Tips for Choosing a school

“Most schools will be happy to put you in touch with current parents from your home country to give you an insider’s view of the school and its performance”

“The single most important factor, I suggest, should be the quality of the people involved in the organisation”

Parents often ask me what to look for in a new school. Helping parents to select a public school in the British independent education sector was an important part of my role as a Preparatory School Head in the UK. Parents needed to choose from a dizzying array of single sex and co-educational options, from the highly academic Winchester College to a high-quality all-rounder like Millfield School.

On the international circuit it’s also a complex and potentially difficult process, but at least in most cases you don’t have to decide between single sex and co-educational (boys and girls together), as most international schools are the latter. The decision-making process is further simplified if you’re looking for a particular national curriculum or national system of education. In Budapest, as in most parts of the globe, the British and American systems are most prevalent, but many other systems are represented, as well as international options like the International Baccalaureate.

You should of course try to gather as much information as you can, both directly from schools and from independent sources (such as websites like www.xpatloop.com). Personal recommendations are best of all. Most schools will be happy to put you in touch with current parents from your home country to give you an insider’s view of the school and its performance.

But be aware that the hard data available to you may be misleading. Mark Twain was, I believe, correct in stating that we should be wary of “lies, damned lies and statistics”. Schools will always wish to portray themselves in the most favourable light and will make sure that any statistics they publish support this.

Hard data from education authorities and governments should also be treated with care. For example, in the UK all state schools and secondary independent (fee-paying schools) are listed each year in school league tables published in national newspapers. Each year the top ten is dominated by highly selective, and therefore highly academic, schools. Having taught for eight years at Winchester College, arguably the most academic school in the UK’s independent sector, I can vouch for the outstanding levels of academic performance at such schools.

What is not measured by such tables, which are based solely on pupils’ exam results, is the value added by the school. What was the starting level of the pupils, and how does that compare with their final results? Many argue that this is a far better measure of a pupil’s progress, and indeed a school’s success. Furthermore, these tables do not seek to measure a school’s all-round contribution to a child’s education, which is best seen in the atmosphere around the school, the general behaviour of the pupils and the variety of activities they enjoy. It is often (and I believe rightly) said that the pupils are the best testimony to a school’s success, which makes visiting a school and meeting them an important part of the process.

A school’s facilities can also be used to seduce prospective parents, and can be very influential in the decision-making process. However, it does not necessarily follow that a school with outstanding facilities is of high overall quality. Facilities are of course important, and most good international schools boast excellent extracurricular facilities, such as a swimming pool, theatre, sports hall and playing fields. Most schools these days also have significant ICT infrastructure in terms of suites or laptops and interactive whiteboards. A word of caution is once again in order. Are these facilities used well? Do they support high quality teaching and learning? I strongly suggest you ask to see examples of student work in order to examine the sort of progress being made by pupils and supported by the facilities.

The single most important factor, I suggest, should be the quality of the people involved in the organisation. Over the years, when potential parents have put me on the spot and asked me to tell them why they should choose my school, my answer has always been staff, staff and, in the final analysis, staff. To be successful, a school has to have high quality professionals across the age range and the subject areas, dedicated to the task of bringing out the best in the children in their care. The best staff do not focus purely on exam results, despite their obvious importance. They also concern themselves with their pupils’ all-round development. Most successful people are able to communicate and interact successfully with others. Interpersonal skills such as polite conversation, good behaviour and social graces and understanding and appreciating other people and cultures are therefore all-important attributes.

The staff create the right environment, and are role models with a hugely important role in inspiring and developing children in many different ways. Good staff cater for each child’s individual needs and understand how best to motivate and support the children in their care, thus bringing out the best in them.

A great deal can be learned about a school through careful research and analysis of data, but to make an informed choice a visit is vital. Your reaction to what you see, hear and feel when you visit should determine your final decision. You will be introduced to lots of people, hopefully including the principal or the heads of school. Ask lots of questions, and make sure you get full and convincing answers on issues that are important to you and your family. During your visit, also ask yourself some questions. Would you be happy to entrust your children’s education and wellbeing to the people you meet? What is the atmosphere like? Is it purposeful? Are pupils and staff respectful of each other and communicating well? Are the pupils happy? Would you be pleased if your children conducted themselves in the same fashion?

Ultimately it will come down to your gut reaction. Does the school feel right to you? And, if your children are mature enough to be involved in the decision, does it feel right to them? If the answer to these questions is yes, and the school provides the right curriculum in your language of choice, you have probably found the right school. However, if there are a number of things you immediately take against or that conflict with your own core values, then I strongly advise you to keep looking.

Choosing the right school is not an exact science, but with a little background work, some searching questions and a thorough visit, you can look forward to enjoying a happy and productive partnership with your children’s new school.

For more information about schools and education in Budapest please visit the site of the British International School, Budapest.

ABOUT THE AUTHOR: Kevin Foyle has fifteen years of experience in school leadership. He studied History, Physical Education and Sports Science at Loughborough and briefly earned a living as a professional cricketer. He began his teaching career at Winchester College, one of the UK’s leading independent schools, where he taught history and politics. He was then appointed to be Headmaster of Norman Court Preparatory School in 1995. After twelve very happy and successful years the draw of a new challenge on the international circuit resulted in his appointment as the founding Principal of the British International School Shanghai, Nanxiang in 2007. Inspired by the wonderful fusion of eastern and western approaches to learning found in Shanghai, at the beginning of 2009 he moved to take up the position of Principal at the British International School Shanghai in Puxi. He is married to Gill and they have four children two presently at BISS Puxi. In his spare time his main interests are sports, reading and exploring the city, especially the beautiful French Concession.