UCAS Update Samantha Sykes, Professional Development Executive

2016 cycle overview The number of 18 year olds accepted rose to 238,900, the highest recorded to date, despite a fall in the 18 year old population. Young peoples’ chances of entering HE have increased, reaching a record of 32.5 per cent. Providers increased offer making to over 1.9 million in main scheme. 94 per cent of main scheme applicants, who made five choices, received at least one offer. Higher and medium tariff providers accepted more students. Full statistics published on ucas.com/corporate. A total of 718,400 applications were made in 2016, the same as in 2015. There were 535,200 applicants accepted to start in the 2016 cycle.

Four things have changed for 2017 EU: Change from +3,000/year to -3,000/year (c.6,000) Nursing: Fee/support changes associated with around 10% reduction in demand (c.5,000) Older age groups: Falls in older application rates become steeper (c.12,000), mixture of more entering at age 18/19 and stronger job market? 18 year olds: Slower growth than recent trend increases (c.3,000) As of the end of March: Total applicants: 601,770 This is a decrease of 4% (around 25,000). 233,830 English 18 year old applicants. This is an increase of 1,490 (+1%). Apprenticeships – another effect a contributing reason for falling application numbers too? Interesting offer points for 2017 so far- For 2017, it looks like offer rates continue to increase across all provider types.   However, the offer rate for UK 18 year olds applying to higher tariff universities has now begun to flatten out, after several years of increasing. These universities seem to have found the lowest grade profile that they’re happy to make offers to - around BBB.

Entry rates in 2016 for UK 18 year olds by region and country. There are still large regional differences in entry rates for UK 18 year olds. Nearly 40% of those in London enter, compared with the lowest rates of 28% in the South West. London/SE higher because of provider proximity? Entry rate A: North East 28.9% B: North West 32.4% D: Yorkshire and The Humber 31.0% E: East Midlands 29.8% F: West Midlands G: East of England H: London 39.9% J: South East 33.1% K: South West 28.2% W: Wales 29.5% X: Scotland 25.3% Y: Northern Ireland 34.8%

Application and entry rates for UK 18 year olds by sex 36.8% 27.2% At age 18, women are now third more likely to enter higher education than men. 37k more men would need to be accepted to equalise this gap in entry rates. Application rate gap has increased AGAIN for the 2017 cycle. Women REMAIN more likely to GO TO university, than men are to JUST FILL IN an application. Are male students being encouraged to apply, because there’s no intrinsic reason why they shouldn’t be in these large volumes? Think about strategies used in school/college to introduce HE, the language being used, showing them the variety of courses and campuses facilities available, different learning styles used in HE

UK 18 year old entry rates by type of qualification held Fewer 18 year olds in population KS4 accountability (new school performance measures) reduces BTECs and increases lower grade A levels. A level and BTEC mixed profile still rising though - changes to BTECs. Higher tariff universities reach bottom of appetite for A level grades (c. BBB). Medium tariff unis recruit lower grade A level students. Lower tariff unis hit by fewer 18 year olds, fewer older applicants, fewer A levels and fewer BTECs.

Proportion of all five-choice applicants receiving an offer by number of offers received (cumulative). Over half of applicants receive four or more offers and almost a third have five offers to choose between. Those five choices are important: Almost 90% of young acceptances are placed at one of the five choices they make when they first apply. So each choice really matters to outcomes and is valuable. What do applicants need to weigh up in ‘spending’ those five choices. Do I want to go there – if not the choice is wasted and do I stand a chance of getting an offer.

Proportion of English 18 year old applicants placed in Higher Tariff providers in England by A level grades. For achieved A level grades. 18 year olds with 3 or more predicted grades, points from top three achieved grades. Those achieving fewer than 5 points are also excluded from totals. “Typical” as could be a variety of grades giving that the total of points (6 for A*,5 for A, etc). More likely to be placed at a higher tariff provider as grades increase. More likely to be placed at higher tariff in 2016 compared to 2011. For example, 41% with BBB in 2016 placed in higher tariff compared with 19% in 2011.

So what? There’s never been a better time to apply. Universities want to recruit. More modest grades can secure a great place. Lots of offers being made! Some ‘discounts’ available at Confirmation.

Higher Education landscape Qualification reform. Alternatives, such as Degree and Higher Apprenticeships. Higher Education and Research Act. Brexit? Increased information and advice Mention the TEF.

Teaching Excellence Framework (TEF) Introduced by Government to encourage excellent teaching in universities and colleges. Intended to help students choose where to study, by providing clear information about teaching provision and student outcomes. This scheme is in addition to the UK’s rigorous quality requirements. TEF is a voluntary scheme, which is now in its second trial year. Participating universities and colleges can achieve a gold, silver, bronze, or provisional rating. Frequently asked questions available to help you advise students and parents. Teaching Excellence Framework (TEF) being introduced by government as a way of: Better informing students’ choices about what and where to study Raising esteem for teaching Recognising and rewarding excellent teaching Better meeting the needs of employers, business, industry and the professions” Points to remember: It is voluntary – not every uni has opted in Gold, Silver, Bronze or Provisional ratings For 2018 at institution level, not course level In 2018 UCAS search tool TEF ratings displayed for participating institutions only and no filter by ratings option Based in part on info in public domain already (e.g. NSS and DLHE) so avoid ‘double-counting’

We are here

What does this look like?

What can you do to prevent mistakes? Set up a qualification shortlist for students. Demonstrate or guide students through completing this section. Ensure students understand what should be entered. Start this section of the application early. Check that qualifications have been entered correctly when approving applications.

Entering qualifications in Apply 2017 Applicants will NOT have to choose between unreformed or reformed qualifications. Entering qualification details : All completed, certificated qualifications should be entered with relevant date and grade. Even if a U grade or resit(s). Qualifications with a future completion or certification date should be entered, with relevant date and result ‘Pending’. Science practical grade will need to be added in references. Applicants will NOT have to choose between unreformed or reformed A levels, AS levels and GCSEs. Explain original grade needs to be entered, plus resist as pending. Even if multiple re-sits. In short, ALL completed qualifications should be entered; the completion date given, and where certification occured in the past, a grade given (even if this was a U). ALL qualifications still being studied should be entered; the completion date given; and if this is in the future, the grade should be left as pending. Where a complete qualification such as an AS is being re-taken, this too should be entered; the completion date given and the grade left as pending. Where only part of a qualification is being retaken, this does not need to be entered in the Education Section, but could be explained in the personal statement or reference. In the declaration, the applicant does confirm that the information provided is accurate and complete. If this is not the case, the considering universities could potentially deem the application as fraudulent by omission if full details are not provided. With regard to A level module information – it is not compulsory to provide this, but can be provided at the applicant’s discretion. It might be wise for courses like Maths where, if for instance you are applying for higher Maths or Engineering or even some Psychology courses, the considering universities and colleges might need to know more precisely what modules have been completed.

Awarding Body Linkage To prevent mismatches through ABL there are some things you can do to help: Work with your exams officer to ensure that qualifications entered match those that the applicant is actually taking e.g. has dropped a subject, wrong BTEC etc. Check date of birth is entered correctly and that month and year on exam records match UCAS application. Check that names match e.g. correct order, shortened first names. This will help to prevent delays at Confirmation post-results. For further information see Exams results. UCAS receives exam results from many awarding bodies. We then match the results to your students’ applications and send them to the universities and colleges that are holding offers for them. If your students are taking an examination not listed in our exam results webpage, they need to send their results/certificates to their firm and insurance choice universities as soon as they receive them. Once you have submitted the application remember that if there are changes to exam details that applicants have entered in Apply  Let us know at qualsupport@ucas.ac.uk straight away if any of your students’ exam details change, and let the universities/colleges know too. that's anything from exam subjects, modules or units, to awarding/examining bodies and centre numbers. The email is also listed in our exam results webpage. It's important to tell us, as it could delay the processing of the exam results if we are not updated. If results can’t be confirmed, your student might not get their place. Just to give you an indication of the scale of this issue – last year UCAS had difficulty in matching over 50,000 applicant records with Awarding Body records. If there are any unmatched records for applicants submitted through your centre, UCAS will email you with a list of affected applicants and advise how to proceed to ensure that records can be matched and delays in this important process avoided or minimized. However, it is much better if, wherever possible, correct information is entered in the application to ensure that the matching process proceeds effectively in the first instance.

Qualification resources We have published the findings of our qualification provision 2017 survey of all providers of secondary education in England. Following the annual Tariff update, we’ve now updated all the Tariff tables, Tariff qualifications list, and the Tariff calculator – providing you with all the latest information and resources for courses starting in September 2018. In our adviser section of the website you'll find support materials, including videos explaining the changes. Key findings: 56% of respondents have changed their AS and A level provision since the 2015/16 academic year. 29% of respondents are offering the AS in all reformed subjects for the 2016/17 academic year, and 30% are offering the reformed AS in some subjects. Our previous survey indicated 59% would offer in all subjects, and 15% in some subjects. 36% of respondents will not offer the AS for the 2016/17 academic year. 23% of respondents are offering an unreformed vocational specification in the 2016/17 academic year, despite the availability of the fully reformed version. 22% of respondents do not feel universities and colleges have a good understanding of vocational qualifications. Respondents to our survey commonly ask for a grade 4 or grade 5 in English and maths to access their post-16 provision. In this year’s update, over 130 additional qualifications were added, including: the SQA Award and National Progression Award a suite of new UK vocational qualifications – taken from the DfE performance tables, or nominated by schools, colleges, and universities

Qualification reform statements Clear demand from schools and colleges about how HEPs will accommodate the changing landscape. Recommendation is that all universities and colleges produce Qualification reform statements.

Progression pathways Progression pathways 2016 Find out about the new and non-traditional qualifications an increasing number of learners are using to enter higher education. Progression pathways 2017 Find out about full-time undergraduate degree pathways through higher education, including degree and higher level apprenticeships.

Prepare for Confirmation and Clearing Ensure personal details are correct. Remind students to keep Track up-to-date. C&C information now in one place on our website. Clearing choice can be added from 15:00 on A level results day. Emails about mismatched and unplaced applicants. Ensure students are informed about their options. Learners are overwhelmingly happy with the support they get with their application from their school (93% felt supported) But during Clearing it would seem less support is available. Only 52% of those placed in Clearing agreed they got the support needed from their school. We plan to email advisers on SQA and A level results days with a list of students who have not had their place confirmed at their chosen university or college. It is envisaged we will only be able to offer this to centres where applicants are taking qualifications with which UCAS has a formal Awarding Body Linkage (see www.ucas.com/ advisers/exam-results). Testing is currently taking place on exact details, so please look out for more information on the website and in our newsletters.

Changes at UCAS New application management Service (AMS) for 2019 cycle. New tiles on ucas.com: Alternative options for your students including apprenticeship information and advice and the ability to search for apprenticeships, graduate jobs, and internships. Widening participation, including a factsheet explaining what contextualised admissions means. Direct contact service for Extra as well as Clearing. Qualification reform information, advice, and resources. Offer rate calculator. Pre-applicant data 2018 entry – sign up. Adviser timeline… coming soon! 2019 entry Application Management Services (AMS) - redesign of Apply 2019 entry - redesign of Apply for advisers 2019 entry

Improved reports for advisers New style Competitor and Progression report dashboard. Headline stats at a glance Applicant Status Reports (ASRs). New reformatter tool to help sort and filter your ASRs. Institution codes and campus codes listed on the UCAS website.

Professional development portal Our  professional development portal for advisers gives you access to a series of short digital training modules. Designed to expand your understanding of the UCAS admissions service.

New-look search tool Multi-destination search tool. Single destination for all applicants. 2017 and 2018 search tools to run concurrently. Key features include: new mobile-friendly design  advanced filtering and sorting options  ability to shortlist and save course searches  free text search  suggestions for misspelt searches

Search tool

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More support and guidance Contact UCAS’s Schools Team: UK advisers: 0345 123 8001 Email: adviserhelp@ucas.ac.uk Visit www.ucas.com/advisers to: understand more about the application process access Apply for advisers download guides and resources access information on training and conferences access Adviser Track and reports guidance get the latest news updates on the education sector access key dates for applicants see examples of applicant letters