Oxbridge Aspirants 2022 part 3....Will they or won't they make it to interview? Our Mum nerves are in tatters!

[TangoWhiskyAlphaTango]

New thread for us, lots of lovely support whilst we wait. Some of our lovely DC now have interview dates whilst the rest of us hold our breath and try not to hassle our teens into checking their SPAM folders at least several times per day .

I certainly hope a-levels go forward this year. If not this cohort will have never been assessed externally.

I think having a measure of their own performance with that external rigour is good for their own sanity and self understanding.

@OxanaVorontsova

Some fascinating insights on this thread, thanks for sharing.

DD has just had invitation to interview for HSPS so we’ve breathed a collective sigh of relief, now to support her preparation (and manage expectations!).

Well done to your DD! Mine has applied for HSPS too but still waiting to hear.

@Stockpot I wholeheartedly agree with you on that front. They really were robbed last minute of sitting those exams. DD was moving to a different county for 6th form as we relocated an so never got chance to say goodbye properly, such a shame after 5 years. They did mocks latter end of summer term last year and sat past A-level papers. DD did really well and I think that more than anything bolstered her spirits, actually proving to herself she can sit a real exam.

Great news OxanaV

CurlyhairedAssassin grammars vary in their approach - there's an enormous breadth of quality in the sector, usually linked inextricably to the quality of the leadership in the school.

In terms of 'bias' - leaving aside difficult domestic circumstances, which can occur anywhere - if a student lives in one of the flagged postcodes, then that will show up on the application, despite being at a grammar. FSM is too blunt an instrument on the whole. My DC were all at a grammar (one of the superselectives) and regardless of any other circumstances which might have affected them, they all had an excellent, reasonably fast paced education, in an undisrupted school environment and so it was absolutely right that they were expected to perform proportionately better in tests and at interviews without the same educational advantage. There's certainly an argument that grammars have to achieve that sort of education on woefully little money compared to their peers in the independent sector - but I would say that that's splitting hairs in the big picture.

My DC1 always had a very laid back attitude to school work. It's only when they actually got to Cambridge that they realised what working hard really means. But they've up their game accordingly. At this age they can make these substantial changes.

My DC felt short-changed not to sit GCSEs, and also seriously annoyed at being given two 7s in the teacher grading, in English. This really reflected disinterest in the subjects, relative disengagement in lessons, and the system for ranking within year group that was imposed, rather than ability. DC sat the 'appeal' exams in November and got an 8 and 9.

This left us wondering just how many others were underestimated by the school. It's a large comprehensive, generally with middling results, but with a strong upper end this year (more Oxbridge applications than usual). This probably worked against them in the GCSE gradings.

I sometimes think that academic kids at some poor performing comps don't actually have to perform that well to stick out from the others. Without actual exams it makes it really hard to tell what the true ability actually is

I totally and utterly disagree. If you get 85%/ 90% + in your exams you have ability. My God you do. On top of that if some kids experienced the horrendous home backgrounds that some of my pupils do- and I mean curl your toes horrendous that no child should experience- it puts it in even greater light. The bias is not towards them, I can absolutely assure you.

Or, in the case of last year, those percentages in in-class tests and course work. Here in Scotland the process was robust and we needed evidence coming out of our ears for evert child.

@TangoWhiskyAlphaTango just a quick note to let you know that DD (first year NatSci at Clare) was the absolute last of her friends to hear about an interview. Sending sympathy - the timing just adds to the stress.

I looked at the 2019/20 interview spreadsheet and Clare come in very late on that.

@Puffalicious

Or, in the case of last year, those percentages in in-class tests and course work. Here in Scotland the process was robust and we needed evidence coming out of our ears for evert child.

Teachers were also paid for the extra work! (although I heard many are still waiting...)

Just saw on the Student Room interview offers spreadsheet that as of yesterday, the Compsci offers are starting to come out - guess they have got the TMUA results?? Ridiculously nervous... no Emmanuel CS yet though.

I wouldn’t worry about bias towards kids at grammars, they are hugely over-represented % wise atOxbridge, and politically contribute to ‘state school’ figures at the unis.

WRT disparity in teaching between state/indie, as an example , a local indie in the 1st lockdown had full timetables of online teacher led live classes from day 1. My son in Y10 Stan outstanding comprehensive did not speak to a teacher or have any live lessons from March 20th to September, and that is not unusual.

In terms of the stats, the % of 8/9 grades rose massively in indies, and less in state. It’s pretty compelling evidence..

In case it helps anyone else, my DS (now 2nd year engineering at Cambridge) had “only” 8 GCSEs and as well as his 9s, had an A and a B (some “old” grades as well as new ones). So you certainly don’t need 10 grade 9s.

DD2 does have 8 grade 9s and many of them are “real” grades because she took lots early (this is standard for a home educated student). But I assume that Oxford will be more or less ignoring GCSE results this time, because for the vast majority they are pretty meaningless one way or another.

Agreed that Oxbridge isn’t right for everyone and both my older DC have struggled, at times, in different ways. COVID hasn’t helped. They are demanding places to be and some subjects are much more intensive than others.

Piggy we did get paid- paltry sum but it acknowledged the huge amount of work. I wasn't allowed to grade my own students, we graded those from a neighbouring school and vice versa, after a long, robust consultation and monitoring period.

I cannot wait for this all to be over. My DS waiting on PPE Oxford news. He's still trying to catch up on work he fell behind with when he was swotting for his TSA. I want him to get an interview just so he has a shot at the full process but in some ways if he doesn't, then the pressure is off. We' re both being pretty fatalistic - what will be, will be but I think he'll be disappointed if he doesn't get an interview of course. If he does get an interview he won't have much time to prep - he's never had an interview for anything. Would most people do it at home on zoom or in school? I suppose I'll worry about that if it happens. I think he won't hear until 29th Nov, that still feels a long time away.

Going to a grammar school gives children a massive advantage, surely. Mixing with bright, motivated and well supported peers. On average no doubt better teachers. So much focus on the academics. Expertise in teaching bright children. Setting, to the nth degree, even though only high ability children get into the school in the first place. High expectations and knowledge and experience on Oxbridge, etc.
My DC2's comprehensive obviously takes all the local children, and it doesn't set at all. Not even for maths and English.

I don't think Oxford are interviewing on Zoom - though Cambridge is I think.
DC2 has an interview offer but we're also not feeling very optimistic at this stage! I'm hoping that it will overall be a useful learning experience, rather than the stuff of nightmares for years to come...

Oxford are doing virtual interviews this year.

Yes they are, but not using Zoom. I forget what they're using - maybe Microsoft teams or something.

Ah I see what you mean. Yes it's Teams. Plus kit depending on the tier, up to interactive whiteboard and universal stylus for tier 3. STEM subjects I guess.

@Puffalicious

I sometimes think that academic kids at some poor performing comps don't actually have to perform that well to stick out from the others. Without actual exams it makes it really hard to tell what the true ability actually is

I totally and utterly disagree. If you get 85%/ 90% + in your exams you have ability. My God you do. On top of that if some kids experienced the horrendous home backgrounds that some of my pupils do- and I mean curl your toes horrendous that no child should experience- it puts it in even greater light. The bias is not towards them, I can absolutely assure you.

I would totally agree with you ordinarily. But I think that last year's CAGs were not a true reflection of ANYONE's ability to score highly in normal years. That was my point really, that schools DID grade differently, not matter what they may try and claim.

@BilberryBaggins

I wouldn’t worry about bias towards kids at grammars, they are hugely over-represented % wise atOxbridge, and politically contribute to ‘state school’ figures at the unis.

WRT disparity in teaching between state/indie, as an example , a local indie in the 1st lockdown had full timetables of online teacher led live classes from day 1. My son in Y10 Stan outstanding comprehensive did not speak to a teacher or have any live lessons from March 20th to September, and that is not unusual.

In terms of the stats, the % of 8/9 grades rose massively in indies, and less in state. It’s pretty compelling evidence..

In terms of the stats, the % of 8/9 grades rose massively in indies, and less in state. It’s pretty compelling evidence..

Oh yes, I remember seeing those stats. I thought that perhaps it indicated some schools gaming the system, and from what I saw and heard locally, it was happening in SOME state schools too.

I guess it's all moot. The important thing is that this year's A-levels NEED to go ahead as normal, for our kids' self worth more than anything. They need to feel that they have earned something. Otherwise they'll be forever be a question mark hanging over those grades on their CV....

@Acquacup

Going to a grammar school gives children a massive advantage, surely. Mixing with bright, motivated and well supported peers. On average no doubt better teachers. So much focus on the academics. Expertise in teaching bright children. Setting, to the nth degree, even though only high ability children get into the school in the first place. High expectations and knowledge and experience on Oxbridge, etc. My DC2's comprehensive obviously takes all the local children, and it doesn't set at all. Not even for maths and English.

Yes, there is advantage, yes, of course there is. Downsides too, of course. Someone has to be at the bottom at the grammar. DS2 doesn't shine or stand out, but he did at his state primary. Not sure it's great for his confidence.

I think I'm just so proud of my DS1 for doing so well through his school life, when we come from an ordinary background, that it irks me when I hear the opinion that grammar schools give children an unfair advantage at uni. DH came from one of the most deprived parts of the country. He never went to university. Barely scraped through his A-levels. He was a late bloomer, went to a really shit state comp where plenty of people ended up in prison. I just went to an ex poly, crappy course. We didn't have the income for a private education for our kids, not even a tutor for entrance to the grammar. DS (both of them) got there on their own ability. It's a bit galling to hear that they have an advantage from Oxbridge's point of view. I mean, I know they are getting a great education, but you don't last in that school if you don't put the work in and aren't bright enough to keep up.

DS1 still has to fight against the advantage that private sector students have when he enters his subject competitions. Many of the kids he's up against are from schools like Westminster - they are much more socially confident, much more polished at giving presentations & meeting the judges etc, seem to have much more practical & monetary help with projects etc.

Hell, I guess I'm just damned proud of what he's achieved so far and would hate to think that being at a grammar will hold him back at the uni application stage.

Anyway, I don't want to derail the thread and make this into a grammar v comp thing. I guess I just should have stuck to the being proud of my kids part!

I hope EVERYONE on this thread hears good news soon.