school home visit secondary school

The school visit: what to look for, what to ask

by: The GreatSchools Editorial Team | Updated: December 5, 2023

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Be sure to visit all the schools on your list, if you can. A visit is the best way to determine whether a school is right for your child. Even a short visit will help you identify a school’s strengths and challenges. It’s also the only way to get a feel for a school’s climate — intangible but important factors like the dynamism of the teaching, engagement of the students, quality of communication, level of respect between students, teachers, administrators, and parents, and the overall sense that the school offers a safe and inspiring learning environment .

School visit checklists

Use this printable guide to help you plan your elementary, middle, or high school visit.

Before your visit

• Do your homework. Read about the schools you’ll be visiting. Examine their school profiles on GreatSchools.org. Talk to other parents and check your local newspaper for articles about the schools.
• Contact the school.  Most schools conduct regular school tours and open houses during the enrollment season — typically in the fall. Call the school or go online to schedule a visit.
• Ask and observe. Jot down your questions before your visit (the sample questions below will help you create your list).

Key questions to ask

• Does this school have a particular educational philosophy or mission?
• What curriculum does the school use for math, reading, science, etc? Ask if the school follows the Common Core State Standards , Next Generation Science Standards , and which program(s) are they using to teach children to read ?
• What is the average class size ?
• What is this school’s approach to student discipline and safety? Do they practice restorative justice ? Are the discipline practices fair for families of color ? Do they practice corporal punishment , and if so, can you opt out of that for your child?
• How much homework do students have? What is the school’s philosophy/approach to homework ?
• What kind of library resources are available to students?
• How is technology used to support teaching and learning at this school?
• How do the arts fit into the curriculum? Is there a school choir, band or orchestra? A drama program? Art classes?
• What extracurricular opportunities (sports, clubs, community service, competitions) are available for students?
• How do students get to school? Is free school busing available?
• Is bullying a problem at the school? Does the school have an anti-bullying policy ?
• Does the school have a program for gifted students ?
• How does this school support students who have academic, social or emotional difficulties?
• What strategies are used to teach students who are not fluent in English?
• What professional development opportunities do teachers have ? In what ways do teachers collaborate?
• Does the school offer Physical Education (PE) classes?
• What are some of the school’s greatest accomplishments? What are some of the biggest challenges this school faces?

Features to look for

• Do classrooms look cheerful? Is student work displayed, and does it seem appropriate for the grade level?
• Do teachers seem enthusiastic and knowledgeable, asking questions that stimulate students and keep them engaged?
• Does the principal seem confident and interested in interacting with students, teachers and parents?
• How do students behave as they move from class to class or play outside?
• Is there an active Parent Teacher Association (PTA) ? What other types of parent involvement take place at this school?
• How well are the facilities maintained? Are bathrooms clean and well supplied, and do the grounds look safe and inviting?

Especially for elementary schools

• What are some highlights of this school’s curriculum in reading , math, science and social studies?
• What criteria are used to determine student placement in classes?
• How does this school keep parents informed of school information and activities? Are they easy to communicate with ?
• Does the school let parents know what their rights are (and aren’t ) in regards to your child’s education?
• Is quality child care available before and after school?
• How much outdoor time do kids get each day?

 Especially for middle schools

• How does the school guide and prepare students for major academic decisions that will define their options in high school and beyond? Do they provide advice to parents on how to help this age group ?
• Does the school offer tutoring or other support if students need extra help?
• Are world language classes (French, Spanish, etc.) offered to students?
• If the school is large, does it make an effort to provide activities that create a sense of community ?

Especially for high schools

• Does this school have a particular curriculum focus, such as STEM (Science, Technology, Engineering, and Math) or the arts?
• What kind of emphasis does the school place on college preparation ?
• Does the school have a good selection of Advanced Placement (AP) and honors classes?
• What percentage of students take the SAT or/and ACT ?
• Where do students go after they graduate? How many attend four-year college? Are graduates prepared for college ?
• Are counselors available to help students make important decisions about classes?
• Is college counseling and support available?
• Does the school offer a variety of career planning options for students who are not college bound?
• Does the school staff set high expectations for all students?
• Does the school have a tutoring program so students can get extra help if they need it?
• How do students get to school? Is there a parking lot, and are buses (public or district-provided) available?
• Does this school have any school-to-work programs or specialized academies ?
• What is the school drop-out rate ?

Especially for charter schools

• When and why was this school created ?
• Does the school have a specific focus?
• Who is the charter holder, or the group that created the school?
• How does the school select teachers? Are the teachers certificated?
• Is this the permanent location or facility for the school? If not, will the school be moving to another location in the near future?

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Very few teachers do not understand the importance of creating a partnership with parents to educate their students, but it can be difficult at times to establish contact with parents in this busy day and age. So, how can a teacher convey a sincere desire to work alongside parents to bring out the best in a student?

This where the home visit can be critical. Not only does a home visit allow a teacher to better understand a student’s home life and how it impacts school performance, but it has the potential to bridge any gaps in a culture that may be hindering a student.

California State at Sacramento did a study of fourteen schools whose teachers conducted home visits before the start of school. What they found was that the visits set the stage for reducing discipline issues, improving parental involvement, boosting positive feelings about school and improving student performance.

Benefits include:

• Forming close partnerships between parents and teachers.
• Sets the tone for positive communication during the school year.
• Reassures the student that the teacher cares about his/her welfare.
• Helps to bridge any cultural differences that may hinder learning.

Visit in the Home

The traditional visit has been for the teacher to set an appointment with the family before school starts.  Often, more than one of the student’s teachers may visit at the same time, which has the advantage of making the visit as convenient for the parents as possible.

Because the visit is in the home, the parents, especially those from another culture, may feel less intimidated than meeting in a classroom. Many times it can lead the family to share the traditions that are important to them, helping the teacher to understand the student’s perspective better.

Visit on Neutral Ground

Some parents are not comfortable having a stranger in their home, so meeting at a fast food restaurant or a coffee shop can be an excellent alternative.  One teacher from Washington, D.C., said, “These visits are the most direct way to get the parents’ help. We’re able to gain their trust. It makes the connection instant and so much deeper.”

Preparing for a positive home visit is essential for a teacher to establish a foundational relationship with parents from the beginning.  Many schools compensate the teachers for the visits and provide training to create a successful visit.

Project Appleseed is a program aimed at improving public school involvement that ties in with home visits.  They encourage schools to host an open house picnic in the first week of school for parents and anyone from the community. This allows the parents to see the school firsthand.  The second week is a breakfast for families, students, teachers, and administrators to allow everyone to get to know one another better.  The third week is an evaluation of how well the school is reaching out to parents. And, finally, the last week is an invitation to the parents to take the Appleseed pledge to volunteer 10 hours per week at the school and to read to their children for 15 minutes each day.

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Pupil welfare – When should you make a house call?

• Daniel Jarrett looks at what ought to happen when concerns over a pupil’s welfare prompt a visit to their home...

There are myriad reasons that could warrant the need for a home visit by school representatives and practitioners, and every school will respond to such concerns differently.

There will usually be professionals with responsibility for different areas, such as an attendance lead, a pastoral lead or family support worker.

Depending on the situation, conversations will need to be had as to which member of staff is most suited to undertake a particular home visit. Sometimes it might be a member of staff who’s had a previous working relationship with the family in question.

Some practitioners might arrange a series of home visits with families. One example might be to ensure that children are ready in the mornings and perhaps even walk them to school, thus establishing a routine that the family may later be able to take on themselves.

There needs to be a thorough awareness of the possible risks when undertaking a home visit. These might include inaccessible entrances; any hazards associated with the property; pets that could be dangerous or particular relatives and individuals known to frequent the property.

Anything that could pose a risk to a practitioner completing a home visit needs to be discussed formally, noted in writing and checked ahead of time.

This information can be sourced from existing school records, other professionals who have previously worked with the family, or the telephone call that should be made to the family in advance, notifying them of the date and time of the home visit.

Initial visits

A professional entering a property for the first time should never do so on their own – it’s important that there be at least two professionals present to assess the risk and support each other in the event of any incidents.

It’s also worth noting that if there are any dangers associated with the property, it’s best that the conversation be conducted on the doorstep unless there’s an absolute need to enter.

Thankfully we’re not aware of any home visits that have gone wrong or given rise to a major issue of concern. On occasion, some practitioners have stated being uncomfortable with undertaking a home visit due to the risks involved, and instead arranged to meet families in school or passed the matter on to the police.

From my experience as a former practitioner and now Safeguarding Manager, I’ve always been impressed by the willingness of schools to undertake joint home visits.

It’s just a case of ensuring that the potential risks are reduced as much as possible, and that appropriate (and regularly updated) policies be put in place to ensure that practitioners undertaking home visits are effectively supported.

The majority of schools will have a lone working policy of some kind; if not, that’s something they can look into.

Common reasons for home visits

1 Persistent lateness If a child’s lack of punctuality in the mornings indicates issues with the family’s daily routine

2 Low attendance Prolonged absences of three to five days with no contact from parents may require a police referral

3 Lack of engagement Persistent failure by the child’s family to attend parents’ evenings or other school meetings

4 Visible signs of distress If a child’s outward appearance raises concerns regarding ill health, neglect or abuse

Daniel Jarrett is former safeguarding manager at School Home Support . Follow the charity on Twitter at @shsorguk .

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The Power of Home Visits

Suzanne Rogers October 9, 2023 Blog , Connect Better , Lead Better

• Home visits benefit students by improving behavior, academic performance, and test scores while fostering trust and respect.
• Parents benefit from home visits through reassurance, trust-building, and consistent communication about their child’s progress.
• Teachers experience positive changes in student attitudes, increased confidence, and personal fulfillment, leading to stronger relationships with both students and parents.

At LISA Academy, we believe that education goes beyond the classroom. That’s why we financially encourage our teachers to visit their students’ homes. The power of home visits is a tool for enhancing the educational experience for students, strengthening the bond between parents and teachers, and ultimately, contributing to the overall success of our students. In this blog post, we will explore the significant benefits of home visits for students, parents, and teachers and their positive impact on our educational community.

Student Benefits

Better behavior and conduct.

Home visits establish a personal connection between teachers and students. When students know that their teachers care enough to visit their homes, it often results in improved behavior and conduct in school.

Increase in Academic Performance

Research shows that students who receive home visits tend to perform better academically. The individualized attention and support provided during these visits can help students excel in their studies.

Higher Standardized Test Scores

Home visits can increase standardized test scores. When students feel a stronger connection with their teachers, they are likelier to put in the effort needed to succeed in assessments.

Better Ease of Learning and Trust in Their Teacher

Home visits create a comfortable environment for students to ask questions and seek help. This trust in their teacher can lead to a more positive learning experience.

Forms a Higher Level of Respect for Teachers, Themselves, and Others

Home visits foster mutual respect between teachers and students. This respect extends to how students perceive themselves and interact with their peers.

Parent Benefits

Feeling secure, knowing teachers care.

Parents gain peace of mind knowing that teachers genuinely care about the welfare of their children. This caring attitude helps build trust between parents and educators.

Ensuring a Safe Environment

Parents can be assured that their children are in a safe and caring environment at school. This reassurance is invaluable to parents.

Creating a Trusting Bond

Home visits create a strong bond between teachers and parents. This bond is built on open communication, understanding, and shared goals for the child’s education.

Confidence in the Future

Parents feel confident that their child’s future is in the hands of teachers who go beyond the call of duty to guarantee each student’s prosperity.

Informed of Progress

Home visits ensure that parents are consistently informed about their child’s academic progress. This open line of communication is vital for a child’s success.

Becoming Part of the School Environment

Home visits allow parents to become actively involved in the school environment, reinforcing the idea that education is a joint effort between home and school.

Teacher Benefits

Positive student attitude.

Students’ attitudes often change positively after home visits. They feel a deeper connection to their teachers, creating a more positive classroom atmosphere.

Confidence in Providing Assistance

Teachers feel more confident knowing they can provide students with the necessary assistance on their academic journey.

Personal Fulfillment

Teachers benefit from the genuine satisfaction of watching their students succeed throughout their lives.

What Can You Expect?

• Strengthened Parent/Teacher Relationships: Home visits build strong, trusting relationships between parents and teachers.
• Increase in Overall Student Achievement and Test Scores: The positive effects of home visits often result in higher student achievement and improved test scores.
• Decrease in Student Discipline Issues: A stronger connection with students can lead to a decrease in discipline issues as students are more likely to follow the guidance of a trusted teacher.
• Increase in Student Attendance: Students who feel a strong connection to their school and teachers are more likely to attend school regularly.
• Trust, Mutual Respect, Empowerment, and Accountability: Home visits foster a sense of trust, mutual respect, empowerment, and accountability among parents, students, and staff.

Educational Facts

A research study by Stetson, Stetson, Sinclair, & Nix in 2012 found that 84% of the 60 teachers reported that home visits positively affected their relationship with parents.

What Do Teachers Think?

Teachers overwhelmingly support the practice of home visits. They recognize the transformative impact it has on their relationships with students and parents and the positive outcomes it generates in the classroom.

In conclusion, home visits are a powerful educational tool beyond traditional teaching methods. At LISA Academy, we proudly support and encourage our teachers in this endeavor. By embracing the practice of home visits, we are enhancing the educational experience for our students and building stronger, more connected communities dedicated to the success of our future generations.

About Suzanne Rogers

Suzanne M. Rogers is an accomplished, passionate, technology-inspired educator, experienced conference presenter, and yoga enthusiast. She is the Assistant Director of Public Relations at LISA Academy Public Charter Schools. In addition to her 20 years of work in education, Suzanne also serves on the Arkansas Museum of Fine Arts Educator Advisory Board, the UCA Executive Advisory Board, the UCA MAT Program Advisory Board, and the SAU ERZ Advisory.

Suzanne’s passion for education and her community is evident in her involvement in these organizations, where she works tirelessly to support students and educators. As an #ArmyMom and former #AFbrat, Suzanne brings a unique perspective to her work, understanding firsthand the sacrifices made by military families. Suzanne exemplifies dedication, expertise, and commitment to excellence.

Home Visits: Reaching Beyond the Classroom

Get to know your students and strengthen the home-school partnership with these seven tips for reaching out to parents and meeting families.

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As a teacher at a small Oakland, California public high school called Life Academy , where each teacher also holds a mixed-grade level advisory class of about 20 students, I began conducting home visits for my advisees as a way to clarify my relationship to them as more than a teacher. After all, we would be together for the next four years. I would be their advocate when they struggled in other classes, the one who would write their letters of recommendation, announce them at graduation, and ask them about their day, every day. Part of this relationship was an initial visit to each student's home.

Seeking Home-School Partnership

To make home visits manageable, I only visited the homes of the four to five ninth graders who were new to my advisory class. The first year I did this, there was a lot of pushback from students who weren't used to having a teacher visit their home, but in the second year, the tenth graders were able to sell the idea for me. They'd say, "Yeah, she came to our house, too. It was cool!"

Once there was buy-in from the class, the home visits were relatively easy to set up. The student would check with their parent and find a good time for me to stop by. Often the parents were relieved to hear that they didn't have to get off work early or find time to come to me. In fact, some of my students' parents began to request home visits, and I happily obliged. I always gave myself a full hour, but rarely needed it. I visited homes after school, in the evening, or on the weekend, whatever was best for the family. While I've heard the advice to conduct home visits with a partner teacher, I personally felt that going alone made it more comfortable for the family.

One time, when I was visiting the home of soccer star Angela, her mom had prepared a full meal for me, and the visit lasted well into the evening when she invited me into the back yard to pick lemons for my own family. After that visit, despite the language gap (I am proficient but not fluent in Spanish), whenever I saw Angela's mom at school events or at on-campus parent conferences, it was more like seeing an old friend. We were comfortable with each other. She felt accepted by me, and I felt respected by her. We were partners in her daughter's education.

Of course, it didn't always go so idyllically. Once I visited the home of Payton, whose mom was volatile and even hostile in meetings. I had met her several times before the home visit because Payton was in trouble at school early and often. At his house, I was formally welcomed but felt out of place as we sat in the living room and his numerous brothers clamored for his mother's attention. His mom told me about how three of Payton’s male role models had been killed in the last few years. I was glad to have had a glimpse at his home life, even though its reality made me feel more powerless than before. I imagined that as out of place as I felt in his mother's home, she must also feel the same way when visiting the school. If nothing else, the visit allowed me to empathize more clearly with Payton and his family.

The Power of a Visit

Whenever I coach new teachers, I encourage them to visit the homes of students as early as possible. It's just about the quickest way to understand a student better. Home visits should also be considered when a student is new to a school due to a transfer. While I made it a personal policy to visit the homes of all my ninth grade advisees, I also recognized that the impact of home visits could have been multiplied had it been a school-wide practice. Can you imagine if every ninth grader got a visit from his or her advisor, and if each family felt personally welcomed to the school? At my school, we've made time for on-campus parent conferences by modifying our schedules, but we haven't yet prioritized home visits. I think meeting parents and guardians where they are most comfortable could make a big difference. It certainly did for Louise Rocha-McCarthy and Annie Huynh .

In my own experience, visiting my student Diego at his house when he had been out of school for several weeks is what got him to come back to school, albeit briefly. I saw the power of home visits again this year when one of our most challenging students had missed several weeks of school. An email chain revealed that no one had been able to reach the family to find out why he had been away. Students were starting to ask where he was and why none of his teachers knew the answer. That very afternoon, three of his after-school mentors went together to his home and by the next day he was back in class. While the visit clearly had a positive impact on the young man, this impact rippled throughout school, too. Students saw without a doubt that the adults at school, not just classroom teachers, cared for even the most troubled student, and that being absent didn’t mean being invisible.

7 Suggestions for Visiting

Here are a few tips to get the most out of your home visit:

• Make home visits a part of your classroom or school culture so that no one feels singled out.
• Systematize who gets home visits to keep the practice manageable for you.
• Set aside strategic times during the year for home visits.
• Be flexible about when you do a home visit. Let the parent or guardian decide the date and time.
• Be prepared to share one concrete example of a way that you've seen the student shine.
• Don't discuss grades or behavior. This is a time for getting to know the family. Ask them open-ended questions. Ask your student to show you where they do their homework.
• Thank the family for allowing you in to their home.

Have you visited your students at home? Please share your experiences in the comments below.

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13 things you must look for during a secondary school visit

How many schools should you look at?

Even if you have your heart set on one school, try to visit at least three to compare and contrast. Throw in one wild-card, as well: this is particularly important if your preferred schools are over-subscribed.  

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Open evening or in-session visit?

While open evenings offer a good overview of a school, the best way to form an accurate impression is to visit on a normal school day. ‘A good school should have no objection to showing prospective parents around,’ says John Coe, chairman of the National Association for Primary Education .  

Are the children well-presented and polite?

‘The school that stood out for us wasn’t the one with the best Ofsted report, but the one with confident, helpful pupils,’ says Emma, mum to twins Seth and Toby, 10. As well as checking out the standards on open day, drive past at the beginning or end of the day to check out the behaviour of children on their way into or out of school.  

Are the facilities well maintained?

Look beyond the obvious teaching areas for real indications of how a school is maintained. ‘The toilets often provide a good clue as to how well the facilities are looked after,’ says John. The library and lunch hall are also worthy of your attention.  

What are the exam results like?

This is probably the biggest deal-breaker for parents. ‘Look at whether schools get a good percentage of higher grades,’ suggests Angeline Tyler, co-author of Choosing a Secondary School and Getting In . ‘Whether you child gets those ultimately or not, it will tell you that the teaching quality overall is good.’  

What progress do students make?

‘Make sure all students make progress at the school,’ advises Angeline. ‘If a pupil is just above average at the start of Year 7 and is still just above average when he leaves Year 11, what difference has the school made to him?’  

How will the school cater for your child’s needs?

If your child shows an aptitude for certain subjects, look for a school with high standards in those areas. Bear in mind, too, that your child needs more than good grades to succeed. ‘My son has Asperger’s, so it was important for us to choose a school with good SEN provision,’ says Clare, mum to James, 13.  

Will the size suit your child?

‘Parents often feel that smaller schools are better, and there’s evidence to suggest that their gut instinct is correct,’ says John. ‘However, some large schools are very good at fostering a community feeling, organising themselves into smaller and more friendly units such as houses.’

What is the learning environment like?

‘Go into the classrooms for a range of subjects and look at how the tables are arranged,’ says Angeline. ‘Rows suggest old-fashioned teaching where students interact only with the teacher and not with one another. Also, sit where a pupil might sit and look at the room from a student’s perspective. Can you see the whiteboard and displays? Are there lots of well-organised resources, or a mess of torn books and piles of unattended paperwork?’  

What extra-curricular activities are offered?

‘Out-of-school activities are a good indicator of the breadth of experiences and enjoyment available to students,’ explains John.  

How is discipline handled?

Some children respond to a softly-softly approach, while others need a firmer hand, so look at how teachers discipline the students. ‘My daughter is bright but lazy, so I wanted a very strict environment to keep her motivated,’ says Miriam, mum to 12-year-old Yasmine.

Do senior staff know the students’ names?

Are the teachers are interested in the children as individuals, rather than just in their results? It’s a good sign if the head knows the names of the students in the corridors and is visible during the school day, for example doing walkabouts and taking assemblies. ‘The pastoral care is more important to me than anything,’ says Suzanne, mum to Matthew, 14, and Daniel, 12. ‘Results mean nothing if the school doesn’t care for the children.’  

What does your child think of the school?

While it’s not advisable to let your child have the casting vote in choosing a school (most, after all, just want to go where their friends are going), do give her a say in the decision. ‘I took Lauren to visit four possible schools,’ says Jill, whose daughter is 12. ‘We then discussed the choices, and fortunately, we agreed that one just felt right. She has settled in well, and I couldn’t be happier.’

A few other things to consider:

• Are the classrooms organised? Is work displayed on the walls in the classroom and corridors, and is it up-to-date? Children like to see their work displayed and take pride in it being selected, but look for a range of children's work, not just the top students’ everywhere.
• Is the outside space well organised and clean and tidy?
• At break times, are there staff present and interacting with the children? Are there children alone? Drive by a few times, and see if the staff are involved.
• How is the security at the school?
• Try to visit whilst the school is actually doing business and running. Is it silent and intimidating, or is there a 'hum' of workmanlike conversation from the students?
• Do students respond if you ask them a question? Are they attentive to the teacher, or paying more attention to you as a visitor? If 30 heads are looking at you it's always possible that there aren't many visitors or outside resources invited into the classroom.
• Does the school share information about how you can contribute as a parent and what opportunities there are for you to attend the school?
• Look into the governing body online. Has the school had trouble recruiting governors or do people finish their term and stay on again?
• During school visits do you only get to meet the headteacher or are you introduced to the relevant key stage teacher?
• Is the school open about their last Ofsted report and realistic about what they as a school are doing to address anything raised? Find out more about how to read an Ofsted report  with our teacher’s tips for parents.
• How are the children dressed? Are they smart and put together in uniform generally? Are there pegs/lockers available for them to organise outdoor wear?
• What sports activities are available?
• What school trips are programmed and at what stages? Will your child be happy to participate in those, what will they cost and can you support it? Some schools have a very blasé attitude to parental finances, but equally you will want opportunities for your child to travel to new places and have different experiences.
• Does the school have a school council? How is it formed? How are children elected? Is there a house system? What is that used for and is it competitive? Some children respond well to competitiveness, others don’t, and schools have very divergent views on competition.
• Are the teachers newly qualified (NQTs) or experienced members of staff? Will teachers have new techniques and up-to-date knowledge? Does the school promote teacher training?
• How many lessons a week will your child’s class have non-teacher contact time and who takes this time? The balance is a challenge for all schools, how they manage this will tell you a lot about whether they use a 'holding pattern' during this time (or any teacher absence) or whether they use it more effectively.

The most important thing is to remember is that you have a choice, you are interviewing the school. Schools are financed on numbers, they need to attract children. So check them out, ask questions; they should be very happy to entertain you and be informative. If you feel they aren't, then they probably won't work with you if you have concerns later. Take your child and allow them to see the school and listen to their opinion, but make your choices based on a wider view – remember, they will make friends anywhere!

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A Classical & Christ-Centered Education

Matt Whitling

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