ucas personal statement reform

• Oxbridge Law 24/25 Entry
• Non-Oxbridge Law 24/25 Entry
• Oxford PPE 24/25 Entry
• Oxbridge Economics 24/25 Entry
• Oxbridge Modern Languages 24/25 Entry
• Cambridge Land Economy 24/25 Entry
• Oxbridge Psychology 24/25 Entry
• Oxbridge English 24/25 Entry
• Oxford Human Sciences 24/25 Entry
• Oxbridge History 24/25 Entry
• Oxbridge Geography 24/25 Entry
• Cambridge Philosophy 24/25 Entry
• Oxbridge Classics 24/25 Entry
• Cambridge Architecture 24/25 Entry
• Cambridge HSPS Programme 24/25 Entry
• Oxbridge Medicine 24/25 Entry
• Oxford Biomedical Sciences 24/25 Entry
• Oxbridge Engineering 24/25 Entry
• Cambridge Natural Science 24/25 Entry
• Oxbridge Maths 24/25 Entry
• Oxbridge Computer Science 24/25 Entry
• Oxford Physics 24/25 Entry
• Oxford PPL 24/25 Entry
• Cambridge Veterinary Science 24/25 Entry
• Oxford Chemistry 24/25 Entry
• Oxford Biology 24/25 Entry
• Oxford Biochemistry 24/25 Entry
• Non-Oxbridge Medicine 24/25 Entry
• Non-Oxbridge Dentistry 24/25 Entry
• IMAT Medicine 24/25 Entry
• Can’t Find Your Subject?
• Law Interview Programme
• PPE Interview Programme
• Economics Interview Programme
• Oxbridge Medicine Interview Programme
• Natural Science Interview Programme
• Engineering Interview Programme
• Maths Interview Programme
• Dentistry Interview Programme
• Medicine MMI Interview Programme
• Our Guarantee

Our Students

Student Success Stories

• University Access Scheme
• New Tutor Application Form
• Frequently Asked Questions
• Free Expert Consultation
• +44 (0) 208 068 0438
• [email protected]

SCIENCE PROGRAMMES (25/26 ENTRY)

HUMANITIES PROGRAMMES (25/26 ENTRY)

GET STARTED

Can't find your subject?

OXFORD TESTS (25/26 ENTRY)

CAMBRIDGE TESTS (25/26 ENTRY)

MEDICINE TESTS (25/26 ENTRY)

View Our Free admissions guides & resources

How UniAdmissions Cracked The Oxbridge Formula

Applying for Oxbridge is an opportunity seldom approached correctly. So how do you enter the top 16% of a strong cohort of applicants that get an offer? Discover how UniAdmissions get 2/3 of our students in.

When Do 2024 Medicine Offers Come Out?

When do UK Medical School Interviews start and when do they release their final offers to applicants? Find out all the dates for 2024 medical school admissions in this helpful guide.

Inside The UniAdmissions Portal: The UA Advantage

UniAdmissions students have access to the world's first dedicated Oxbridge admissions preparation platform, and this guide will help you discover exactly how the Portal will help you get your offer.

Discover all guides

ABOUT UNIADMISSIONS

Learn about who the world's first Oxbridge prep school are.

Learn about the Portal; the heart of our Programmes.

UniAdmissions' Foundation

The Foundation is our charitable arm to support disadvantaged students.

Students & Tutors

Discover who a UniAdmissions student is and our admissions criteria.

Learn about our high-performing Oxbridge tutors.

We're proud of our alumni. Read about their journey with UniAdmissions here.

Admissions Resources

Free Admissions Guides

Visit our Learning Centre and read our in-depth free guides.

We are the world's biggest Oxbridge application publisher. Learn more here.

Teachers Learning Hub

Learn about how to help your students get their place at Oxbridge.

Get Started

• Access Student Portal
• Oxbridge Programmes
• Open Day Webinar
• Tutor Application Form
• Common Questions
• Download Our Prospectus
• Book Consultation
• UCAS Personal Statements Are Changing in 2025

Last Updated: 16th January 2023

Author: Matthew Amalfitano-Stroud

Table of Contents

It was announced by UCAS in January of 2023 that traditional Personal Statements will be removed from the university application process in the UK. 

Since 1993, UCAS has required university applicants in the UK to submit a 4,000-character Personal Statement during the application process, which would then be accessed by university admissions teams to assist in the shortlisting process. 

However, it has been confirmed by UCAS that this process will be changing as soon as 2025. Here, we dissect the announcement, discuss what we currently know about this change and explain how this could affect your university application. Let’s begin:  

In short, this is what you need to know:

• UCAS Personal Statements are being replaced by a multi-question survey that gives applicants the chance to explain various aspects of their application.
• This change could be implemented as early as the 2025 admissions cycle for 2026 Entry in the UK.
• This will affect all applicants, both home and internationals, looking to attend a UK university in 2026 and beyond.
• Students will need to learn how to take on these new questions rather than traditional Personal Statement writing.
• Teachers will need to be prepared to do research on this new system and provide support for students in order to maximise their chances of success.
• We at UniAdmissions are keeping a very close eye on the situation and will update this guide as new information surfaces. We will also ensure that our support systems are up-to-date and effective at helping students through these changes.

What are Personal Statements Being Replaced with?

With the announcement that the current system for UCAS Personal Statements will be getting replaced, it is only natural to be asking what will be replacing it. Thankfully, we have already been given some idea of what to expect. 

Unlike the other major shake-up to the 2024 admission process, the removal of various admissions tests including the BMAT , the official announcement has provided us with an explanation of what UCAS is seeking to implement instead of traditional Personal Statements. 

Put simply, the current format of providing a 4,000-character piece of writing will be replaced with a series of specific questions which applicants must answer. These questions will still allow you to write your answers out, but you will be answering set questions instead of having to plan and structure a full statement from scratch. 

The specifics of this system have not been announced yet, including the number of questions and the character limits. We also don’t know what the questions will be yet as they are still being developed. However, we do know the key areas that these questions will focus on (all points are taken directly from the UCAS report): 

• Motivation for Course – Why do you want to study these courses?
• Preparedness for Course – How has your learning so far helped you to be ready to succeed on these courses?
• Preparation through other experiences – What else have you done to help you prepare, and why are these experiences useful?
• Extenuating circumstances – Is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context?
• Preparedness for study – What have you done to prepare yourself for student life?
• Preferred Learning Styles – Which learning and assessment styles best suit you – how do your courses choices match that?

Of course, this is all subject to change as UCAS is still actively working with universities to determine what they want most from applicants. However, it seems that they are aiming to cover the same ground as traditional Personal Statements while also allowing applicants to discuss more personal factors such as motivation, preference and extenuating circumstances. 

At UniAdmissions, we ensure all of our students receive the most up-to-date support.

At UniAdmissions, we’re working tirelessly to ensure that our tutors, curriculum and resources are ready to get our students through these changes. You can join them today and ensure you get the support you need to make it through the 2024 admissions cycle . 

Discover our Oxbridge Premium Programmes below and find out how you can enrol and triple your chances of success .

When Are UCAS Personal Statements Being Replaced?

The initial announcement stated that these reforms to the Personal Statement system will be introduced in the 2024 admissions cycle for 2025 entry. However, UCAS have since gone back on this and delayed the change to as early as 2025 (for 2026 Entry). However, this change could also occur the following year for 2027 Entry. 

UniAdmissions contacted UCAS directly to confirm if a date had been set for the implementation of the new Personal Statement format. The representative stated the following: 

The current discussion around the Personal Statement changes are to improve the application process for all applicants. At the moment the earliest this change would take place is in the 2026 application cycle. There won't be any changes this year. UCAS Representative

It’s worth mentioning that these plans have been in place for a fair amount of time, with discussions of reforming the application process starting in April 2021. However, this change still won’t be implemented for another year, so applicants applying for 2025 (and potentially 2026) Entry will still need to submit a traditional Personal Statement. 

Why Are UCAS Personal Statements Being Removed?

The announcement of these reforms was made on January 12th 2023 via a blog post on the official HEPI website. This post highlights the amendments being made to the Personal Statement process and the research that was conducted to influence this change.  

Interestingly, the data quoted in this post states that the majority of applicants surveyed were happy with the current Personal Statement process, with 72% feeling positive about it. However, the same survey indicated that 83% of applicants found the process stressful and 79% felt unable to complete theirs without support. This is the data that most likely influenced the changes. 

The post’s writer, Kim Eccleston, states that they are aiming to provide better support for both applicants and universities, creating “a more supportive framework” that allows applicants to write about what the universities need to know in a less restrictive way. It is also stated in a more detailed outline of the announcement that both students and teachers preferred the use of specific questions instead of free-form writing. 

However, a previous post released in November 2022 provides even more insight into the reasoning behind this decision. Based on data featured in HEPI Debate Paper 31 , various industry professionals had commented on the challenges facing applicants of certain background when it comes to the current style of Personal Statement. 

Within the quotes featured here, the traditional UCAS Personal Statement was described as “ambiguous” , “unfair” and “barometers of middle-class privilege” . These comments may potentially be in reference to the current importance of work experience, which can be difficult to obtain without connections in certain industries, as well as additional experiences which may not be available to all applicants.  

Therefore, this new system should presumably reduce the barriers for disadvantaged applicants by shifting focus to each individual’s own interest and abilities within their chosen subjects. 

Other Changes being Made by UCAS

Personal Statements are only one of five key areas being altered by UCAS, as highlighted in the blog post. This is certainly the most significant action taking place, but other changes to the application process include: 

• Academic references are being reformed, moving from a free-text approach to a set of three questions, similar to the Personal Statement reforms.
• The 'Entry Grade Report' will be created, which allows applicants to see grade profiles that have been accepted for courses over a five year period.
• A 'Course Recommendation Tool' is being created to provide applicants with personalised suggestions for courses based on their current grades and preferences.
• A 'Fair Access Programme' is being created to encourage widening access and participation.

Overall, it seems these changes all have the same intent; to level the playing field and make university applications more achievable for everyone. 

How will this affect my university application?

As previously stated, if you are applying to university this year for 2025 Entry, you will not be affected by these reforms and will need to submit a traditional Personal Statement to UCAS like previous years. 

For applicants applying for 2026/27 Entry and beyond, your application will follow this new process, meaning you won’t have to submit a full Personal Statement but will instead need to answer a series of questions relating to your application and abilities for your chosen course. 

When hearing that the whole process will be changing, this typically instils a feeling of dread as you’ll be treading new ground that no one else has experienced before. However, it’s important to understand that UCAS states these changes are being made for the benefit of both the applicants and the universities. 

As we’ve already discussed, a key part of the reason this change is being implemented is that a high percentage of applicants found writing a traditional Personal Statement stressful, which is counterintuitive to what UCAS is trying to achieve. By providing applicants with a strong framework, in the form of specific questions, this new process should allow more applicants to provide better quality statements for universities. 

This change is also set to be particularly beneficial to those from disadvantaged backgrounds, as the process will allow them to better express their ability regardless of any areas that may be lacking due to factors out of their control. Essentially, the new process should allow more people to stand a better chance of making a good impression despite limitations. 

How Can I Start Preparing?

If you’re starting your preparations early, the main barrier you’ll face at this stage of preparation is not knowing what the questions will be, as they have yet to be announced. There are no resources available currently that cover this system, so you’re going to have to be independent with your preparation here.

Since we have a rough outline of what the questions to focus on, you should still be able to practice your responses. Although they won’t be as relevant any more, it would still be helpful to check out Personal Statement guides and examples as these can help you pin down the language and writing style you use. 

With all this information now available to us, you should be able to get a sense of what to do for your application in the coming years. The initial introduction of this system in 2024 will act as a test of its effectiveness, so elements could be changed in the years following. However, the important thing is that you understand how things are changing from the current system and how you can make the most of the new system. 

If you are applying for university in 2023 for 2024 Entry, you will need to make sure you’re ready to write your Personal Statement. Thankfully, UniAdmissions have plenty of resources to help you through it, including our Ultimate UCAS Personal Statement Guide and our collection of successful Oxbridge Personal Statements . 

If you’re looking for more in-depth support that covers the whole application process for Medicine, Law and Oxbridge courses, them find out how you can enrol in one of our Premium Programmes .  

Start your Oxbridge application journey in the best way possible with effective support from our Oxbridge Tutors . 

Regardless of what changes are made to the Oxbridge admissions process, we will be ready to provide you with the very best support for your application. Our students have access to expert Oxbridge tutors, comprehensive online courses, intensive preparation events and so much more. 

Find the right Oxbridge Premium Programme for you and discover how you can triple your chances of success when you enrol . 

UniAdmissions students placed at Oxford And Cambridge

Continue learning about Oxbridge...

Ai writing & ucas personal statements: what you need to know.

When it comes to writing in the 2020s, AI-Generation has become one of the most important issues for many industries,…

Cambridge Announces the ESAT to replace the NSAA and ENGAA

In 2023, it was announced by the University of Cambridge that many of their established admissions tests would stop being…

Oxbridge Personal Statements: A Complete Teacher’s Guide

As a teacher, you will support students with their UCAS Personal Statements every year, but what about Personal Statements for…

Changes to Oxford Admissions Tests in 2023

It has been announced that a series of admissions tests used by the University of Oxford will no longer be…

Successful Personal Statement For Economics & Management At Oxford

Writing an Economics and Management Personal Statement for Oxford? If so, you’re in the right place! In this post, we…

Successful Personal Statement For Computer Science At Oxford

Read through a successful Computer Science Personal Statement for Oxford with a full analysis by Oxbridge Tutors. Find out why…

The Secrets to Oxbridge Admission.

• We cracked the Oxbridge formula . Find out what we discovered here.
• Looking for application support? Don't work with a random tutor. This is what you need to know first.
• Get up-to-date Oxbridge advice with our webinars. Follow our Open Days led by our experts and stay updated.
• Begin your Oxbridge journey with UniAdmissions through our programmes of support by clicking here.

How would you like to speak to an Admissions Consultant?

• Telephone Tel: +44 (0) 20 7499 2394
• Email Email: [email protected]

Strategic Guidance

• Private Oxbridge Consultation
• International Oxbridge Consultation
• Postgraduate Applications Guidance
• Book a Complimentary Call

Comprehensive Support

• The Premier Service
• Oxbridge Preparation Course

Targeted Support

• Oxbridge Personal Statement Support
• Oxbridge Admissions Test Support
• Oxbridge Interview Preparation Support

Application Guidance

• ‘Aspiring to Oxbridge’ School Talk
• Teacher Training Workshop
• Individual Guidance Consultations

Personal Statement Support

• Personal Statement Group Workshop
• Personal Statement Consultations

Admissions Test Preparation

• Admissions Test Day
• Admissions Test Course

Interview Preparation

• Interview Preparation Day
• Interview Preparation Course

Free Library

• Oxbridge Interview Resources
• Admissions Tests Resources
• Student Library
• Teacher Library
• Keeping You Current
• Webinar Library

Our Publications

Course reports, oxbridge applications.

• Become A Tutor
• Our Offices
• Dukes Education

News & Press

• Widening Access
• Publications
• Sign In Register
• Sign In    Register

Changes to the UCAS Personal Statement in 2024

This month has brought the news that, as of 2024, UCAS is no longer going to require applicants to write a personal statement when applying for university.

***Please note this information is outdated; for more information please see our latest blog post here. ***

For years, the ucas personal statement has been a thorn in the side of applicants to uk universities everywhere - requiring students to spend the best part of several months reading, planning, and writing their magnum opus to impress their chosen universities. this month has brought the news that, as of 2024, ucas is no longer going to require applicants to write a personal statement when applying for university. in this blog, we’re going to take you through why this change is happening, how the personal statement’s going to be replaced, and how this is likely to affect you as an applicant..

NEED STRATEGIC GUIDANCE?

Our Private Consultations provide in-depth evaluation, strategy and next steps to achieve results. Suitable for those aged 14 upwards.

Why the change?

This change has been made in light of arguments by some that the existing personal statement system affords an advantage to more privileged students who have greater access to expert guidance and advice. with students from a greater variety of backgrounds attending university at a higher and higher rate every year, ucas have felt the need to reform the application process with the aim of widening access for all students, irrespective of their knowledge regarding the application process or whether they know someone who has made a successful application before. as reported by the times, ucas consulted with 1,200 students, 170 teachers, and over 100 universities and colleges before making these reforms, meaning that the new system is designed with not just universities but also applicants in mind, hopefully meaning that it suits the students applying as much as fitting the universities’ requirements., what is replacing the personal statement, as of 2024, rather than having an open response box in which to fill in their own, self-constructed personal statement of 4,000 characters, students will instead be asked to respond to a series of structured questions which focus on six key areas:, motivation for the course - why do you want to study these courses, preparedness for the course - how has your learning so far helped you to be ready to succeed on these courses, preparation through other experience - what else have you done to help you prepare, and why are these experiences useful, extenuating circumstances - is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context, preparedness for study - what have you done to prepare yourself for student life, preferred learning styles - which learning and assessment style best suit you, and how do your course choices match that, what does this mean for my application, in real terms, this shouldn’t change your personal statement process too much - in essence, the new system effectively de-constructs your personal statement so that it’s clearer what you should reflect upon and how to structure your answers. most of these questions focus around topics that you’re likely to be answering in your personal statement anyway, so there’s no need to go and completely scrap everything you’ve been thinking of already, private consultation.

Looking for Expert Advice on your application? Get a bespoke, honest appraisal of your chances of success and tips on how to improve from one of our Oxbridge experts with our Private Consultation.

RECENT ARTICLES

Our experts’ tips for a productive easter holidays, changes to cambridge a-level requirements for 2025 applicants, how will my gcses impact my university applications, looking to apply to oxbridge.

Contact our Oxbridge-graduate consultants and book a Private Consultation for strategic guidance.

Our Oxbridge-graduate consultants are available between 9.00 am – 5.00 pm from Monday to Friday, with additional evening availability when requested.

• Tel: +44 (0) 20 7499 2394
• Email: [email protected]

Oxbridge Applications, 14 – 16 Waterloo Place, London, SW1Y 4AR

• Private Oxbridge Application Consultant
• Oxbridge Personal Statement Support Package
• Oxbridge Mock Interview Preparation and Support
• Personal Statement Workshop and Checks
• Schools Mock Interviews – Online and In-School
• Teacher Training Workshops – Online and In-School
• Oxbridge Preparation Days – Online and In-School
• Terms and Conditions
• Privacy Policy
• Safeguarding & Child Protection
• Frequently Asked Questions
• Company Registration Number: 3757054

Recently Updated Blogs

Blog our experts’ tips for a productive easter holidays, blog changes to cambridge a-level requirements for 2025 applicants, blog how will my gcses impact my university applications, blog which a-levels should i take, blog how early should i start thinking about applying to oxbridge, choosing a college, a slippery question, added to cart.

• Share on twitter
• Share on facebook

Ucas personal statements ‘read in two minutes’ by university staff

Hepi report says reforms already announced by ucas must go further.

• Share on linkedin
• Share on mail

Planned reforms to the Ucas personal statement should be updated after a survey revealed that UK admissions professionals spend just two minutes reading them, according to a new report.

The admissions service  announced earlier this year that it is to replace the controversial 4,000 character essay  with a series of questions for students entering higher education from 2025 onwards.

A survey of more than 100 higher education admissions professionals – included in a policy note from the Higher Education Policy Institute (Hepi) – found they spent an average of two minutes reading the essays.

Around four in 10 (39 per cent) of those surveyed – working across dozens of providers – said they spent one minute or less reading them.

The poll also found that, when personal statements were read, they were mainly used to access applicants’ interest in a course, while decisions about which applicants should be offered a place were primarily made on the basis of grades.

After concerns were raised that it was too stressful for students and that it was  contributing to inequalities in terms of access to university , Ucas said the first-person essay would be reformed into a series of questions on six key areas: motivation; preparedness for course; preparedness through other experiences; extenuating circumstances; preparedness for study; and learning styles.

But the Hepi report, published on 15 June, says there was little evidence that “preparedness for study” and “preferred learning styles” were relevant to admissions decisions, nor that “preparedness for the course” and “preparedness through other experiences” warranted two separate questions.

Instead, the policy note proposes two short questions focusing on motivation and academic experiences, and other activities and experiences.

Steven Jones, co-author of the report and professor of higher education at the University of Manchester , said it had been long known that the personal statement provided an opportunity for some applicants to gain an advantage over their less privileged peers.

“While Ucas’ reform is welcome, this survey highlights that the proposals should focus on a limited number of short-response questions to avoid imposing an unnecessary burden on applicants,” he said.

Though experts had previously welcomed the “overdue” changes , they said that much more needed to be done to truly “level the playing field” in university admissions.

The Hepi report also found considerable variation between different disciplines in how the personal statement was used, with admissions professionals in vocational or highly selective courses more likely to consider it important.

Nick Hillman, director of Hepi, said the essay was one of the most poorly understood features of the country’s higher education application process.

“This report shows personal statements are sometimes not read at all and, when they are, they are typically digested very quickly. Moreover, they are used more for some courses than others.

“Shining a spotlight on the use of personal statements was always going to be useful to applicants and those who advise them, but doing it now helps to inform the important reforms that Ucas is currently planning.”

Only 51 per cent of respondents to the survey agreed that personal statements significantly affected admissions decisions.

Tom Fryer, the lead author of the report and a PhD student at Manchester, said: “The Ucas personal statement is a stressful, ambiguous and lengthy process for many applicants, and this simply cannot be justified if the majority of statements are skimmed quickly by admissions staff.”

Clare Marchant, Ucas chief executive, said the reforms came about following consultations with students, teachers, universities, governments, regulators and the charity sector – and that Ucas will continue to consult with them to refine the theme for the new personal statement questions.

“Our reform work will ensure personal statements add more value, retaining the space for students to advocate for their achievements in their own words while helping universities and colleges to differentiate between applications amid growing demand for places, with up to one million applicants forecast by the end of the decade,” she added.

[email protected]

Register to continue

Why register?

• Registration is free and only takes a moment
• Once registered, you can read 3 articles a month
• Sign up for our newsletter

Or subscribe for unlimited access to:

• Unlimited access to news, views, insights & reviews
• Digital editions
• Digital access to THE’s university and college rankings analysis

Already registered or a current subscriber? Login

Related articles

Ucas to replace personal statement with series of questions

Admissions service also making changes to teacher references, and plans to release details of grade profiles that were accepted onto courses

Poor personal statement advice ‘harms university chances’

Sutton Trust study finds teachers’ perceptions of what makes a good Ucas application are very different to views of admissions tutors

You might also like

Tibet’s easier gaokao offer for investors ‘exploitative’

Rights group criticises government’s move to use region’s lower university admissions standards to its advantage

Personal statements scrapped over growing ChatGPT use

Singapore Management University provost Timothy Clark says reforms will push students away from using generative AI in admissions statements

Colleges end race-based scholarships after affirmative action ban

Prodded by conservative activists and politicians, several public universities are interpreting Supreme Court admissions ruling to include a ban on minority-focused aid

State lawmakers launch push to end legacy admissions in US

With little movement at federal level, local lawmakers test long-shot strategies to stop universities giving children of alumni a foot in the door

Featured jobs

Ucas to scrap personal statements for student applicants

• Share on Facebook
• Share on Twitter
• Share on Linkedin
• Share via email

Image: Tero Vesalainen, via Shutterstock

Admissions body pitches reforms to make admissions process fairer

Students will no longer have to write an essay-style personal statement in their Ucas applications, after the admissions body announced an overhaul to the process.

Ucas said in a report published 12 January, Future of Undergraduate Admissions, that students would answer a series of questions about their reasons for choosing a course instead of writing a personal statement.

There have been concerns that the personal statements disadvantage students who do not have access to good guidance and support when writing the essays, which some feel could “widen the gap” between applicants.

The change comes after scrutiny from the Department for Education on the admissions process. The DfE carried out a consultation on whether to switch to a system of post-qualification admissions in 2021, although it ultimately decided not to continue with the changes.

Writing in a Higher Education Policy Institute blog on 12 January, Ucas head of strategy and reform Kim Eccleston said that “most students are in favour of personal statements” as it gives them the chance to “demonstrate achievements beyond their grades”.

But more than 80 per cent said they found the process of writing the statement stressful, and 79 per cent said the statement is difficult to complete with no support.

Eccleston said the replacement questions will prompt students to write about six areas, including their motivation and preparation for the course and for studying at a higher level, how other experiences have helped to prepare them for university, any extenuating circumstances and their preferred learning style.

“We believe this will create a more supportive framework which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making,” she said.

Once the questions have been finalised, they will replace the personal statement from 2024-25.

The report also revealed that Ucas will introduce reports showing students the range of grades that have been accepted for their chosen course in the past, and it will replace the free text option for referees to comment on students with a series of questions.

It will try to offer students more personalised guidance on what their post-secondary options are, and will launch an Outreach Connection Service designed to help universities and employers in their efforts to improve access and participation.

Ucas consulted with 1,200 students, more than 170 teachers and advisers, 100 universities and colleges and government representatives when creating the report.

In her blog post, Eccleston stressed that “reform is an evolving process”, and she said that Ucas would “keep engaging with the sector to help us shape the delivery of these reforms”—particularly the changes to the personal statement.

Ucas looking at replacing free form university personal statements with series of questions to boost fairness 

Ucas is looking at a more 'structured' approach to university personal statements to balance out the unfairness of middle class students receiving extra support from parents, teachers and tutors.

Ucas is looking at replacing open-ended university personal statements with a series of questions to level the playing field between applicants, i can reveal.

The planned shake-up by the university admissions body follows concerns that the current system gives an advantage to middle class students, who often receive support from parents, teachers and tutors when crafting their statements.

Currently, students from across the UK applying for university courses via Ucas complete a 4,000-character personal statement.

The process is designed to allow students to sell themselves to admissions tutors by conveying their suitability for their chosen course.

Last month, the higher education minister Michelle Donelan said she believed that “personal statements in their current form favour the most advantaged students and do a disservice to those whose strengths are better tested through other means” . Ms Donelan said that the UK Government was working with Ucas to “reform” the process.

Now, i can reveal that Ucas is looking at a more “structured” approach where applicants would be prompted to talk about certain things.

Clare Marchant, the chief executive of Ucas, said: “Personal statements are a key part of over two million applications each year for students to say why they are a good fit for their chosen course. Many employers will also ask for a form of personal statement when applying for an apprenticeship.”

Ms Marchant said that when Ucas asked students for their views, they made clear they valued “the opportunity the personal statement gives them to express their ambition, skills and experiences”.

But she went on: “We want to simplify the process though, offer greater guidance, and help students from all backgrounds have an equal level of support”.

“We are working with students, teachers, and admissions professionals in universities and colleges to consider what changes might improve both the supporting tools and the statement itself.

“Along with more support, we will consider moving away from the current free text box personal statement to a more structured statement with focused questions to help guide students more explicitly.”

More from Education

Ms Marchant said it would be “critical” to get a “balance between free text and structure” because “we do not want to limit opportunity for people to personalise their statement”.

“It is also important to remember that the personal statement is only one of a variety of pieces of evidence that admissions teams look at when considering a student’s application,” she added.

The news was welcomed as a “step in the right direction” by Lee Elliot Major , a professor of social mobility at the University of Exeter, who has called for personal statements to be reformed or scrapped altogether.

Professor Elliot Major said that university admissions had to be seen from the perspective of a “candidate who comes to this who doesn’t have all that experience from their parents, teachers and tutors – is it fair for them?”.

“We still need to do a lot of work to make it fair for applicants that don’t have all that knowledge you need to navigate this quite complex admissions system that we have.”

Reforming the process could help reduce plagiarism and cases where students effectively enlist an adult to write their statement, he said.

“The idea of structured questions means there’s less room for manipulation, gaming and indeed cheating in this process.”

Most Read By Subscribers

For schools

30 January, 2023

UCAS removes personal statement for 2024 admissions

Thinking of going to a UK university? Read on to learn about the new changes UCAS has made to the university admissions process.

by Rachel Timmins · 3 minutes

UCAS has stated its plans to eliminate the 4000-character personal statement that all students have - up to now - been required to submit, in order to overhaul the university and college admissions procedures. Instead, university applicants will respond to a set of brief questions from the 2024 admissions cycle, according to The Evening Standard.

In February 2022, UCAS revealed that it was exploring changes to university admissions.UCAS engaged with 1,200 students, 170 instructors, and more than 100 institutions and colleges before implementing the modifications, reports from  The Times claim.  According to UCAS , while 72% of respondents questioned were enthusiastic about the personal statement, 79% agreed that writing the statement without assistance is tough, and 83% stated the process was stressful.

At the time, Michelle Donelan, the universities minister, said “I have always felt that personal statements in their current form favour the most advantaged students.

“So I’m pleased that UCAS have confirmed that reform of the personal statement is in their plans so that personal statements work to the benefit of all students.”

The structured questions aim to “bring focus and clarity for students, reducing the need for support”. Kim Eccleston, Head of Strategy and Reform at UCAS, added: “We believe this will create a more supportive framework, which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making.”

Cambridge Assessment also indicated earlier this year that they will make modifications to their admissions exam since they were operationally unsustainable and in order to "provide them cheaply to students and higher education institutions." 

In summary, please find below the UCAS adjustments we should expect for the 2024/25 admissions cycle:

Students will no longer have to write a 4,000-character personal statement.

Instead students will be asked different higher education subject specific questions.

Other entry requirements such as BMAT, NSAA, ENGAA and TMUA examinations will also be phased out.

Changes to the admissions procedure will be implemented no earlier than 2024 for students starting university in 2025. In the future, UCAS  stated that  it would consider shifting away from textual material and toward multimedia contributions.

Here at Melio Education , our mission is to help international students to make informed and competitive applications to UK universities. We want to see students reach their full potential, so from our perspective any move that evens out the playing field and helps the most talented students get into their dream university is positive. 

Emily Bisset , Head of Product and Operations at Melio Education says: ‘We have always enjoyed working with students on their personal statements, and we appreciated the opportunity for students to display their creative flair. However a free-form piece of writing does disadvantage non-native speakers of English (who make up many of the students we work with), and therefore we are pleased to see this move to a fairer process. We are interested to see in due course what the exact questions will be and how they will be framed. We will continue to support our students in every way that we can to get into the universities where they most want to study.’

Guidance counsellors - wondering what the changes will mean for your students?

Please join our upcoming webinar in February where we will be discussing all things Oxbridge applications, and will include a discussion around these planned changes.

Students - thinking ahead?

If starting to think about university or simply looking for some guidance or preparation on how to get there, we’re here to help! At Melio, we map out the key stages of this journey for you - from what course to pick to submitting your UCAS application, so that every part of the  process feels stress free! Interested in learning more? Book a call with one of our admissions advisors to find out more. 

Related Posts:

Studying in the UK

31st October, 2022

How to write your Personal Statement

Need help with your personal statement? You’re not alone, we know it’s difficult to know where to begin. Read our blog to get our tips and tricks on how to make your personal statement stand out.

21 July 2021

How to Write a Personal Statement for Sixth Form

Need some tips on how to write a personal statement for sixth form? Read our guide for helpful advice on what to include in yours - and how to submit your most successful application possible.

13 min read

04 Jan 2022

Your Checklist for UCAS Applications

With the deadline for UCAS applications closing later this month, we’ve created a checklist of all the things you need to take note of before submitting yours.

12 min read

© 2021 Melio

UCAS: Future of undergraduate admissions (personal statements)

The EPC response to this consultation can be found here.

UCAS has recently shared plans to reform the personal statement to a series of questions. You can read UCAS’ Future of Undergraduate Admissions report here .

It was clear from our recent Recruitment and Admissions Forum that there is a multiplicity of uses of personal statements and views on their reform within the Engineering Academics network. None the less, the EPC Recruitment and Admissions Committee identified a number of areas in relation to engineering HE that they would like UCAS to consider further, including:

• the practical nature of engineering courses;
• the typical absence of engineering from the key stage 1 –  5 curriculum;
• the extent to which engineering applicants apply to other subjects;
• the extent to which engineering applicant apply across engineering disciplines;
• the need for grades on entry to include subject information (physics / maths);
• how grades on entry will be presented to applicants with a mix of qualifications (e.g. BTEC and A level);
• how new qualifications, such as T levels, will be addressed;
• the need for greater transparency around contextual offers.

We are currently preparing an executive response to highlight these areas. Do please comment below in response to these or to add others.

We also invite you to engage with a University of Manchester study led by Tom Fryer (who joined UCAS’ Kim Eccleston and others to debate personal statement reform at our Forum in December) to help identify which questions may be the most appropriate. The proposals have shifted from the position that was advocated by UCAS in the EPC debate just before Christmas, so we like to think engineering’s representation at the Forum was effective.

The EPC remains particularly keen to ensure that any engineering specific nuances are understood by UCAS. For example, do personal statements serve a specific purpose for those applying to a subject they have not studied at school for which there are only proxy (predicted) grades and how is this best served? Please highlight any engineering specific feedback in your response(s).

https://www.qualtrics.manchester.ac.uk/jfe/form/SV_2gj0WFGkWcARhum

The survey takes five minutes and is directed at all professionals involved in admissions. If you do not feel you are the right person in your university to complete the survey, please do feel free to forward it.

You can also respond directly to UCAS. The reform is an evolving process, with plans to introduce personal statement questions in 2024 for 2025 entry,

Related articles

Embracing Neurodiversity in Engineering: A path to better understanding

For Neurodiversity Celebration Week, today’s guest blog visits what we know and what we don’t know about neurodiversity in HE...

Embracing Neurodiversity in Engineering: A path to professional registration

For Neurodiversity Celebration Week, we share details of the Engineering Council’s ‘Guidance Note on supporting neurodivergent applicants for registration’  ...

Embracing Neurodiversity in Engineering: A path to a neuro-inclusive future

For Neurodiversity Celebration Week, our own EPC student data fellow makes a compelling case for a neurodiversity-affirming approach in engineering...

Embracing Neurodiversity in Engineering: A path to success through lived experience

For Neurodiversity Celebration Week, we hear from an experienced professional in ground engineering a who is neurodivergent (autistic, dyslexic, and...

UCAS Updates – Reforms in the Personal Statement

UCAS, the central organisation responsible for managing university and college applications in the UK, has released a report outlining its vision for the Future of Undergraduate Admissions. The report highlights five key areas of focus for reform, aimed at providing greater transparency and flexibility to all applicants.

What is going to happen? One of the key areas of focus for UCAS is to introduce greater personalisation for students making post-secondary choices. To achieve this, UCAS plans to reframe the current personal statement format into a series of questions, aimed at capturing the information universities and colleges really need to know from applicants when it comes to offer-making. This will create a more supportive framework to guide students through their responses, while removing guesswork. Through consultations with 1,200 domestic and international students, over 170 teachers and advisers, and over 100 universities and colleges, UCAS has identified that students want the space to advocate for themselves in their own words, to demonstrate achievements beyond their grades. While most students are in favour of personal statements, many find the process stressful and difficult to complete without support.

To address this, UCAS plans to introduce a more structured free text section of the application, including the academic reference and personal statement. By enhancing visibility of the range of grade profiles, UCAS also aims to provide a more level playing field for all applicants, regardless of their background. UCAS recognises the importance of widening access and participation, and will deliver new initiatives to support this goal. The organisation will work closely with governments, regulators, and the charity sector across the UK to achieve this aim.

In summary, the Future of Undergraduate Admissions report outlines a range of reforms that aim to provide greater transparency and flexibility to all applicants. Through a more supportive framework and a more structured free text section of the application, UCAS aims to help guide students through the process of making their post-secondary choices, while also providing universities and colleges with the information they need to make offer decisions.

An overview of the sections identified by providers These sections are intended to help admissions teams assess whether applicants are a good fit for the course and how they compare to other applicants.

• The first section is “Motivation for course,” which asks why students want to study the course. This question allows students to explain their interest in the subject, whether it relates to their career ambitions or their love of the discipline. Admissions staff want to see that students have researched the course and understand how it fits their goals.
• The second section is “Preparedness for course,” which asks how students’ previous learning experiences have prepared them to succeed on the course. This is an opportunity for students to highlight the skills and competencies they have gained from school, college, or other learning opportunities. Admissions staff want to see that students understand what will help them succeed in the course.
• The third section is “Preparation through other experiences,” which asks what other experiences students have had that have prepared them for the course. These experiences may include extracurricular learning, sports or social clubs, or work experience. Admissions staff want to see that students can reflect on what they have learned from these experiences and how they will help them in their courses.
• The fourth section is “Extenuating circumstances,” which asks if there is anything that universities and colleges need to know to put students’ achievements and experiences into context. This section is optional, but it allows students to explain any extenuating circumstances that may have affected their academic performance.
• The fifth section is “Preparedness for study,” which asks what students have done to prepare themselves for higher education. This section is intended to show how students understand the transition to higher education and what they need to do to succeed.
• The final section is “Preferred learning styles,” which asks which learning and assessment styles best suit students and how their course choices match their preferences. This section is intended to show that students have considered their learning style and how it will affect their success on the course.

These sections are important for students to demonstrate their motivation, preparedness, and suitability for their chosen courses. Admissions staff want to see that students have thought carefully about their course choices and understand how they will succeed in their studies. There will be a survey to capture wider feedback from customers and stakeholders to help refine the theme for the questions. Once the sections are identified, a user experience team will start to look at how to word the questions so that it can be ensured that all students understand exactly what is being asked of them.

What does this mean for your application? The reforms mentioned above such as the move towards a more holistic and individualised approach to assessing college applicants, imply several changes for the college application process.

• Applicants will need to pay more attention to articulating their personal motivations and interests for the courses they are applying for, as well as demonstrating their readiness and preparedness for college-level study. This will require students to conduct more thorough research on potential courses and reflect on how their past experiences have equipped them for college.
• Colleges will be placing more emphasis on a range of experiences and achievements beyond just academic grades, such as extracurricular activities, work experience, and other personal circumstances. This means that students will need to highlight these experiences and explain how they have helped them to develop skills and competencies that will enable them to succeed in college.
• The application process may become more personalized, with some colleges and universities looking to get a better understanding of an applicant’s individual learning style and preferences. This could mean that applicants are asked to provide more information on their preferred teaching and assessment styles, as well as their readiness for independent study.

Overall, the reforms suggest that college admissions will become more nuanced and focused on the individual strengths and characteristics of each applicant, rather than simply relying on academic performance as the sole measure of suitability for a particular course or institution. This may lead to a fairer and more inclusive admissions process that better recognizes the diverse range of skills and experiences that applicants bring to the table.

At Rostrum, our mentors ensure that students build their profiles in a holistic manner so they stand out from the crowd regardless of the format of their personal statement. Our mentors have years of experience and are constantly aware of the recent developments in admission processes. For more information, schedule a free consultation today.

JOIN THE ROSTRUM COMMUNITY

Contact us today.

13 episodes

A SOAS-FACE podcast designed to bring together practitioners and policy makers to discuss the big issues of the day in relation to access, participation, success and social mobility.

The Access Podcast SOAS-FACE

• JUN 1, 2023

13. The Cost of Living Crisis and Its Impact on University Students

In this episode of the Access Podcast, I discuss the impact of the cost of living crisis on university students with Myles Hanlon, former Policy Adviser at UUK and now Senior Policy Analyst at AdvanceHE. Leave us your comments or tag us on Twitter @theaccesspod

• MAR 31, 2023

12. Reforming the Personal Statement . In conversation with Tom Fryer

UCAS is currently seeking feedback on its proposal to reform the Personal Statement. The proposal is to reform the free-text personal statement into a series of questions. The rationale is that the current format benefits students with higher level of support and family experience of higher education. A survey of applicants also found that 83% of students find the process stressful.   In the 12th episode of the Access Podcast, I speak to Tom Fryer, lead author of the HEPI Debate Paper Reforming the UCAS personal statement: Making the case for a series of short questions about UCAS proposals and his research ion this area. 

• FEB 3, 2023

11. What Is The Question? A Conversation With Julian Crockford

Julian Crockford believes that this could be a pivotal moment when we all get our theory heads on, unpack our interventions and gain an even deeper understanding about how they work. Julian is very positive about the role of intervention strategies in further developing our understanding about practice and the young people we work with. If we have enough time, we could ask more nuance questions about how we make a difference. Alternatively, we may only be able to do what we can to meet the deadlines.

• DEC 16, 2022

10. Regulating Equality of Opportunity in English HE

In episode 10 of the Access Podcast, we discuss the Office for Students Consultation on regulating equality of Opportunity on English HE with Wendy Fowle and Gino Graziano, both convenors of the FACE APP Special Interest group. Our conversation followed the consultation’s questions and includes reflections on the views of the range of HEIs that are part of the SIG. We think you will find it both instructive and confirming. But, as always, do let us know your comments.

• NOV 16, 2022

9. What does Opportunity for All mean? A conversation with Diane Reay

In this episode, we speak to Diane Reay about the Opportunity for All White paper, which was released in March 2022. Since then, much has changed. We have had two new Prime Ministers and several Education Secretaries. The future of the White Paper is yet unknown, but this was a good opportunity to discuss academisation and the impact of educational funding. It was also great to talk about the importance of processes, critical thinking and diversity in education with Diane. Could this be one of the areas that University-Schools partnerships could have the biggest impact? Her passion and plain speaking are second to none. If you haven’t read Miseducation, then now is the time.

• JUN 30, 2022

8. Talking to Hillary Gyebi-Ababio, NUS President for HE

In Episode 8 of the Access Podcast, I have a conversation with NUS outgoing President for Higher Education, Hillary Gyebi-Ababio. Hillary studied Social Policy at the University of Bristol, where she later served as the Bristol Student Union Undergraduate Education Officer. Hillary's insight about student engagement in digital and non-digital spaces will be useful to HE professionals everywhere. She speaks eloquently about student agency and autonomy in regard to co-creation and belonging. She also recommends a long term vision, that is willing to try new approaches and use culturally sensitive language when communicating with students, particularly those from underrepresented backgrounds. It would be great to have your comments via email, twitter or Spotify. We look forward to hearing from you, Renata Albuquerque (presenter and researcher) Simon Tullett (editor and sound designer) [email protected] @theaccesspod 00:57 – Welcome 02:08 – Highlights at NUS 04:36 – Student Success Activities 08:36 – The Digital Space: Invisibly Inclusive 17:08 – Managing Status Inequality in Academia 18:52 – You Can’t Shake Off a Background 22:28 – Ibz Mo’s Suggestion 28:30 – Culturally Competent Language 34:01 – Student Led Initiatives – Overcoming Barriers 47:38 – Appreciation

• © SOAS-FACE

Top Podcasts In Education

How do Admissions Professionals use the UCAS personal statement? 

• 15 June 2023

A survey of 113 higher education admissions professionals from over 30 higher education providers shows the average time spent reading a UCAS personal statement is two minutes. Four-in-ten (39%) are read for one minute or less.

In  How do Admissions Professionals use the UCAS personal statement?  (HEPI Policy Note 48), Tom Fryer and Professor Steven Jones from the University of Manchester show that, when personal statements are read, they are mainly used to assess applicants’ interest in a course (88%). Other uses include: gaining contextual information (65%), assessing academic potential (40%) and assessing work experience (29%).

The majority of admissions professionals say decisions about which applicants should be offered a place are primarily made on the basis of grades.

Only 51% of respondents agree that the UCAS personal statement impacts significantly on admissions decisions. 

There is considerable variation between different disciplines. The UCAS personal statement is more likely to be considered important for admissions decisions in vocational or highly selective courses.

The results have implications for UCAS’s proposal to reform the personal statement to a series of short questions covering six themes (motivation; preparedness for course; preparedness through other experiences; extenuating circumstances; preparedness for study; and learning styles). 

The survey provides little evidence that ‘preparedness for study’ and ‘preferred learning styles’ are relevant to admissions decisions. There is also little evidence to support the division of ‘preparedness for the course’ and ‘preparedness through other experiences’ into two separate questions – only 6% of personal statements for non-vocational subjects were used to assess applicants’ transferable skills. 

The Policy Note proposes two short questions focussing on:

• ‘motivation and academic potential’ (such as ‘Please describe one topic that is related to your course(s) and discuss what you have learnt about this topic’); and
• ‘other activities and experiences’ (such as ‘Please describe one other activity or experience and discuss what you have gained and how this is relevant to your course(s)’).

Tom Fryer, the lead author of the report, said:

The fact that four-in-ten UCAS personal statements are read for one minute or less underlines the importance of reform in this area. The UCAS personal statement is a stressful, ambiguous and lengthy process for many applicants, and this simply cannot be justified if the majority of statements are skimmed quickly by admissions staff.

Professor Steven Jones, the co-author of the report, said: 

We have long known that the UCAS personal statement provides an opportunity for some applicants to gain an advantage over their less privileged peers. While UCAS’s reform is welcome, this survey highlights that the proposals should focus on a limited number of short-response questions, to avoid imposing an unnecessary burden on applicants.

The Director of HEPI, Nick Hillman, said:

As this year’s exam round comes to an end, it is the right moment to look in detail at how university admissions staff make decisions. One of the most poorly understood features of the higher education application process is the UCAS personal statement. This report shows personal statements are sometimes not read at all and, when they are, they are typically digested very quickly. Moreover, they are used more for some courses than others. Shining a spotlight on the use of personal statements was always going to be useful to applicants and those who advise them, but doing it now helps inform the important reforms that UCAS are currently planning.

The HEPI Annual Conference is taking place in central London on Thursday, 22 June 2023 and will feature a range of high-profile speakers, plus the launch of the HEPI / Advance HE 2023 Student Academic Experience Survey. More details  here .

Notes for Editors

• HEPI was established in 2002 to influence the higher education debate with evidence. We are UK-wide, independent and non-partisan. We are funded by organisations and higher education institutions that wish to support vibrant policy discussions, as well as through our own events. HEPI is a company limited by guarantee and a registered charity.
• Tom Fryer is a researcher at the Manchester Institute of Education at the University of Manchester, focussing on widening participation, inequalities and graduate outcomes from higher education in the UK. Professor Steven Jones is Head of the Manchester Institute of Education and is particularly interested in how the marketisation of English higher education impacts on staff and students. 
• Tom and Steven have published previous work on personal statements, including a  HEPI Debate Paper  and an  initial response to UCAS’s proposed reforms . Steven has a range of previous research on personal statements, commissioned by the Sutton Trust, which can be found  here  and  here , and he is also the author of  Universities Under Fire : Hostile Discourses and Integrity Deficits in Higher Education  (2022).

Share this:

Leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Notify me of follow-up comments by email.

Notify me of new posts by email.