2. UCAS References – Good practice
Al Blackshaw – Senior Widening Access Support Officer 16 November 2016
UCAS References – Good practice

3. Within Context of Good Application
Pupils – thorough research
Met the minimum?
Apply to similar courses
5 choices – breadth of entry requirements
Early applications?
The reference should be the final part of the application. Pupils should apply to courses for which they can at least meet the minimum. For example, if Higher Maths is a requirement and the pupil has not taken Maths beyond Standard Grade, then they should not apply for that course as it will be an automatic rejection and therefore a waste of one of their choices. No benefit to early applications – but it could harm a pupil who may write a better Personal Statement with a little more time.

4. The Reference: School Context
Introduce your school
How many pupils?
How many of those study 4 or more Highers?
Progress to HE?
This information allows selectors to get an idea of exactly how impressive the high flyers within your school are. If they don’t know your school’s particular context, then they don’t know how rare it is for a pupil to get five highers in one year; or that Advanced Higher English this year is being taught as a composite class with Higher candidates and only one pupil in your entire school is undertaking the AH etc.

5. The Reference: School Context
“Madeup High School has a roll of 1027 pupils from a wide and varied catchment area. The percentage of pupils within the school who receive FSM is standing at 21%. 26% of our school roll live in postcode areas that fall within the bottom two SIMD quintiles. Historically our Sixth Year roll holds at between 100 and 120 and in session % of S6 pupils applied to Higher Education. Pupils achieving 5 SQA Highers numbered 7% last session.”
Short, concise, sets the scene well – and once written can be included at the top of all of your references. That’s one paragraph of all of your references written straight away.

6. The Reference: School Context
Sets the scene well
Indicates challenges facing pupils
Indicates rarity of:
5 Highers
Application to HE

7. The Reference: Gathering Information?
How does your school collate information for references?
One allocated teacher? Input from all teachers?
Consult with colleagues if struggling with one particular reference
Consider circulating tables with prompt questions for relevant staff.

8. The Reference: Presenting Information
Highlight key skills/abilities
Try to provide some specific examples
Avoid repetitive language
Info pupil wasn’t able to fit into personal statement?
Encourage pupils to keep a second word document of deletions from their personal statement drafts – these edits could form part of your reference.

9. The Reference: Presenting Information
“Amy is a highly committed pupil who displays an excellent work effort and an aptitude for study. She is very enthusiastic concerning her studies and this has brought her a high degree of success.”
Positive language vs. low grades. Remember that Admissions staff can see grades! Don’t sweep low grades under the carpet – instead, tell us why they are low. If we know, we may be able to make allowances.

10. The Reference: NOT a job reference!
Doesn’t need to constantly be fully positive
TELL US of factors affecting attainment
Remember we can see results
Integrity – we need to be able to trust you

11. The Reference: Summary
Provide school context
Mention the subject area applied for
Don’t regurgitate Section 5 info
Consult with all relevant colleagues
Provide specific examples of skills/achievements
Pupils can ask to see reference