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These statistical releases describe applicants and applications from the 2016 UCAS cycle at the 30 June deadline.

Clementine Wade, university and school coach, has worked as a teacher, examiner and uni coach since 2005. She specialises in Key Stage 5 qualifications and super selective universities. Clem's created guidance to help you understand results day and Clearing, and get to grips with what you should be doing when to best support your child through the process.

Try this 15-minute exercise with your students, supporting them to identify and reflect on some of their key strengths and how to highlight these.

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Higher education is an inclusive environment where support can be provided to help you study. Find out more.

Helping form a more complete picture of an applicant’s individual characteristics.

Schools, colleges, advisers or agents can become registered UCAS centres and get unique access to their students' higher education applications.

Occupational therapists empower people to overcome the difficulties they face with living independently. They improve the quality of life for people living with disabilities, illnesses, traumas, ageing, and long-term conditions.

Instead of taking A levels after school, Santina started her Level 3 apprenticeship at civil engineering company, Arup, aged 16. Here she speaks about her experience, including why she chose an apprenticeship, what makes a good apprentice, and how she manages working and studying at the same time.

If you're not already using ChatGPT or other AI tools, you've probably heard about them. But should they be used to help with your UCAS personal statement? Is it cheating? Or can they be helpful in crafting your personal statement?

Amy Rothero has completed a Level 3 rugby development apprenticeship at the Welsh Rugby Union. Following her experience, Amy decided to go on to study a degree in sport management at Cardiff Metropolitan University.

Our detailed data resources are published at the end of each application cycle.

This is for staff working in universities and colleges. It outlines the common challenges for students who are care experienced (CE) and provides examples of good practice found around the UK to improve access to and success in higher education (HE).

This good practice briefing is written for staff working in universities and colleges and supports the introduction of the new flag to identify estranged students in the UCAS application for 2023 entry. We have worked with Stand Alone to outline the common challenges for these students, share examples of good practice being done around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges, supporting the introduction of the new UCAS flag to identify applicants who are refugees, asylum seekers, and those with limited leave to remain in the UK. We have worked with STAR Network, Refugee Education UK and We Belong to outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges to support the introduction of the new UCAS flag to identify students with parenting responsibilities from 2023 entry. Here, we outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.