Be clear on contextual admissions policy, universities told

Universities in England must work together to contribute to the “growing evidence base of best practice” on contextual admissions, according to fresh guidance on the widening access tactic.

The current picture of how the process works across the sector is “limited” by the absence of standardised data, leaving institutions and policymakers without “a robust national evaluation of access, continuation, attainment and progression outcomes for contextually admitted students”.

The findings form part of a joint project by Universities UK (UUK), Ucas and social mobility charity the Sutton Trust that aims to advise the sector on the use of the system, which is intended to assist those from disadvantaged backgrounds in their path to higher education.

Contextual admissions procedures can include lowering entrance requirements, guaranteeing interviews and flagging applications for additional consideration when it comes to applicants from poorer socio-economic backgrounds or facing extenuating personal circumstances.

The resources, released on 10 July, combine UUK’s Contextual Admissions: A guide to fair and transparent practice, an evidence review by the Sutton Trust, and updated Ucas material on what the process means for prospective applicants.

One recommendation from the UUK guidance reminds universities of their responsibility to combine contextual admissions with “high quality education”, while the accompanying research notes that “there are several examples of evidence” that demonstrate that institutions can “widen access without undermining academic standards”.

A case study from the University of Bristol shows that since 2018, 90.9 per cent of contextual offer holders achieved a “good degree” (a first or an upper second), compared with 91.1 per cent of standard offer holders.

Nick Harrison of the Sutton Trust said: “University isn’t the right choice for everyone. But for those with the ability and ambition to go, we shouldn’t let their background stand in the way.”

“This isn’t about lowering standards,” he continued. “It’s about making sure young people don’t miss out on life-changing opportunities, universities don’t miss out on brilliant students, and the country doesn’t miss out on the talent it needs to thrive.”

Overall, the UUK guidance outlines a number of recommendations intended to support universities’ approaches to the process from the 2027 admissions cycle onwards.

One proposal urges individual institutions to “outline in a central repository”, such as the Ucas website, their approach to contextual admissions “using clear language”, while the guidance also emphasises the importance of ensuring that students are supported and welcomed once they have been admitted, employing approaches such as pre-arrival programmes or study skills support.

All those making admissions-related decisions ought to be familiar with the process, with the guidance advising staff training on the subject, while institutions are told to brief those afforded places via the scheme clearly to make sure they understand in full how their offer applies to them.

Institutions are also asked to remain mindful of what they hope to achieve by attempting to widen access. “This might include utilising student record systems to track the outcomes of students admitted via contextual routes, linking student data from application to graduation,” the recommendations note.

Prospective students who might receive contextual offers include school-leavers who were eligible for free school meals, refugees or care leavers, or people whose parents served in the military.

But unlike Scotland, where universities have since 2019 set minimum entry requirements for all courses, England has so far lacked a “consistent approach”.

There has also been concern about how effective the process actually is, with the Social Mobility Commission finding in 2024 that while lowering entry grades “certainly helps a small number of people…it risks social mobility policy becoming a zero-sum game, as we are intervening to help one person at someone else’s expense”.

Nonetheless, UUK cites evidence revealing that students who were formerly eligible for free school meals and received contextual offers saw average graduate earnings growth of 75 per cent – compared with 26 per cent for non-graduates.

Malcolm Press, UUK’s president, said the new resource provided “clear, evidence-based guidance on how contextual admissions can be used consistently, transparently and fairly across the sector”.

“It is about understanding achievement in context and ensuring that those with the talent and potential to thrive are given a fair opportunity to do so,” he said.

georgia.luckhurst@timeshighereducation.com