How to Compare Sixth Form and College Open Days
The best way to compare sixth form and college open days is to use the same shortlist of questions at every visit. Score each provider on course suitability, teaching and assessment, support, daily travel, costs, facilities and future opportunities. Write down evidence rather than relying on which building felt most impressive.
In England, young people must remain in education or training until at least their 18th birthday. Their options can include a school sixth form, sixth-form college, further-education college or another training provider. The National Careers Service overview of post-16 options is a useful starting point if you are still deciding which type of provider to investigate.
Compare the course before the campus
A welcoming atmosphere matters, but the course has to work for you. Do not assume that every provider offers the same subjects, qualification combinations or entry requirements. Sixth forms are generally more likely to concentrate on A levels, while FE colleges are more likely to offer technical courses, although the actual choice varies locally. A levels can also be available at colleges and other providers.
Before each visit, identify the exact course or combination you want to discuss. Ask what grades are required, whether there are subject-specific requirements and what happens if your GCSE results are slightly above or below your prediction. Entry rules vary both between providers and between courses. Applications are commonly made directly to each provider, so deadlines and procedures also need checking separately.
- Is the course definitely planned for my year of entry?
- What GCSE grades and subjects are required?
- How is the course assessed: examinations, coursework, practical work or a mixture?
- Can my preferred subjects be combined on the timetable?
- What happens if a course is undersubscribed, full or cancelled?
- Is there a suitable alternative route if I miss the entry grades?
If you are considering a T Level, ask about the specific occupational route and industry placement rather than treating it as a general alternative to A levels. A T Level is a two-year technical qualification, broadly equal in size to three A levels, and includes an industry placement of at least 315 hours. It is available only through selected providers. GOV.UK’s introduction to T Levels explains the overall structure.
Use one scorecard at every open day
Create a simple comparison sheet before the first visit. Give each category a score from one to five, then add a short reason. A score without a note is easy to reinterpret later; “4 — small class, weekly tutorial and clear feedback policy” is much more useful.
| Category | What to check | Evidence to record |
|---|---|---|
| Course fit | Content, assessment and subject combinations | Exact course name and answers from the course tutor |
| Teaching | Class size, contact time and feedback | A typical weekly timetable and marked-work expectations |
| Support | Academic, wellbeing and additional-needs provision | Named service, access process and waiting arrangements |
| Practicality | Journey, start times, attendance and costs | Door-to-door travel time and likely weekly expense |
| Progression | University, apprenticeship and employment preparation | Recent destinations and relevant careers activities |
| Environment | Facilities, workload and student experience | What you observed and what current students said |
UCAS recommends asking comparable questions about assessment, entry grades, class sizes, facilities, support, costs and destinations—and recording the answers. Its suggested questions for education events can help you build a personal checklist.
Ask what an ordinary week looks like
Open days show a provider at its most polished. Bring the conversation back to an ordinary Tuesday in November. Ask how many lessons students normally attend, how independent study periods work, when the day begins and ends, and whether students must remain on site when they have no lesson.
Speak to current students if possible. Useful questions include how quickly teachers return work, whether timetables contain awkward gaps and where students study when the library is busy. Treat one student’s answer as an example rather than a universal verdict, but notice when several answers point in the same direction.
Check support in specific terms
“Excellent support” is too vague to compare. Ask who provides help, how students access it and what happens after a concern is raised. This applies to subject support, mental-health or pastoral help, careers guidance and additional-learning provision.
If you have an Education, Health and Care plan, disability, medical condition or other access need, arrange a separate conversation with the relevant support team or course tutor. Support can include specialist equipment, assistive software, individual help and examination access arrangements, but provision is not necessarily identical at every institution.
Calculate the real cost and journey
A provider may look close on a map but require two unreliable buses. Test the journey at the time you would normally travel, including the walk from the final stop. Record the door-to-door time, earliest departure, likely fare and backup route. A 45-minute journey each way adds seven and a half hours to a five-day week.
Ask about travel, meals, books, equipment, trips, specialist clothing and required devices. Eligible students may receive help through the 16 to 19 Bursary Fund for essential participation costs. Discretionary support depends on the provider’s policy and an individual assessment, so ask for the current bursary policy rather than assuming that two institutions offer the same help. Check the official bursary eligibility guidance and confirm application dates with each provider.
Check the claims after you get home
Open-day presentations are useful, but they should not be your only evidence. For providers in England, use the official school and college performance comparison service to examine published results and other available information. You can also search the Ofsted report finder for inspection reports covering schools and further-education providers.
Read figures carefully. A headline result does not tell you whether the provider offers your course, provides the support you need or suits your preferred learning style. Where available, look at retention and student destinations as well as attainment. Then ask the provider to explain anything unclear rather than trying to turn one statistic into a complete verdict.
Make the decision with a final comparison
Within 24 hours of each visit, complete your scorecard while the details are fresh. Mark any unanswered questions and email the provider for clarification. Keep application deadlines beside the scores, because there is no single England-wide Year 12 application timetable and local arrangements vary.
Your best choice is the provider that offers the right course at an achievable entry level, with support and travel arrangements you can sustain for two years. Use atmosphere as a final check, not the main test. If two options remain close, prioritize course fit first, daily practicality second and progression evidence third. That technique turns several busy open days into a decision based on what your normal student life would actually be like.
References
- Post 16 options | Get careers information and advice
- Careers guidance and access for education and training providers – GOV.UK
- The road not taken: drivers of course selection (HTML) – GOV.UK
- Education after age 16
- Post-16 school and college open evenings – City of York Council
- Introduction of T Levels – GOV.UK
- T Levels funding guide 2026 to 2027 – GOV.UK
- Questions to ask at an exhibition | UCAS
- Disabled students: Preparing for open days and visits | UCAS
- 16 to 19 Bursary Fund: Eligibility – GOV.UK
- 16 to 19 Bursary Fund guide: 2026 to 2027 – GOV.UK
- Compare the performance of schools and colleges in England – GOV.UK
- Find an Ofsted inspection report
- Understanding school and college performance measures – GOV.UK
