Secondary

Both are very similar in terms of the essential functions and requirements for a school that will support both growth and development. A good school will be strong across the following areas; teaching and learning, pastoral care, sports, performing arts academics, leadership opportunities, and co-curricular. Very evident should be the strength and visibility of the leadership and management across all phases of the school, including governance.  

Academic Pathways 

Secondary, parents will need to consider the different academic pathways that are on offer. Enquire and challenge over the breadth and balance of curricular options for GCSE and A levels to offer the combinations that will suit their child. Does the school offer a blended approach of both Btecs and GCSEs? Does the school offer both IGCSE and GCSEs to support international learners? And a similar offering for A levels?

Facilities

Facilities and resources will ensure that all student needs are met and that coursework and NEA work submitted is of the highest calibre. Do the look and feel of the school inspire learning? Are there stand-alone study and recreational spaces? Do the school support well-being and healthy lifestyles?

Career and University support 

Safa has a stand-alone University and Career officer who works with our students and families to ensure our career program is embedded across all phases of the school. 

Year 10 students complete a work experience week. Following on from this our Safa College Year 12 students undertaking a 6-month industry placement. This placement is linked to their intended university course and undergraduate studies.

There are real evident strengths of a through-school for all stakeholders. Feeling at home and supported in all stages of learning is essential. The main thing parents wish for their child to feel at school is ‘happy’. A happy child is a good learner. Arriving and leaving the school gates with a smile on their face is key to social and emotional development and the desire to learn and challenge themselves. 

A child needs to feel settled, supported and in an environment conducive to learning. Making and creating bonds and relationships is essential. Very often, staff turnover can cause disruption in a child’s learning and is a question parents should ask on school tours. 

‘If it isn’t broken, don’t try and fix it’. This is a great adage related to your child’s school experience. Don’t compare other families and their perceived stories coming out of a school. Focus on what is working for your child and family unit. 

Parents should be able to go onto a school’s website and clearly see information and historical results for GCSEs, A levels and BTECs. Ask to speak to a leadership team member to assess the growth in exam results over time and the size of cohorts.

Other useful data to look at and review would be linked to the National Agenda. Data for TIMMS and PISA should also be available to view and will also provide an insight into the literacy, maths and sciences abilities of particular age groups. 

Exam results show a certificated result at the end of the journey. However, experiences, life skills, leadership, and sporting opportunities during their school careers are instrumental in shaping and supporting learners for the outside world. 

• What are the average class sizes across key stages 2-5?
• What is the school’s staff turnover each year?
• What are the school’s vision and development plan priorities?
• For students moving from a different curriculum, what support does the school put in place to address gaps in knowledge? 
• Which rating does Learning and teaching hold from the last KHDA inspection?

Parental feedback is often honest, direct, and without prejudice. Reading reviews, independent reviews, and Facebook groups taking on all viewpoints and comments is useful. 

Speak to friends and join community groups to raise questions and research historical threads.  Parents have the ability to view and download school inspection reports and spend time reviewing judgements and statements about the school.

Spend time in classrooms and assess the behaviour of the students.

• How do transitions look between classrooms and floors?
• Are students moving purposely and in line with the expected age-appropriate behaviour
• Do the lessons seem organised and engaging, and are students happy and challenging and leading learning?
• Are leaders and staff visible and approachable?
• Is there a feeling of community and a sense of well-being at the heart of the school?
• Does the tour feel like a day-to-day experience and not staged in any way?
• Are students available to speak with? Some schools will offer tours with student leaders.

• Attending open mornings and tours
• Ask to view parental handbooks and options booklets 
• Read their most recent BSO report
• Read their last KHDA inspection report
• Ask to meet specific members of the leadership team
• Trial and new starter days are often undertaken