However much a school may appeal at first sight, you still need sound information to form your judgement

Schools attract pupils by their reputations, so most go to considerable lengths to ensure that parents are presented with an attractive image. Modern marketing techniques try to promote good points and play down (without totally obscuring) bad ones. But every Head knows that, however good the school prospectus is, it only serves to attract parents through the school gates. Thereafter the decision depends on what they see and hear.

Research we have carried out over the years suggests that in many cases the most important factor in choosing a school is the impression given by the Head. As well as finding out what goes on in a school, parents need to be reassured by the aura of confidence that they expect from a Head. How they judge the latter may help them form their opinion of the former. In other words, how a Head answers questions is important in itself and, to get you started, we have drawn up a list of points on which you may need to be satisfied. Some can be posed as questions and some are points you’ll only want to check in your mind. They are not listed in any particular order and their significance will vary from family to family, but they should be useful in helping you to form an opinion.

Before visiting and asking questions, check the facts - such as which association the school belongs to, how big it is, how many staff etc. Is there any form of financial pie chart showing how the school’s resources are used? The answers to questions like this should be in the promotional material you’ve been sent. If they aren’t, you’ve really got a good question to ask!

Check the website. Is it up-to-date? Almost certainly not 100% because that’s just about impossible, but it shouldn’t be obsolete. A useful win/win for the parent probably! 

When you get to the school you will want to judge the overall atmosphere and decide whether it will suit you and your child. Are any other members of the family going to help to pay the fees? If so, their views are important and the school’s attitude towards them may be instructive. 

When you make it to the inner sanctum, what do you make of the Head as a person? Age? Family? Staying? Moving on? Retiring Busted flush? Accessible to children, parents and staff? If you never get to see the Head, but deal with an admissions person of some sort, it may not mean you should rule the school out, but it certainly tells you something about the school’s view of pupil recruitment.

Academic priorities - attitude towards league tables? This is a forked question. If the answer is ‘We’re most concerned with doing the best for the child’, you pitch them a late-developer; if the answer is, ‘Well, frankly, we have a very high entry threshold’, then you say ‘So we have to give you a foolproof academic winner, do we?’ 

Supplementary questions: • What is the ratio of teachers to pupils? • What are the professional qualifications of the teaching staff? • How many AS levels are offered and required? • What mix - ie three arts and a balancing science - and, of course, vice versa? • Or does the school aim for a creative fourth/fifth option such as IT/DT/music/drama?

What is the school’s retention rate? In prep schools this means how many pupils do they lose at eleven when the school goes on to thirteen. In senior schools this is really about the sixth form intake/exit rate. Is there a ‘flight to the country’ or to sixth form colleges? Larger lower classes and smaller upper classes may reflect a school’s inability to hang on to pupils.

Supplementary questions: • What are the school’s exam results? • What are the criteria for presenting them? • Were they consistent over the years? • Is progress accelerated for the academically bright? • How does the school cope with pupils who do not work? • Where do pupils go when they leave?

How important and well resourced are sports, extracurricular and after school activities, music and drama? How long is the school day - and week?

Supplementary questions: • What is the attitude to physical fitness and games? • What sports are offered and what are the facilities? • What are the extracurricular activities? • What cultural or other visits are arranged away from the school? • What steps are taken to encourage specific talent in music, the arts or sport?

Other topics to cover: • What is the school’s mission? • What is its attitude to religion? • How well is the school integrated into the local community? • How have they responded to the recent Charities Act initiatives? • What are the responsibilities and obligations at weekends for parents, pupils and the school? • Does the school keep a watching brief or reserve the option to get involved after a weekend incident? • What is the school’s attitude to discipline? • Have there been problems with drugs, drink or sex? • How have they been dealt with? • What is the school’s bullying policy? • How does the school cope with pupils’ problems? • What sort of academic and pastoral advice is available? • What positive steps are taken to encourage good manners, behaviour and sportsmanship? • What is the uniform? • What steps are taken to ensure that pupils take pride in their personal appearance? • How often does the school communicate with parents through reports, parent/teacher meetings or other visits? • What level of parental involvement is encouraged both in terms of keeping in touch with staff about your own child and more generally, eg a Parents’ Association? • Is it possible to have the names and addresses of parents with children at the school to approach them for an opinion?

And finally - and perhaps most importantly - what does your child make of the school, the adults met, the other kids met, pupils at the school in other contexts and the website?

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