You sit back and bask in the good feeling emanating from the panel in front of you. The presentation went well and you nailed their five questions: the job, you feel sure, is pretty much in the bag. Then the headteacher, smiling benignly, says: “Do you have anything you would like to add, or any questions you would like to ask us?”

Oh dear. While concentrating on what the panel would ask you during the interview, you neglected to focus on the opportunity you would be given to ask a few questions yourself. Unprepared, and unable to think in the heat of the moment, you stammer: “Erm, I can’t help but notice that the car park is a bit busy. Would it be possible to have my own private space?”

If that comes out of your mouth, it is time to get your coat. When you are asked if you have any questions, it is your chance to put yourself beyond the reach of your competitors. But you have to ask the right questions. Here’s what you need to know.

Sell yourself

The best questions are not really questions at all. They are designed merely to show the panel how great you are. So, if there has not yet been an opportunity for you to show everything you could bring to the school, say: “I see you have started to develop your outdoor learning policy. I was wondering what opportunities there might be for me to get involved with your Duke of Edinburgh/mountain bike club/hillwalking/dance group?”

And, once your interest is established, show increasing keenness, with: “And would there be any further training opportunities available to help me improve the part I can play in this?”

The same format can equally be applied to curricular matters, where you can ask a question to show how invaluable your expertise will be in widening opportunities for all. Something along the lines of: “In my previous school, I really enjoyed developing a course for GCSE engineering science. Would this be something I might be able to introduce for the pupils in this school?” 

It is important, in these situations, to be aware of what is already on offer in the school so you can be sure you are filling a gap. 

Your initial research for the post is crucial but, if you get it right, this question will be the one that elevates your suitability for the post.

Sell the school

If you can’t think about how to sell yourself, the next best thing is to make the interview panel feel good about your experience of the recruitment process. A closing remark rather than a question can encapsulate the ethos that the senior management team has been trying to establish for the past few years. 

So why not try: “Your school vision and values seem very strong indeed and, from what I have seen of the children [assuming that you have actually seen some children during the process] they try hard to live out those values. I’m just wondering how you’ve managed to ensure that they are so responsive?”

So, not a question as such but a chance for you to show that you have learned something about the school and how impressed you are, together with the underlying implication that you, too, would live and breathe the same philosophy if the school was lucky enough to employ you.

Sell passion

I find it hard to admit this but I have, on occasion, been so passionate with my closing remarks at an interview that I have almost started blubbing. While I have, so far, managed to hold back the tears, as a senior leader I love to see candidates who are similarly affected and impressed by my school, by our recruitment process and by our children.

Phrases that are likely to garner favour are along the lines of “Can I just say how impressed I have been by the children I have met and by your staff? Everyone seems to be so dedicated to improving the life chances for your pupils. I would just like to add that I would relish being able to do the same as part of your team.” 

Don’t be overly sycophantic, but remember that interviewers really do want to hear that you are devoted to the job and that everything you do is pupil-centred.

Train yourself

As with the interview itself, the important thing about the question section is to be prepared. Make a list of potential questions to use in interviews (you can find examples on the TES forums and elsewhere). Set aside time to practise different scenarios and make sure you feel comfortable about what you want to say and how you are going to say it. Also, try questions out on a trusted colleague to ensure that they don’t make you come across as an oddball.    

The ‘post-ultimate-question’ question

The perfect final question has been asked and the interview is almost over, but don’t relax just yet. The headteacher or a senior staff member may well be the one to show you the door and the way out. Don’t blow it all by making an off-the-cuff remark that will be the last thing they remember. And, as you sign out, remain polite to the office staff who have photocopied your personal documents and to the caretaker who is sweeping the floor as you leave. 

The “post-ultimate-question” question is the one the headteacher asks these staff after you have left the school, so treat everyone you meet as a potential interviewer. If it turns out that your chat about respect during the interview was all an act - and that, actually, the staff you encountered found you rude or distant - all is lost. If that happens, take it as a lesson learned and start to look for another school.  

John Rutter is headteacher of Inverness High School