For parents choosing a secondary school after PSLE, a 2026 open house is most useful when you arrive with a shortlist and a few precise questions—not simply to admire facilities. Use MOE SchoolFinder to check the school’s programmes, CCAs and historical PSLE score ranges before visiting, and compare what the school says about actual Secondary 1 learning, teacher support, Full Subject-Based Banding, CCA access, transport and everyday student life. Open houses are opportunities to gather evidence; they are not entrance examinations, DSA interviews or guarantees that the current year’s cut-off will match last year’s.
Several schools have announced November 2026 events. For example, Xinmin Secondary published an open house on Saturday 14 November, 7.45–11.45am, with principal’s talks at 8am and 9.45am. Tanjong Katong Secondary announced an open house on 14 November, 9am–12pm. Dates, registration requirements, virtual sessions and campus tours vary, so confirm directly on the school’s current website before travelling. After PSLE results, use the child’s personalised Posting Group eligibility and the relevant previous-year ranges to narrow the final list to six genuinely acceptable schools. A helpful visit leaves the family clearer about a child’s real school day, not dazzled by an impressive stage performance.
- Before the visit: check SchoolFinder, school programme, Posting Group options, indicative score range, location and whether registration is required.
- On campus: ask about ordinary teaching, subject levels, support, CCA entry, school values, academic routines and journey home after activities.
- Speak to people: listen to teachers and pupil guides, but recognise that one student’s experience is not a representative sample.
- Verify promises: separate what every incoming pupil receives from enrichment requiring applications, selection or later qualifying grades.
- Make comparable notes: use the same essential questions across shortlisted schools and mark unknown facts for follow-up.
- After results: rank all six eligible schools by genuine preference with realistic historical cut-off margins; an open-house impression cannot guarantee admission.
Why parents need a method for open houses
A secondary-school open house can offer a welcome sense of the campus. Children may enjoy watching a choir, handling a robot or meeting student leaders, while parents appreciate seeing classrooms and talking to teachers. The problem is that a memorable demonstration can overwhelm the information most relevant to school choice.
A child will spend years attending ordinary lessons, travelling home, asking for help and forming friendships. Those experiences may be less visible during a special Saturday event than a highly prepared showcase.
The family’s job is to turn a brief visit into useful evidence about whether this particular child can learn and participate well at the school. A consistent method can help.
Open-house dates are not the same as the S1 posting window
Schools may organise visits before PSLE results are released or add tours and webinars during the school-choice period. A parent should not assume an open house is the deadline for submitting S1 choices.
The official S1 Posting Exercise has its own dates and submission procedures, issued through MOE and the pupil’s primary school. Open-house registration is separate from entering school preferences in the S1 Portal.
Check both calendars independently. A family could miss a tour without necessarily losing ordinary posting eligibility, and attending a tour does not itself reserve a secondary-school place.
Start from SchoolFinder before stepping on campus
MOE SchoolFinder can help parents investigate schools by programmes, subjects, CCAs and location. Historical PSLE score ranges help assess which schools may be realistic once the child’s result is known.
Write down the correct academic programme and relevant Posting Group rather than assume every displayed range applies to the child. A dual-track school or affiliated entry arrangement may require different comparisons.
This preparation prevents parents from spending their entire visit asking basic facts already available online. The campus time can instead focus on teaching, culture and practical details.
The previous-year cut-off must be understood correctly
Under the Achievement Level system, a lower numerical PSLE total is academically stronger. A last-admitted score from a previous exercise is historical evidence, not a promised threshold for the incoming cohort.
If the child has Score 14, for example, a previous-year cut-off of 16 offers a more comfortable numerical margin than a previous-year cut-off of 12, assuming the correct route and category are being compared. Neither outcome guarantees posting.
Ask the school about its learning environment, not for an invented forecast of the next cut-off. The final selection depends on this year’s applicants and vacancies.
Confirm the correct Posting Group and programme
Full Subject-Based Banding uses Posting Groups 1, 2 and 3 to facilitate entry, while pupils may offer individual subjects at G1, G2 or G3 levels where eligible.
Before visiting, identify the school’s actual options for the child’s likely route. A school name can include IP or other distinct programmes, and those may have different admission conditions.
Ask which programme the open-house presentation is describing. A general campus tour may not answer the specific question of the child’s ordinary timetable or subject-level arrangements.
Do not try to visit every school in Singapore
A family can become exhausted chasing a long list of open houses across the island. More visits do not automatically produce a better decision.
Begin with a workable shortlist that includes nearby options, relevant academic programmes and schools with CCAs or support that genuinely interest the child. Then choose a manageable number of visits that will answer unresolved questions.
If several events occur on the same Saturday, prioritise those where being on campus could materially change the family’s preference. Accurate research can be more valuable than an exhausting journey between showcases.
Check whether a session is in person or virtual
Some institutions organise physical tours, others offer e-open houses or webinars, and some provide both. A virtual event may be the best source of information when two physical open houses overlap.
Do not assume an online session means families can enter the school campus afterward, or that a video presentation offers access to every laboratory or CCA.
Check official registration instructions and the time of the relevant talk. If a campus visit is impossible, ask whether current prospectuses or a recording are available through the school’s authorised channels.
One 2026 example: Xinmin Secondary
Xinmin Secondary’s official open-house page, updated 5 November 2026, announces Saturday 14 November from 7.45am to 11.45am. Its principal’s talks are advertised at 8am and 9.45am.
The page also points parents toward the school prospectus and current information on programmes and CCAs. This illustrates why a prospective visitor should consult the school website immediately before the event rather than rely solely on an unofficial calendar.
The published programme can help the family decide when to arrive, but the school’s actual rules and timetable for the 2027 intake still require confirmation.
Another 2026 example: Tanjong Katong Secondary
Tanjong Katong Secondary’s 19 October 2026 announcement invites prospective Secondary 1 families to its 14 November event from 9am to noon, with opportunities to explore signature programmes and meet teachers and students.
It also notes that parking spaces on campus are limited, an easily overlooked practical consideration for families who plan to drive.
The important lesson is to check the official event page for timing, parking and programme details. The actual home-to-school journey should still be evaluated for the pupil’s ordinary weekday commute, not only the open-house visit.
Arriving early can help, but not for prestige reasons
A parent may want to hear the principal’s talk, inspect classrooms and visit several CCA displays. Arriving early can make the visit more manageable when the schedule includes fixed sessions.
However, an early position in the queue does not improve ordinary S1 posting priority. Open-house attendance should not be confused with an informal admission ranking.
Set a realistic plan for the time available: hear the school overview, find the most relevant staff and let the child explore a programme they genuinely enjoy.
Let the child lead part of the visit
The pupil will be the person attending the school each weekday. Give them an opportunity to choose one CCA booth or subject demonstration and ask their own question.
Parents can focus on educational support, eligibility and practical routines, while the child notices whether they feel comfortable in the environment.
Do not demand a confident verdict after fifteen minutes. Some children need time to think and may give a more thoughtful opinion during the journey home.
What a principal’s talk can explain
A principal may describe the school’s ethos, programmes, Full SBB approach, student-development priorities and future direction. Those topics can be useful for understanding how the school sees its educational role.
Listen for concrete examples: what a new pupil does, how staff support difficulties and what distinguishes the school’s actual learning opportunities.
A compelling speech is not evidence that every programme is accessible. Ask follow-up questions about the child’s eligibility, subject route and ordinary student experience.
A school value should have an everyday example
Many institutions describe respect, resilience, integrity and care. These are worthwhile values but are not unique merely because a school prints them on a banner.
Ask how the school teaches pupils to respond when classmates are excluded, when homework is difficult or when students make mistakes.
A credible answer may explain class routines, restorative practices, teacher guidance and reporting channels. Parents should evaluate what the value means in action rather than choose by a slogan.
Ask what happens in an ordinary English lesson
A pupil transitioning from PSLE may encounter longer texts, more demanding written explanations and a greater need to organise independent work.
Ask how English teachers introduce reading, writing and comprehension, and how they support pupils with uneven language strengths. If the child enjoys literature or debate, find out whether those opportunities are part of ordinary learning or selected enrichment.
A school’s English distinction rates alone cannot describe how an incoming pupil will be taught. The everyday process is a better comparison.
Ask what happens in Secondary 1 Mathematics
Some pupils find the transition into negative numbers, algebra and equations challenging. Others are ready for advanced problem-solving and additional enrichment.
Ask how the school teaches foundational ideas, checks conceptual understanding and provides appropriate challenge. Is there a way for pupils to ask questions or receive targeted help?
An Olympiad trophy can be impressive without telling parents whether their own child will receive a clear algebra explanation. Investigate ordinary teaching before competition success.
Science laboratories should be viewed through pupil access
A school can demonstrate an exciting experiment at an open house. Ask how often ordinary Secondary 1 students conduct appropriate practical work and how they learn to interpret evidence.
Do pupils plan investigations, use equipment safely and explain findings, or is the demonstration mainly presented by a selected senior team?
The most educational laboratory is one in which students learn to reason and practise responsibly. Equipment and performance awards are only part of that picture.
Understand mixed form classes before comparing sizes
Under Full SBB, a form class may include pupils from different Posting Groups who share common curriculum experiences, while certain academic subject lessons occur in G-level groups.
That means a school’s form-class size is not automatically the size of every Mathematics, English or Science lesson.
Ask for a simple example of the actual Secondary 1 timetable. The parent’s goal is to understand teaching and support, not conclude from a single average that every pupil receives identical attention.
Do not mistake a selected small group for every class
A school might showcase an eight-pupil research team or a small talent development programme. That can be valuable for its participants, but it does not establish the general class size.
Ask whether the smaller group is open to all, selected by aptitude or limited to particular year levels. Then ask what ordinary pupils receive.
A school should not be penalised for having selective enrichment, but parents need an honest picture of its reach. A marketing image should not become a promise of daily small-group instruction.
Ask how support works when a subject becomes difficult
The family can ask a practical question: if a pupil scores poorly on an early Mathematics assessment, what happens next?
Listen for a process involving feedback, diagnosing misconceptions, consultation, practice and communication with families where necessary.
A vague answer that students should work harder is less useful than an explanation of how teachers help them improve. The school may have different approaches for different subjects and needs.
Different academic strengths deserve different support
A child may be strong in Chinese but need English reading support, or excel in Science while finding Mathematics difficult. The school should be able to explain how individual subject levels work under current rules.
Ask whether the child can receive appropriate challenge in strong areas without being treated as identical across every subject.
Parents should not ask for guarantees of later G3 upgrades. They should ask how readiness is reviewed and how teaching supports progression under the applicable criteria.
Explore CCAs by asking about entry, not just presence
A school may list football, choir, band, dance, robotics or uniformed groups. But some CCAs use trials, auditions or allocation procedures when places are limited.
Ask whether ordinary Secondary 1 pupils can join and what alternatives exist when the first preference is unavailable.
The family should identify two or three genuinely interesting activities. A school chosen solely for one CCA can disappoint if entry to that group is not guaranteed.
Competition teams are not the same as CCAs
A pupil might join a sports CCA without making the representative squad, or enter a music ensemble without being selected for a major solo.
Ask how students develop if they are not chosen for competitions. Does the school provide beginner instruction and meaningful participation?
A school with impressive trophies may still be a good fit, but parents should know what the ordinary child will experience. The ability to learn over time matters more than instant selection.
Distinguish ALP from LLP
An Applied Learning Programme links academic knowledge to practical contexts, while a Learning for Life Programme emphasises character and student development through specified themes.
These are not automatically examinable upper-secondary subjects or CCAs. A school may have distinctive programmes reaching entire cohorts and more advanced opportunities requiring selection.
Ask which activities are guaranteed curricular experiences and which require later application. The child should be interested in what the programme actually teaches.
A programme can change before the child reaches Secondary 3
Some specialist subjects, elective programmes or research opportunities start only in upper secondary. A Primary 6 parent may be excited by a programme that the child cannot enter for another two years.
Ask about present lower-secondary learning and the later selection criteria. Do not assume the school will guarantee exactly the same subject combination or research partner for the future cohort.
The school should remain a good choice even if a later opportunity changes. That is more responsible than ranking solely by a hypothetical award.
Inspect the ordinary classroom, not only the showcase booth
Where the open-house tour permits classroom visits, ask how learning materials are organised and whether pupils have ways to seek teacher help.
Do not infer teaching quality from immaculate tables, large displays or a modern screen. A classroom can be attractively prepared for visitors without revealing the actual instructional process.
The more revealing question is what a pupil is expected to think, explain and produce. Ask teachers for examples of how ordinary lessons and feedback work.
The library can be useful without looking luxurious
A school library may support borrowing, reading, study, research and collaborative tasks. Its design can help, but access and teaching matter more than furniture.
Ask when pupils can use the library, whether it supports English and Mother Tongue reading and whether students receive guidance in finding reliable sources.
A school with modest facilities and engaged teachers may meet the child’s needs well. Parents should not let a single attractive photograph dominate their judgement.
Canteen access is part of the daily routine
A child may need suitable meals before afternoon CCAs, especially if the journey home is long. Families may also have dietary requirements or food allergies.
Ask about current canteen options, typical meal arrangements and where pupils obtain help if a necessary dietary need cannot be met.
A school can advertise healthy food without guaranteeing every special diet or allergen restriction. Individual medical needs should be discussed privately with appropriate staff and clinicians.
Test the actual public transport journey
A Saturday open-house trip may be easy because traffic is lighter or an adult drives. The child may need to travel alone on crowded weekdays, sometimes returning after a late CCA.
Test the morning route, walking distance, transfer complexity and a possible late-day journey. Consider how the pupil handles delays and unfamiliar situations.
A distinctive school programme can justify longer travel when it genuinely fits the child, but the family should be clear about the recurring cost in time and energy.
Parking arrangements are not the child’s commute
A school may provide visitor parking instructions, or warn that parking is limited. That affects the open-house visit but does not explain the ordinary pupil’s travel.
Parents should separate the convenience of visiting by car from the reality of repeated public transport and walking.
A school is not automatically unsuitable because visitors have limited parking, nor automatically convenient because a parent reaches it quickly on a weekend. Measure the right journey.
Check HBL and digital learning expectations
Secondary schools organise Home-Based Learning and Student-Initiated Learning within MOE’s blended-learning approach. School calendars and task arrangements can differ.
Ask how incoming pupils use Student Learning Space and a prescribed Personal Learning Device, and what happens if a family lacks a suitable device or home environment.
A school with more screens is not necessarily better. Evaluate whether digital tasks support understanding, safe independent learning and useful teacher feedback.
Ask how pupil wellbeing is monitored
A school may describe peer-support leaders, counsellors and form-teacher check-ins. Parents should ask how a pupil actually reaches help if feeling isolated or being treated badly.
Look for clear reporting, adult responsibility and follow-up procedures. A selected student leader is not a substitute for trained staff when serious concerns arise.
A caring school should explain its process honestly without promising that no student will ever experience a problem. Effective support is visible in how concerns are addressed.
A strong orientation may ease the transition
A Secondary 1 child has to learn new classrooms, timetables, CCA choices and friendships. Orientation can help, but the first weeks after the welcome activities also matter.
Ask whether the school continues checking on pupils during Term One and how it teaches practical independence.
A huge welcome celebration is not automatically superior to smaller, well-designed activities. The quality of relationships and ongoing guidance is the better measure.
Ask about school-home communication
MOE’s refreshed school-home partnership guidelines encourage respectful communication through official channels and consideration for teachers’ working hours.
Ask how parents receive school updates, consent forms, assessment information and urgent notices. Clarify what belongs in Parents Gateway and whom to contact for a specific concern.
A responsive school should provide a practical route for communication without promising instant personal teacher replies to every evening message. The family should support the child’s growing independence too.
A pupil guide can offer useful but limited evidence
Current students can describe how they experienced orientation, CCA trials or a difficult subject. Their stories may help the visiting child imagine school life.
However, a guide has one personal experience and may be selected for the event because they are confident and involved. Their answer should not be treated as representing every student.
Ask respectful, specific questions rather than demanding rankings of teachers or private information about classmates. Compare their response with official school guidance.
Questions that student guides can answer well
Ask what surprised them in Secondary 1, which routine they found hardest to learn and what helped them make friends.
You might also ask how they manage a busy CCA day or what they enjoy most about an ordinary lesson. These questions can reveal practical school experience without invading anyone’s privacy.
A child’s own reaction to the conversation can be useful, especially if the guide is open and supportive. Still, one interaction cannot prove the whole school’s culture.
Questions that teachers should answer instead
Subject-level eligibility, formal learning support, curriculum replacements, CCA selection rules and admissions policies are better directed to authorised teachers or school staff.
A student guide may know only what applied to their cohort, which could differ from the incoming year.
Ask the staff member to distinguish confirmed arrangements from general possibilities. It is better to record an unknown than repeat an unsupported promise about the next intake.
A broad school brochure may hide essential conditions
A prospectus might list a special Art, Music or Language programme. But access may depend on a later audition, examination results, nationality, school track or limited places.
Ask directly who can apply, when selection happens and what every non-selected pupil will still learn.
A school should be evaluated for its normal teaching even if the advanced option is attractive. The family should not confuse an institution’s capacity to offer a programme with their own child’s entitlement to it.
Be careful with historic examination results
An open-house slide may highlight excellent SEC, O-Level or earlier examination outcomes. Those achievements can reflect serious student and teacher effort.
But school results can also be influenced by entry profile, subject selection and other factors. They do not directly measure how much one school improves every child.
Ask what regular teaching practices produce learning and how the school supports pupils who begin with different strengths. A headline distinction percentage is contextual information, not a verdict.
Separate atmosphere from verification
A campus can feel warm and inviting. Student performances may be enthusiastic, and staff may be courteous. These impressions are useful but incomplete.
Compare them with factual questions: is the academic route eligible, can the child access the important CCA, what support exists and how will the commute work?
A family can value a positive atmosphere without allowing it to replace evidence. The strongest decision combines the child’s feelings with accurate educational information.
Look for honest answers about limitations
A teacher who says that a programme has limited places or that the exact timetable is not yet confirmed may be providing more useful information than someone who promises everything will work perfectly.
Schools face real constraints involving staffing, facilities, timetables and enrolment. Parents should prefer clarity about those conditions.
A respectful enquiry does not require the school to predict next year’s cut-off or guarantee a future Secondary 3 subject combination. It asks for what can responsibly be known now.
Do not collect other children’s private information
Parents may be curious about disciplinary incidents, medical conditions, or individual students’ grades. Such information does not belong in a public open-house conversation.
Instead, ask about schoolwide policies for safety, support, assessment and response to problems.
The family can investigate whether the school has credible systems without naming identifiable pupils or repeating unverified allegations. Responsible research also models respect for the child making the transition.
A working-parent timetable deserves attention
A child may have late CCA days, HBL arrangements or other activities that affect family logistics. Ask how dismissal times and parent communication usually work.
Do not assume an exact Secondary 1 timetable before the cohort is placed. Obtain current examples and ask how changes are notified.
A school offering exciting enrichment may still require a demanding weekly schedule. The family should consider whether that routine is manageable over several years.
Financial assistance can change the comparison
Some families may qualify for MOE Financial Assistance Scheme benefits or an Independent School Bursary under current eligibility rules. School fees vary by institution, programme and nationality.
Ask the school’s finance office for current rates and application instructions, not for an informal promise of an individual award during the open house.
A higher-fee school should not automatically be excluded before checking legitimate support, but the family should not count unapproved subsidies as confirmed savings.
Example: two schools with similar cut-offs
Imagine Schools River and Meadow have similar previous-year ranges for the child’s eligible programme. River has an impressive Science showcase, while Meadow explains a clear system for supporting algebra and reading.
The family asks both schools about ordinary Science lessons, academic help, CCAs and transport. It may discover that River also provides good support, or that Meadow offers meaningful practical Science beyond the open house.
The deciding evidence concerns actual fit, not which school’s demonstration was more theatrical. A more deliberate comparison can change the order of preference.
Example: the child loves one CCA
Imagine a pupil wants the school’s football team. The open-house booth is exciting, and the player is enthusiastic.
The parent asks whether ordinary Secondary 1 entrants can join the CCA, whether trials apply and what happens if the child does not make the representative squad.
If the pupil would dislike the school without that activity, the family should reconsider the ranking. A four-year placement should not depend on a selected team position that has not been offered.
Example: a child who feels intimidated
Imagine a Primary 6 pupil feels overwhelmed by a crowded hall and says that the school must be too competitive.
Parents can ask a teacher about ordinary form-class support and allow the child to visit a quieter space where permitted. The open house may not resemble a normal school day.
The family should take the child’s reaction seriously without treating one crowded event as a complete picture. Additional current information can help the child form a fairer judgement.
Example: a distant school with an appealing ALP
Imagine the school has an aerospace or sustainability programme that genuinely excites the child, but the trip from home is long.
The family asks who can participate, how often the activity occurs and whether advanced places are selected. It then compares the repeated daily journey with the real educational benefit.
A special programme can justify travel for some pupils. The parent should not assume a colourful display is worth several extra hours of commuting each week without further information.
The ten-question open-house card
- What would an ordinary Secondary 1 pupil in this Posting Group learn during a typical week?
- How are English, Mathematics and other subject lessons organised and supported?
- What happens when a pupil struggles with an unfamiliar concept or assessment?
- Which showcased programmes reach all pupils, and which need applications or selection?
- Can beginners join the child’s preferred CCA, and what alternatives exist?
- How are mixed form classes, subject groups and orientation explained?
- How do staff respond to friendship, wellbeing or bullying concerns?
- What are typical reporting, CCA and late dismissal routines?
- How do parents receive important information and seek appropriate assistance?
- What can the child realistically access even if the most attractive enrichment programme is unavailable?
What to write down while leaving the campus
Record three verified strengths, two unresolved questions and one practical concern about each school. Also let the child describe what interested or worried them in their own words.
Distinguish a staff answer, a student impression and a fact obtained from official school materials. These sources carry different levels of reliability.
Avoid assigning a false numerical school quality score. A short evidence-based note can be clearer than a spreadsheet with invented weights and grades.
How to compare different school visits fairly
Use the same core questions for each school, but allow one or two questions related to the child’s individual interests.
A school that offers many booths may appear more exciting, while a smaller event may make teacher conversations easier. Neither event format is identical to learning quality.
Compare actual academic fit, accessible enrichment, culture and daily routine afterward, when the atmosphere of the event is no longer dominating the family’s impressions.
If you missed the open house
Parents can still use the school’s current official website, prospectus, SchoolFinder profile, online information session or published contact channels.
Ask one or two targeted questions that materially affect the child’s decision. Do not assume the absence of an open-house visit makes the school impossible to evaluate.
Many important facts about subject routes, CCAs and transport can be verified without a campus tour. A family should not sacrifice a suitable school merely because several events were scheduled on the same day.
When PSLE results arrive, update the shortlist
Before results, the family may have a provisional list based on interests and past ranges. After receiving the actual score, check the child’s personalised Posting Group options and correct school programme eligibility.
Remove options that are unavailable under the relevant route, and add realistic alternatives meeting the child’s needs. Do not cling to a favourite open-house visit when it is not a valid choice.
MOE advises using all six choices and including two or three suitable schools where the child’s score is numerically better than the relevant previous-year cut-off where feasible. A lower numerical PSLE total is stronger.
Genuine preference is more important than a supposed trick
The order of school choices matters under the specified same-score posting tie-breakers. Families should therefore rank their genuine preferred eligible school higher rather than use an untested formula based on rumours.
But preference does not override a stronger PSLE score, and placing a school first is not a guarantee of admission.
A well-researched list includes six schools the family would actually accept. The open house helps decide preference; official eligibility and historical ranges help manage uncertainty.
Frequently asked questions
Does attending an open house give a posting advantage?
Ordinary S1 posting uses the official merit, eligibility, choice and tie-breaker framework. An open-house visit is for research and does not create an admission priority.
Are 2026 secondary open houses all on the same Saturday?
No. Individual schools have published different dates and formats. Confirm current details through the school’s official page.
What should we ask student guides?
Ask about ordinary lessons, orientation, CCA participation, routines and how they sought help. Avoid private questions about other pupils.
Can an open house guarantee an ALP or CCA place?
Not necessarily. Some experiences are schoolwide, while selected teams or advanced programmes require separate eligibility or auditions.
Should a child choose the school with the best performance?
Not solely. The performance is one part of the school’s activities and may feature selected pupils. Everyday teaching and support matter more.
What if the school is far from home?
Test the actual morning and late CCA-day commute and decide whether the verified educational benefit justifies the travel.
Must we visit all six eventual choices?
No. SchoolFinder, official prospectuses and appropriate enquiries can support the decision. Visit those where a tour would materially help.
Does last year’s cut-off guarantee this year’s admission?
No. Previous-year ranges are historical posting outcomes. Use them with the official eligibility and six-choice guidance, not as guarantees.
Official information and connected parent guides
MOE’s SchoolFinder and Secondary 1 Posting information should anchor the school shortlist. The MOE Parent Kit explains child-centred choice, six preferences and historical admission margins. For dated 2026 open-house examples, consult Xinmin Secondary’s official event page and Tanjong Katong Secondary’s open-house announcement. Confirm every event at its source before attending.
For more detailed eduKateSG reading, see When Your Score Matches Last Year’s Cut-Off, School Culture and Student Support and Comparing CCAs, ALP and LLP.
The best open-house visit changes what the family understands about the child’s real learning and daily life. Choose the secondary school whose verified teaching, support, programmes and routines make it a suitable place for that child to grow.