Open days are designed to be welcoming. The buildings look polished, the student ambassadors know where to stand, and every prospectus promises possibility. Your teen’s job is not to be impressed or cynical. It is to gather comparable evidence about a place where they may spend years, money and effort.
Before the visit, choose five questions that matter to this student. UCAS recommends preparing questions about the course, facilities, accommodation, location and support. The same approach works for a vocational college, training provider or apprenticeship information event, even when the exact terminology differs.
Start with the actual learning
- How many scheduled teaching or training hours are typical each week?
- How much independent study is expected?
- What kinds of assessment are used: exams, projects, practical demonstrations, portfolios or group work?
- Which modules are compulsory, and how often do optional modules actually run?
- Who teaches first-year students, and how accessible are they outside class?
- What happens if a student struggles with one module or skill?
Ask for an example timetable and a recent assignment or project brief if available. “Excellent teaching” is a claim; a timetable and explanation of feedback show how learning is organised.
Ask how the course meets the working world
Find out whether placements, studios, laboratories, employer projects or licensing requirements are built in. Ask who arranges placements, whether they are guaranteed, and what travel or equipment they require. For apprenticeships, clarify how time is split between work and off-the-job training, who employs the learner, and how progress is assessed.
Useful questions include: “Where did recent students complete placements?” and “What did students produce or demonstrate by the end?” Do not rely only on a headline employment percentage. Ask what the measure includes, when it was collected and whether it covers this exact course.
Make support specific
“We support every learner” needs detail. Ask:
- How does a student request disability or learning adjustments, and how early should they apply?
- What academic, mental-health and career support is available, and are there waiting times?
- Who contacts a student whose attendance or progress suddenly changes?
- Are materials, buildings, placements and accommodation accessible for this teen’s needs?
- What support exists for commuters, carers, international students or students from under-represented backgrounds?
Your teen can ask privately if they do not want to discuss personal information in front of a group. They do not need to disclose more than is necessary at an information event.
Count the full cost
Tuition is only one line. List application fees, tools, uniforms, software, field trips, exams, transport, accommodation and deposits. Ask which costs are compulsory, which funding is guaranteed, and what happens if circumstances change. Distinguish scholarships that many students receive from highly competitive awards.
For a broader route comparison, use EdCaptain’s guide to university, vocational training and apprenticeships. If subject prerequisites are still uncertain, review how to keep future doors open.
Notice ordinary life, not only facilities
Walk the route from transport to the teaching space. Look for a quiet place to work, somewhere affordable to eat, accessible toilets and the services your teen would actually use. If possible, speak to a current student without a staff member answering for them. Ask, “What surprised you after you started?” and “What do you wish you had asked?”
Parents can listen and take notes, but let the young person ask at least two questions. This is useful practice in advocating for themselves. Agree in advance whether you will split up for part of the day.
Use the same scorecard afterwards
Within a day, rate each option from 1 to 5 on learning fit, support, route to work, total cost, travel or living, and overall feeling. Add one piece of evidence beside every rating. “Friendly” becomes “a current student described weekly tutor access”; “too far” becomes “90 minutes each way with two changes.”
Do not force a decision in the car home. Compare notes after the excitement settles, identify missing facts and contact the provider. A good open day narrows uncertainty because your teen asked better questions—not because the event supplied a perfect feeling.
