Write down what your child needs

Start with a short picture of your child rather than a list of desirable facilities. Note what they enjoy, how they communicate, their experience of being away from you and any help they need to participate. Include the practical details: days, hours, journey, collection and the languages used at home.

Then choose a few priorities. One family may need a predictable quiet space; another may value a setting that can explain how it supports a child learning English. Priorities help you ask useful questions and stop a striking feature, such as a large garden, from overwhelming other important considerations.

Watch the relationships

During a visit, notice whether adults get down to children's level, listen and respond with interest. Watch what happens when two children want the same object or when someone becomes upset. These ordinary moments reveal how the setting helps children understand feelings, boundaries and other people.

Ask who will get to know your child most closely and how information reaches the rest of the team. In England, the EYFS includes a key-person approach. Elsewhere, ask about the equivalent arrangements. Find out what happens when the familiar adult is absent so continuity does not depend entirely on one person.

Look at the play children can actually use

A room can contain excellent resources that some children cannot comfortably reach or understand. Look at how materials are offered, whether children can choose and whether adults help them enter an activity. Ask how outdoor experiences work in different weather and what clothing is needed.

A useful question is: what would you do if my child watched from the edge rather than joining in? The answer should describe thoughtful support, not pressure to behave like everyone else. Ask how children can find a quieter space and how staff balance group experiences with individual preferences.

Talk through an ordinary session

Ask staff to describe the session from arrival to collection. Include meals or snacks, toileting, changes between activities and how a tired child is supported. Discuss your child's actual needs rather than relying on a general statement that all children settle eventually.

Check safeguarding and collection arrangements, including how the setting confirms an unfamiliar adult is authorised to collect. Ask how accidents, concerns and important messages are recorded and shared. You should leave knowing how to contact the setting, what happens if you are delayed and how a concern would be handled.

Compare the full practical offer

Request written information about sessions, funding, paid hours and optional extras. Clarify term-time versus year-round attendance, holiday closures, notice periods and what happens if a session is missed. Funding systems differ across the UK, so confirm the entitlement for your child's age and family circumstances.

Read the current inspection information and ask about any improvement priorities. A report should inform your visit rather than replace it. Record both strengths and unanswered questions soon afterwards. Comparing the same questions across settings is more useful than trying to remember which visit felt most impressive.

Plan the decision and transition

Before accepting a place, ask how settling visits work and how staff will learn about your child. Agree what information should come from a previous setting and what you will provide yourself. If support is required, check who is responsible for arranging it and when you will review the plan.

Keep the decision proportionate. No setting will remove every worry or provide every possible activity. Look for a place that can explain its approach, listen carefully and respond honestly. Those habits matter when your child's needs change, when a routine needs adjustment or when you have an unexpected question.

Your quick checklist

  • Write down your child’s interests, support needs and practical requirements.
  • Visit during an ordinary session where possible.
  • Observe how adults respond to difficulty as well as success.
  • Ask about the familiar adult and staff cover.
  • Request clear funding and charge information.
  • Agree settling arrangements before the first full session.
More tools for your family

Common questions

What is the most useful question to ask?

Describe a situation your child may find difficult and ask how staff would help. A concrete answer reveals more than a general promise that the setting is caring or child-centred.

Should I choose the setting with the best facilities?

Facilities matter when children can use them well, but relationships, inclusion and routines also matter. Compare the complete experience and practical fit.

Can I visit more than once?

Ask the setting what is possible. A follow-up conversation can clarify unanswered questions, especially about support, funding or settling arrangements.

Sources & checking

This guide was checked against the publications below. They are listed by name so you can identify the underlying guidance. Arrangements can change, and the school or relevant education authority can confirm what applies to your child.

  • Department for Education — Early years foundation stage statutory framework
  • Department for Education — Free childcare entitlements and model agreement: guidance
  • Childcare Choices — Working families: how funded childcare works
  • Welsh Government — Nursery education for 3 and 4 year olds

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