Three surprising ways the current admissions system helps students facing barriers

Three surprising ways the current admissions system helps students facing barriers

Claire Rodin, Assistant Headteacher and Head of Sixth Form at a comprehensive school in South London, brings an invaluable perspective to the PQA debate. Drawing on her many years of experience supporting students applying to HE, Claire explains some of the more surprising ways the current admissions system benefits those most in need of support.

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Post-Qualification Admissions: How do we get it right in practice?

                     Post-Qualification Admissions: How do we get it right in practice?

PQA is back on the agenda. A flurry of recent announcements, from the DfE, UCAS, Universities UK, and a research paper from the Sutton Trust, have all nodded broadly in the same direction. In the coming months you’ll hear a lot about the reliance on flawed predicted grades in our current system, the rise in unconditional offers and particular concerns for high-attaining disadvantaged students. What you’ll hear less of are detailed proposals for how teachers will be supported to make any changes in the application process work in practice.

PQA could be transformative, but it could also end up being a disaster. We need to get this right and, as always, the devil will be in the detail. There are three vital questions we need to be asking now, to help steer us towards a system which delivers on the bold promises being made.

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