Reception admissions - what to ask on open days?

[Wigeon]

We are about to go round a few of the local (state) schools for Reception admissions next September for DD. I have absolutely no idea what to ask about. I can read the Ofsted, but know that that's clearly not everything. I can get a general feel for the place, and the Head, but deciding on my daughter's education for the next years on gut instinct seems a bit risky.

If anyone can link me to previous threads (I'm sure this must have been done before many times) I'd be most grateful. Too many messages come up on a search of pass messages! Thanks for any thoughts.

Personally I would (and did) go with gut instinct! I visited the schools we thought we were interested in, and moved them up and down our list following the visits.

You know your child best, I'd expect you would recognise the type of environment they would thrive in. Although it won't stop you stressing over the "choice" you have to make (sorry :o)

Ask whether your child will have to read every single book in the reading scheme or will only read those at their level. (If your child is a quick reader it can be infuriating to have to read six easy books a week.)

Also, ask about the school homework policy - if you want your child to have lots of homework you will get annoyed if they don't get any. If you don't agree with homework, then you won't want to get loads.

Gut instinct isn't a bad thing...if you turn up, find the head likeable, feel they will be able to answer any future questions you have without being cagey, then you will be happy with the school.

Also ask about results...sats averages can hide a lot - you need to know how the brightest do and also what support is in place for those who are less academic.

Ask about staff turnover - one of our local schools (popular with parents) lost a quarter of its staff over the summer because the teachers are unhappy. It's not ideal to have unhappy teachers!

Choose a school with a real mix of children - if you see a multicultural, mixed income group of diverse children enjoying themselves, then your child will always find a friend. It is easier to be the odd one out if a school is full of children from similar backgrounds.

I've been to see a few in the last few days. Was really impressed with one that i'd kinda discounted, had a really good "gut" feeling. Also one of the dinner-ladies really took a shine to DD, so i keep thinking, at least she won't go hungry.

If you get a chance, check out the children's toilets.

The levels of cleanliness says a lot about how much the school values the day or day experience of the children imvho.

Staff turnover is a good one to ask about - happy staff tend to stay put - teaching assistants as well as teachers. In early years classes, I'd look for all the staff to be playing with the children and for a happy, busy atmosphere.

I definitely agree with gut instinct. We have 2 local primary schools and chose our 1st choice based on the Ofsted. I didn't even look round the other as the Ofsted wasn't as good. DS1 got a place at our 1st choice. We went for our welcome evening and told his future reception teacher about a few problems he has. Nothing serious, just a few sensory and social struggles.
A week later we were called to a meeting with the headteacher and told that due to his problems she didn't think he should be in her school and had we considered the other one. It was not a nice meeting and she practically forced us to reconsider our choice.
I spoke to his educational psychologist about it who said we weren't the first family she'd done this to. She complained about the HT but told me that she couldn't tell me which school to choose.

I took him to the other school for a look round and instantly knew I wanted him to be there. The staff were warm and friendly and the school had a lovely atmosphere. Thankfully they had a space for him.

When I told DS1's EP which school we had eventually chosen she told us she was really pleased as she had her concerns that the HT from the first school would look for reasons to phone me and complain about him.

I wish we had looked round his school first as I would've definitely chosen it over the first one. DS is so happy there, he adores going and has a 1 to 1 even though he has no diagnosis of anything, they just recognised that he'd benefit from one.

Sorry that turned into a bit of a ramble but so many people told me not to go for his school due to the Ofsted and that the 1st school was the school to be at and for our son it certainly wasn't.

Thank you for answers so far - very helpful.

On staff turnover - no school is going to say "oh yes, we have a real problem with retention" - surely they are all going to say "we have great staff" regardless of the truth?!

I think one thing I am worried about it how they stretch the brighter ones, although I will obviously come across as the pushiest mother ever if before DD has even started I'm asking questions about that! At the mo she is 3.4 and can recognise every letter of the alphabet, write her name, count to 30 (or sometimes more), knows lots of shapes etc etc so, although I'm hardly counting on her going to Oxbridge now, I anticipate that at least in Reception there will be quite a few things she already knows. (And before anyone says, she has plenty of fun too - we go on lots of outdoor walks, she loves soft play as much as the next 3 year old etc etc. And I know that these things are not exceptional in a 3 year old).

Is there anyway of asking that kind of thing without the teacher just rolling their eyes?

Ask if they have mixed age classes, eg year 1 and 2. This could really help your child

Drive past at pick up and drop off to see if you can face the scrum of cars, some may be better than others

Well, I hate to disappoint you but yes, she will probably "know" most things in Reception. I find the stuff my DS is doing in Reception his just turning 3 year old sister could probably manage. HOWEVER, he really enjoys school and I think is gaining hugely through the social side. Also, he never makes any comments in regard to how easy the "work" is as most is done in a very creative way and also there is plenty of opportunity for child iniated play and this is where DS is very much in his element and can do his own thing at his own level.

As he goes up the school there are numerous clubs and extra curricular activites that he can choose from. The school has a fantastic attitude re encouraging opportunity and also in valuing every child. There is a lot of research to show what you do at home up to about the age of 7 or even beyond is a lot more important than what happens at school, so although you want your school to tick as many boxes as possible bear this in mind.

Re the stretching, I would gear this question more to how they differentiate at 7,8,9 etc to challenge the brighter ones and have a good look round the year 5/6 classroom to see the standard of the work on display!!!

You can ask how they differentiate work for those at either end of the ability curve - this covers SEN provision and G&T provision and everything in between :o but IME they tend to cover the lower ability end more than the upper ability. The school we picked was partly on the basis of the HT and deputy being very open about differentiating for all children whether they were considered more able or not - lots didn't mention this.

Another question I asked is what schools children went onto at 11 - we're in a selective area and although none of the primary schools prepare for the 11+, it was interesting that a few we looked round didn't name those as options, and only when asked directly "how many children have gone to the grammar schools" would typically admit to say 3 or 4 a year.

Thanks for all the comments, really appreciated.

Totally agree Tgger that there is a lot more to Reception than formal learning and DD will definitely find aspects like making friends, playing together etc stimulating and challenging.