils can report concerns, how parents are informed and how the school distinguishes between friendship difficulties, isolated incidents and repeated bullying. Avoid relying solely on a statement that bullying does not happen. A realistic school will recognise that problems can occur and explain how it responds.
Observe the atmosphere during your visit. Notice how staff speak to pupils, whether transitions between rooms appear orderly and whether children seem comfortable approaching adults. Our guide to dealing with bullying explains what effective school and parent responses can involve.
What pastoral and wellbeing support is available?
Children cannot learn well when they feel unsafe, isolated or overwhelmed. Pastoral care includes the systems used to support friendships, emotional wellbeing, attendance, family difficulties and other issues that may affect school life.
Ask who a pupil can speak to when they are worried. Depending on the school, support might come from a form tutor, class teacher, pastoral lead, learning mentor, school counsellor, family support worker or safeguarding team.
Find out how concerns are shared between staff and how parents are involved. You may also want to ask how the school supports children experiencing anxiety, bereavement, friendship problems or difficulty attending.
Schools should not promise that every difficulty can be resolved internally, but they should be able to explain when they involve external services and how pupils are supported while waiting. Parents concerned about anxiety may also find School Anxiety and School Avoidance: A Parent’s Guide useful.
What opportunities are available beyond lessons?
Clubs, sport, music, drama, trips and enrichment activities can help children develop interests, confidence and friendships. Ask which activities are regularly available rather than relying on a long list of clubs that may not currently be running.
Find out whether activities are free, subsidised or charged separately, and whether places are limited. Transport can also matter, particularly if clubs finish after the normal school bus or collection time.
Look for variety. A strong extracurricular programme should not serve only pupils interested in competitive sport. There may also be opportunities involving art, music, reading, debating, coding, science, gardening, volunteering or performance.
Ask how widely pupils participate and whether children need previous experience to join. Our article on how clubs and after-school activities can support learning explores the wider benefits of enrichment.
How does the school communicate with parents?
Good communication does not mean parents receive constant messages. It means they know where to find reliable information, how progress is reported and whom to contact when something goes wrong.
Ask how the school shares notices, homework, attendance information, reports and emergency updates. Some schools use an app or online portal, while others rely on email, newsletters and printed letters.
Find out how parents can raise a concern and what response time they should expect. It may not be realistic to speak directly to a teacher during lessons, but the school should have a clear route for arranging contact.
You should also ask how parents are informed about academic progress. Reports, parents’ evenings and online systems vary considerably, so clarify what information is provided and how often.
Our guide to school reports and grades explains how families can interpret progress information, while Questions to Ask Teachers at Parents’ Evening can help with later conversations.
How are new pupils helped to settle in?
A child may like the school during an open day and still feel anxious about starting. Ask what happens between receiving an offer and the first full day.
Primary schools may arrange nursery visits, home visits, short settling-in sessions or meetings with teachers. Secondary schools often organise transition days, visits to feeder primaries and information-sharing between staff.
If your child has additional needs, anxiety, medical requirements or difficult previous experiences, ask whether extra visits or an individual transition plan can be arranged. The answer should show some flexibility rather than assuming every pupil needs the same preparation.
For secondary transfer, you may find Year 6 to Year 7 Transition: What Parents Wish They Had Known and What to Do in the Summer Before Starting Secondary School helpful.
What do the facilities reveal about everyday school life?
Modern buildings and impressive equipment can be attractive, but facilities should be considered in relation to how they are used. A new science block has limited value if pupils rarely have practical lessons, while an older building may still provide an excellent education when it is safe, well organised and properly maintained.
Notice the condition of classrooms, toilets, libraries, dining areas and outdoor spaces. Ask how pupils access computers, specialist rooms, sports facilities and quiet study areas.
Consider practical details that may affect your child. Is the site easy to navigate? Are there suitable spaces for pupils who need calm or sensory breaks? How does the school manage movement between buildings? Are outdoor areas accessible throughout the year?
Displays can also provide clues. Look at whether they represent a range of subjects and pupil abilities rather than only polished work from the highest achievers.
What do current pupils and parents say?
Open days are carefully organised, but conversations with pupils can still provide valuable insight. Ask what they enjoy, what they found difficult when they started and what they would change about the school.
Pay attention to how pupils answer. There is no need for every child to be overwhelmingly enthusiastic. Honest, balanced comments can be more reassuring than rehearsed praise.
Observe how pupils interact with visitors, staff and one another. Do they appear relaxed? Are staff respectful when correcting them? Do pupils seem proud to show their work and explain their routines?
Parents may also consult Ofsted reports and Ofsted Parent View, but these should be treated as part of the evidence rather than the complete picture. Responses can reflect the experiences of only a proportion of families.
Our guide to understanding Ofsted ratings explains what inspection judgements can and cannot tell you.
How should you compare schools after the visit?
It is easy to be influenced by the most confident presentation, the newest building or one particularly impressive facility. After each visit, make notes while the experience is still fresh.
Record the answers to your most important questions, but also write down how the school felt. Consider whether staff appeared approachable, whether routines seemed calm and whether you could imagine your child being known as an individual.
Separate essential requirements from preferences. Reliable SEND support, safe travel and suitable pastoral care may be non-negotiable, while a swimming pool or particular club may simply be desirable.
Do not assume that the school with the strongest published results is automatically the best fit. Consider your child’s personality, interests, confidence, support needs and likely journey. How to Choose the Right School for Your Child provides a broader framework for comparing options.
When you are ready to apply, consult the government’s official school admissions guidance and your local authority’s published application arrangements. Our guide to navigating the school admissions process explains the main stages in more detail.
Frequently asked questions
Should I take my child to a school open day?
Where possible, it can be helpful for your child to visit, especially when choosing a secondary school. They may notice aspects of the environment that matter to them and begin to imagine themselves attending. However, parents should still ask practical questions and avoid allowing one exciting facility or activity to determine the entire decision.
How many schools should we visit?
Visit every realistic option you are seriously considering if time and access allow. Even schools that appear similar on paper can feel very different in person. You may also discover that a school you had not initially favoured is a better fit than expected.
Can I ask to visit outside the main open day?
Many schools offer tours, appointments or smaller open mornings, although arrangements vary. A normal school-day visit may provide a clearer view of routines than a large evening event. Contact the school office to ask what is available.
Should I ask about examination results?
Results are relevant, particularly for secondary schools, but ask how the school supports progress across the full ability range rather than focusing only on headline grades. Published results may also reflect pupil intake, local circumstances and the subjects offered.
What should I ask if my child has SEND?
Ask to speak with the SENCO about your child’s specific needs, staffing, classroom adaptations, interventions, accessibility and communication with parents. General assurances are less useful than a clear explanation of how support would work in practice.
How can I tell whether behaviour is good?
Ask how expectations are taught, how incidents are recorded and what happens when behaviour repeatedly disrupts learning. During the visit, observe transitions, staff-pupil interactions and whether children appear calm without seeming fearful.
Should an Ofsted rating decide which school I choose?
No. An Ofsted report is one source of information and may highlight useful strengths or concerns, but it reflects the school at a particular point in time. Combine it with current data, open-day observations, travel arrangements and your child’s individual needs.
What should I do immediately after an open day?
Write down your impressions before visiting another school. Note the answers to important questions, anything that concerned you and how your child responded. Comparing written notes later is more reliable than relying on memory.
