Placing contextual admissions in context

‘Contextual admissions’ is the overall term relating to the practice of universities considering a student’s individual circumstances and background to better understand their potential to succeed in higher education. This approach recognises the barriers students may have faced on their educational journey, such as growing up in the care system or attending schools with lower academic outcomes.  

Universities and colleges in England and Wales use contextual admissions in different ways (if they do use them, which not all do) and for different groups of students. Applicants can be eligible for contextual admissions based on individual criteria (such as care-experienced status), criteria on their school or region (such as attendance at a school with low attainment or higher education progression), or via engaging with particular outreach programmes.  Some ways that contextual admissions can operate include:

• A lower offer than standard course entry requirements.
• An offer with mandatory completion of a pre-arrival course or offer on a course with a foundation year.
• A guaranteed interview.
• Giving an application extra consideration during the decision-making process.

There is strong evidence that structural factors impact a pupil’s attainment in school. For example, the attainment gap in pre-16 education has widened between pupils at different school types since the pandemic. In 2024, nearly 50% of A level results at independent schools were awarded A and above, compared to 27% at academies and just 15% in FE colleges. 

We also see gaps in prior educational attainment by region, socioeconomic background, experience with the social care system, and more. Data from the last academic year shows that only around a quarter (25.8%) of disadvantaged pupils achieved a grade 5 (good pass) in English and maths GCSEs, compared to over half (53.1%) of non-disadvantaged pupils.

Contextual admissions practice allows universities to take structural factors into account when making admissions decisions, placing achievement in the wider context of someone’s background. This means universities can admit students based on their potential to succeed and benefit from higher education, rather than judging them based on barriers beyond their control. 

Case study: University of Exeter Mature Access Pathway

Mature students can find it hard to discover information relevant to them about university life, the dedicated support and advice students on the Mature Access Pathway receive acknowledges the barriers these students may face when considering university. The programme supports their successful transition into new challenges and further studies or careers and is run in partnership with further education providers in Devon and Cornwall and also offers an online pathway. 

Those who take part in the Mature Access Pathway and apply to the University of Exeter are entitled to a guaranteed contextual level offer. 

Those on the Mature Access Pathway take part in face-to-face sessions at college and the University of Exeter, where they get advice on applying for university and study skills.

At the same time, admissions processes must remain rigorous and universities have a responsibility to only admit students who are capable and can be supported to succeed. Some professionally accredited courses such as medicine, have their own specific entry requirements related to professional standards, so grades won’t be lowered for these courses. For these reasons, admissions decisions are made on an individual basis by professionals who consider each candidate holistically, using data, expertise and sector guidance such as the UUK Fair Admissions Code of Practice. 

Universities also support students transition to undergraduate study, ensuring that all students, regardless of their starting point, can make the most of their higher education experience. 

Case study: Access to UWE Bristol support programme

The Access to UWE programme focuses on supporting students with a contextual offer in their transition to university from school, college or work. The students, who are under-represented in HE or from disadvantaged groups, attend webinars, a summer school and drop-in sessions that help to increase their awareness of support services and build their self-confidence in developing study skills and social and professional networks. The activities work alongside UWE’s contextual offer process which uses information from applicants' UCAS application to consider the impact that their backgrounds and experiences might have had on their qualifications to tailor a contextual offer.  

We know that contextual admissions can be a significant tool to widen participation, one of the wide range of interventions that universities employ to break down barriers to higher education.  

In Scotland, significant work has taken place since the Blueprint for Fairness report in 2016 to establish agreement between universities for a consistent approach to contextual admissions. Impact from this work is already showing. The interim target towards children from the poorest 20% of areas (SIMD 0-20) to make up 20% of entrants to university by 2030 has already been met ahead of schedule, with the proportion of total entrants being from SIMD0-20 backgrounds increasing from 13.8% in 2016/17 up to 16.7% just four years later in 2020/21. 

Facilitating people to access higher education can transform lives.

Amy Hill talks about the difference that receiving a contextual offer to the University of Liverpool made to her.