Join us for insights from one of our Sixth Form pastoral leaders and A-level teacher, who brings decades of experience from both a large West Yorkshire comprehensive and the Wakefield Grammar School Foundation. As a parent, they have navigated the post-16 education journey from both sides. Having guided hundreds of students through Sixth Form and the university admissions process, while also supporting their own four children through various Sixth Form providers and courses, they’ve shared key insights to help you make an informed decision about the best Sixth Form fit for your child. Here are their key takeaways:

Observation 1

• Student engagement is the most important thing. A student’s motivation to study stems from their interest in the subject. Forcing them into courses they don’t enjoy rarely works out.
• What to ask (of your child): Why do you want to do these courses? What will you get from each course? What do you think will be the challenges of these courses?

Observation 2

• Our children might think they know the best place for their education, but it is worth challenging their logic and assumptions. As with observation 1, attempting to force a situation on a young adult is a dangerous game. Present evidence and logic – sometimes hearing it from a stranger on an open day can be persuasive.
• What to ask (of your child): How will this provider, and what they offer, get you to your ideal post-18 situation? Is this provider offering you what you need as an individual, not what it offers to all students?

Observation 3

• Consistency is key to academic success. Frequent changes in teaching staff can cause major disruptions. All of my children experienced this – sometimes on multiple occasions – and I believe it cost them grades. It proved to be very disruptive and the cause of much stress and anguish. As a parent, I was left feeling pretty helpless in A-level subjects where I could offer only non-specialist support.
• What to ask on an open evening: What is your staff retention and turnover like? How many subjects have been affected by staff leaving this year, and what provision was made to replace them, and how quickly?

Observation 4

• Quality of staff is a critical piece of the success jigsaw. Further Education has faced budget cuts, leading to inconsistent quality in teaching staff. In Further Education, not all staff are required to hold teaching qualifications, which can impact the learning experience.
• What to ask on an open evening: On average, how many years experience of teaching at A-level do your staff have? Do your staff hold teaching qualifications? What experience does your staff have of delivering their courses to A/A* standard? How many vacant teaching positions do you currently have? Do your staff have experience at accommodating students with more complex learning needs? How many of your staff have experience of exam board marking / as examiners / as chief examiners?

Observation 5

• Strong UCAS applications require proper guidance. In some cases, my children received little to no support – one reference was even written by someone who had never met my daughter! Thankfully I was in a position to support my children – and their friends too – with UCAS personal statements when they experienced scant  support or mediocre applications were accepted as fine.
• What to ask on an open evening: How much support will my child get with their UCAS application at each part of the process? How experienced are the staff who oversee each stage? Do staff have specific experience of producing quality applications for early applicants (medicine, dentistry, Oxbridge, etc.)? Will someone senior be discussing my child’s application and intentions with them?

Observation 6

• When things go wrong, you need clear, accessible communication. Some schools were excellent in this, while others saw me as an inconvenience. At some point you are going to want contact. 
• What to ask at an open evening: If my child is not attending or is falling behind, how quickly will I be informed? How regularly will reporting be? Will I have access to face-to-face meetings? How easy is it for me to access specific staff? If my child needs access to consolidation and support will this be readily available?

Observation 7

• It’s essential that support for additional learning needs continues consistently, but it can vary enormously in quality and provision between schools. It is important to consider how well students with additional learning needs are supported, and how this works with any support which came before, or might be needed after.
• What to ask at an open evening: Can you provide the same level of support I have previously had? Can you help me continue my support through to my Higher Education setting, and support me with showing this on my UCAS application?

Observation 8

• Top universities expect more than just good grades. Work experience, extra-curriculars and leadership roles can make a difference. Entry to some Higher Education institutions / courses is very competitive and the expectation is that students will have profiles brimming with experiences beyond simply their A-level courses. Whilst some students are very good at putting aspects of this into place, most will require help to establish contacts, etc.
• What to ask at an open evening: What access do you provide to external careers’ opportunities, work experience, competitions, EPQ, DofE, educational and other visits, positions of responsibility, etc.? Which of these have you provided over the last few years?

Choosing the right Sixth Form can be a daunting task, especially with the pressures of GCSEs looming. The key is preparation. Go into open days with a clear set of questions, listen carefully to the answers, and ensure your child is part of the conversation. Evidence-based decisions will always serve you better than following the crowd.

Good luck!