Personal statements: how we can meet the needs of all learners
Learners who are applying for an undergraduate degree or degree apprenticeship through UCAS or for direct entry to a Higher Education (HE) provider will need to write a focused personal statement. Developing this needs time and space and is best delivered through individualised approaches meeting learner needs and interests.
Up to date knowledge of UCAS processes
If you are supporting learners to apply through the UCAS route, you will be aware that personal statements are now written by answering three questions. This aims to elicit more structured responses. Go Higher West Yorkshire (GHWY) and Advancing Access came together to produce a CPD webinar to inform you of these changes. UCAS also has many great resources including a personal statement toolkit.
How HE providers can support personal statement development
Learners will consider the skills and experience they have gained from Level 3 study and other activities as part of their application. However, they may have gaps in knowledge or experience that HE providers can help with. This may be experiential opportunities, such as visiting campuses to discover how HE can meet their needs. We list member open days on our website.
HE providers offer outreach and access opportunities. These may be focused on the skills to get into HE or subject specific skills building. Reach out to local HE outreach and schools liaison teams who will be able to advise further on what support is available.
Supporting underrepresented learners to write personal statements
Education is not a level playing field. We know that learners with certain characteristics and lived experiences, such as disabled individuals, are less likely to progress to higher education. UCAS has developed the Fair Access Project to remove barriers to progression and bring schools, colleges and HE providers closer together. For example, it provides application fee waivers to learners on free school meals and adviser toolkits. UCAS publishes key insights from application cycle data which can help advisers understand more deeply learner motivations and other decision-making traits.
Conclusion
Personal statements are an important step in post-16 to HE transitions. Having an holistic approach to the needs of learners will empower them to progress onto courses that meet their needs, and the HE sector has many resources and opportunities to support learners on their journey.
Jenny Scannell, GHWY Project Manager
