Admissions tutors, is this true?

[scaryteacher]

Read this in the DT www.telegraph.co.uk/education/universityeducation/8320761/Are-you-ready-for-the-latest-university-challenge.html

Is it true, or is what a friend with a lad in his first year at Uni said correct - it's the grades that count, not the personal statement? The admissions tutors where he is said they don't read the personal statements, but make offers purely on the grades achieve at GCSE and those predicted at A level.

My lad is in Year 10, and we have all this to go through in a couple of years - I'm beginning to wonder if I wouldn't be better to get him to apply in Europe rather than go through all the English system palava. Based on the article, he wouldn't get in as we live abroad, Saturday jobs are hard to find if you not fluent in Dutch and French; he's doing DofE, and helps out with cubs. He will board for sixth form in UK, and do A levels, but Maastricht might be a better bet and closer than the UK.

As an admissions tutor grades are the first thing I look at. I then read the statement and in 90% of cases I would say it doesnt really make any difference to my initial thoughts from their grade profile.This is because typically those with the good grades have decent statements and vice versa.

However it can sometimes tip the balance. I have rejected people with 3 A's before because their statement was either full of grammatical errors, arrogant to the extreme or unbelievably they had obviously applied for different courses but mentioned the preferred choice throughout e.g. imagine I was in Maths - they were saying how much they wanted to study French

It also works the other way around - particularly if students have not done typical A levels (e.g. we might prefer biology but they do not have it), are a returning / mature student or they show exceptional experience above their grades. Sometimes their personality shines through so much I just have to give an offer even if they do not match the exact profile needed. Sometimes you just really want to give people a chance or can imagine how well they would fit in.

So it is definitely worth writing a good one but on a competitive course, if you don't have the grades it is unlikely to majorly affect the outcome.

Saying that - we are not RG but still very over subscribed - but I do not expect loads of A's at A level. A decent profile yes including good maths and english but A level grades are more important.

Mottledcat - I think we have similar DCs! and I agree with you! My youngest DS is now in Y9 and choosing GCSEs. All the advice is go for what you enjoy which he is (no soft choices at his school anyway)and nail the grades as a starter...then see...

peppa - obviously you know more than me but it makes sense to write a good personal statement that is specific to the course just in case...It's probably better to choose the same course too!!

I personally like the Oxford pre-interview exam such as the TSA as it puts all the kids on as level a playing field as they're going to get and I'm sure is the major deciding factor in who they interview....(only my opinion...)

pannetone - I'm sorry I didn't return yesterday. Personal circs. intervened.

Your son should look into the Cambridge Special Access Scheme as a possible application route.

The people interviewing in Oxbridge are (mostly ) human, and want to get the best students they can and to conduct the best interview they can. If your son is anxious that the interview system would hinder him, and you believe that this would be a direct consequence of his SN, then alerting the interviewer to that - his referee will fill in a special form - is the best way to address this problem in the first instance, I should think. At the very least, a phonecall to the Admissions office would clear up any questions you might have.

Anecdotally, while at Cambridge, I interviewed a candidate with AS (mentioned in ref., but not - interestingly - through the CSAS). It was immediately clear that s/he did not find the interview room a pleasant environment (though few do!), but I was also anxious to make sure s/he was able to show her/himself in the best light, so I asked her/him what s/he wanted to discuss about her/his studies, and we progressed from there. S/he was obviously very clever, and quickly found ways of showing me this. We worked it out together. A flexible and humane interviewer (who is sufficiently clued up about the candidate) will do their best to make the interview a success. Long story short: s/he got the offer; got results; came up to Cambridge; got a 1st; did an MPhil... So... as I said, your son should go for it! (Apologies for "s/he"-ing everything - seems more anonymous that way).

Just out of interest, what subject does he want to study?

The interviewers are usually as keen as the candidates for the interview to go well. We spend a lot of time interviewing. It is very tiring and administratively quite burdensome. At my current institution, we interview from Nov/Dec through to March, and in that time, I will have processed hundreds of UCAS forms, and personally interviewed at least 50 people (most members of the dept. also interview). Therefore, IMO, it is much nicer to have a good interview with someone than a bad one! No-one likes awkward silences, or tears , etc.

It is true that sometimes a student will freeze up so badly that you cannot get proper impression from them of their capabilities. If you are interviewing - as at Oxbridge - for a supervision system, it is possible that the interviewer will conclude that the candidate is not up to its peculiar pressures. However, in the case of your son, were his referee to make clear that in situations of particular pressure, rather than at all times and as a rule, your son underperforms, then they would work to find ways to get round this.

Thanks for the reply Penthesileia - I quite understand RL delaying your return!

DS wants to study Science or Engineering.

I am reassured that most interviewers are keen for the interview to be productive and an opportunity for candidates to display their strengths. However,I think it is rather likely that DS fits in the 'freeze up badly' category and will fail to show his capabilities. In the sixth form, members of staff who are teaching him for the first time tend to be concerned with his level of anxiety. When he gets used to them, and they get used to his outward signs of stress (some of which are coping mechanisms), they are pleasantly surprised by his insights and ability to contribute to class discussions.

I can see that his referee needs to emphasis this. For DS an interview is very difficult - speaking to someone new, unfamiliar environment, questions needing 'right' answers and the pressure of an offer at stake.

I have looked at the Cambridge Special Access Scheme. The level of grades for a conditional offer is important for DS.His AS grades and predicted grades may well be affected by his anxiety. I do not think he will cope with the pressure of a high grade offer.

Still lots to consider.