UCAS News

As soon as we complete the 2025 cycle, we immediately turn our attention to next year’s cohort and as we finish our first term almost all of our students’ UCAS 2026 applications have been submitted well in advance of the January deadline. Many have already experienced the relief and satisfaction of getting their first offer back in before Christmas and we are hopefully of many more offers to follow.

As our cohort is a small one of under 30 applicants, course choices can vary greatly from one year to another. After a lull of many years, last year two students took up places to study Architecture, an application which demands careful and detailed portfolio preparation. We also had a student who took up a place for Creative Writing at the renowned University of East Anglia, having submitted an outstanding piece of writing that prompted the course leader to write to her directly. Other than these more unusual creative applications, the most popular degree our students applied to last year was Mechanical Engineering.

In recent years, Economics and Business-related degrees, plus Psychology, have been the most popular courses, but in 2026 we have seen the pendulum swing back to some of the more traditional degree courses. We have three applicants applying for Law, including one who is applying for the English LLB alongside the French Maîtrise, which means the degree offers the opportunity to matriculate on the first stages of both English and French Law.

Looking further afield, alongside their UCAS, we have two students applying for dual international programmes: the first for Global Engineering at CentraleSupélec in Paris and McGill University in Canada; and the second for Mathematics and Economics at Trinity College Dublin and Columbia University in the US. We congratulate them on managing a demanding load of application administration alongside the demands of UCAS, our longest teaching term.

The health professions have also seen something of a surge this year, with two applicants applying for Medicine and another for Nursing. Our prospective medics have already been invited for interviews and received mock interview preparation in college as well as attending a mock MMI afternoon offered by CIFE to member colleges. MMI stands for Multiple Mini Interviews and this format is increasingly used for medical interviews. In the MMI format, the applicants move from one station to another, with each one generally timed for five minutes. Stations may include role play, ethical dilemmas or data analysis.

We also had one external student come to us for Medicine interview preparation for University of Cambridge, which is very different from the MMIs and involves a panel interview with probing questions and scientific problem solving.

We are happy to see a small surge in interest for the traditional humanities degrees, which have been somewhat relegated in the enthusiasm for the social sciences over the past decade. This year we have students applying for English Literature, History and Classics and their genuine passion for their subjects keeps the flame alive.

What sits behind these results is a highly individualised and carefully structured approach to university preparation. From the early stages of the sixth form, students are encouraged to engage actively with questions about academic direction, motivation, and long-term suitability, rather than viewing the application process as something that begins and ends in the final year. This approach allows aspirations to develop alongside academic progress, giving students time to test ideas, reflect on feedback, and build confidence in their choices. As a result, decisions are made thoughtfully and with a strong sense of ownership, grounded in both ambition and self-awareness.

A central feature of this approach is the close coordination between students, subject teachers, and the college’s university guidance team. Support is deliberately aligned across teaching, mentoring, and application planning so that advice is coherent, consistent, and well timed. Course choices are explored in depth through discussion and review, often evolving as students’ academic interests mature.

This ensures that applications reflect sustained engagement and genuine academic readiness, rather than being driven by league tables, external pressure, or short-term trends.

We also place strong emphasis on helping students make sense of the wider higher education landscape. This includes developing a clear understanding of how institutions can differ in course emphasis, teaching styles, assessment methods, and progression opportunities. Students are encouraged to think critically about what will suit them best as learners, and how different environments may support their academic development and wellbeing. This broader perspective allows students to approach offers with clarity and confidence, and to make final decisions that balance reputation with fit.

Alongside this strategic guidance, considerable time is devoted to supporting students through the practical demands of the application process. Personal statements are shaped through multiple drafts with detailed subject-specific feedback, helping students articulate their academic interests with precision and depth. References are written to present a balanced and accurate picture of each applicant, reflecting both attainment and engagement. Where additional requirements apply, such as admissions tests, written work, portfolios, or interviews, preparation is structured, paced, and carefully timed. This approach helps students manage the pressures of the Autumn Term effectively and engage with each stage of the process with confidence, assurance, and focus.

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