Streamlining references for 2024 undergraduate entry.
We’ve worked with over 180 universities and colleges, 700 teachers and representative bodies, and nearly 15,000 students to build on the findings from the Reimagining UK Admissions report 2021.
Following an extensive review of the UCAS Undergraduate reference process with our adviser and provider advisory groups, including The Admissions Development Group, and broader validation with our key customer groups, reference requirements will be changing for 2024 entry.
- Universities and colleges have told us that it’s becoming challenging to meaningfully compare applicants’ academic references as the content varies from referee to referee.
- Advisers report increasing pressure to invest more and more time in compiling the references with an expectation that this will increase applicants’ chances of success.
References are there to reinforce what’s on that application form. What we want are the exceptional circumstances that may surround an applicant. The new structure hopefully won’t take an adviser so long, it’ll be much shorter, much more succinct and we won’t miss anything.
References will have three distinct sections
To help advisers focus their references on the areas universities and colleges want to know more about, we’re replacing the free text approach with three structured sections.
These sections will start from the 2024 entry cycle, which opens in May for all undergraduate applications:
Key benefits
- Advisers have built-in clarity and confidence they are providing information that is useful.
- Advisers have more time and resources to allocate to students on the discovery phase of their application journey.
- Universities and colleges can easily find information to make selection decisions and target support.
As with personal statements and entry requirements, some universities or colleges may be looking for specific information for specific courses; applicants and advisers are always advised to consider general guidance alongside any local information provided by universities and colleges.
Reference guidance overview
We've created a helpful one page PDF guide to the reference changes below. Please download and share with colleagues.
Reference guidance overview (141.34 KB)
The reference is most valuable where it is providing us with additional, contextual information about the student (especially where their educational journey has been, in any way, non-standard). There is considerable variation in what is included in the current reference so the hope is the reformed statement will be fairer to all applicants.
Admissions Development Group
-
Members
Sarah Allen |
Arts University Plymouth |
Kate Davidson |
University of Aberdeen |
Pete Edge |
University of Law |
Rob Evans |
University of Sussex |
Nick Hull |
University of Birmingham |
Emily Knox |
Leeds Conservatoire |
Stacey Lloyd |
Sheffield Hallam University |
Roisin McEvoy |
Queen’s University Belfast |
Mike Nicholson |
University of Cambridge |
Oliver Stacey |
University of South Wales |
Amy Smith |
University of Nottingham Trent |
Ben Stone |
University of Wolverhampton |
Adviser Lives
We're hosting Adviser Live sessions on references for 2024 and additional reform workshops online, so all teachers and advisers can feed into our reform plans for the future.
Example reference statements
These examples have been developed to show the type of information that you could include in each of the sections. This not an exhaustive list and we will add to these materials as appropriate.
View example reference statements 2024 (279.85 KB)
Supporting student references
Watch the first insights from universities and colleges about writing 2024 references for your students. More coming soon...
Additional information and guidance
- You can use up to 4,000 characters (including spaces, headings and line breaks) or 47 lines of text whichever comes first.
- All references must be written in English. You will need to write in English, unless the applicant is applying to Welsh universities or colleges and the rest of their application is completed in Welsh – in which case the reference may, of course, be written in Welsh.
- When writing a reference for any applicant, including those outside the UK, please remember that – under the Data Protection Act 2018 – the applicant can ask for a copy of the reference and any other personal information we have about them.
- We recommend you inform universities and colleges of any changes to the applicant’s profile or circumstances that occur after the application is submitted to UCAS.
- We recommend you write in a word processor first and then copy and paste into the online application (but watch out for the character and line count – the word processor might get different values because it doesn’t count tabs or paragraphs). There is a reference template in the portal for you to use for section 1 Establishment details.
- When you add into the online application, click ‘save’ regularly because it will time out after 35 minutes of inactivity.
- You can use some European characters in the reference.
- We recommend you save a copy of each reference you write for your records.
- Avoid repeating any of the information they’ve given in their application, unless you want to comment on it, and avoid mentioning any university or college.
- There must be a completed reference on the application before it is sent to us.
2024 reference guidance presentation
View and download our
2024 reference guidance for advisers presentation (11.86 MB).
Online course: UCAS references – what you need to know. The course can be accessed through the UCAS Professional Development Platform.
Predicted grades
As part of the reference, you will be asked to provide predicted grades for those qualifications entered as ‘pending’ – see further specific guidance.
If you are a referee and work in the school the applicant is applying from, the application will be available in the adviser portal – see how to input the reference in the adviser portal.
Reference processes and terminology
Understand the reference processes and terminology for independent, centre-linked, and reference-only applicants.
Updated FAQs - general
-
Why are there no character limits on each section?
There is no specific character count for each section. The overall character limit of up to 4,000 spreads across the three sections (including spaces, line breaks and new section headings) to enable referees to use their professional judgement on what information is most appropriate to include, as has always been the case.
The character limit is not a target and so length of reference will vary depending on individual circumstances. We anticipate most references will not need to use all 4,000 characters; short, focused sentences will help points land better with universities and colleges There is a character count inbuilt within the Adviser Portal and headings are shown to providers on the reference.
Character counts may differ if your input has been pasted from another electronic source and/or you have entered non-English characters and/or symbols such as £, €, among others.
-
Will there be a list of what universities and colleges want from a reference?
As with all aspects of the application process, including entry requirements, use of personal statements and contextual admissions, we would always recommend that applicants and advisers check local requirements.
-
Is there going to be a document that clearly states examples or further guidance as to what exactly each section can include?
We have produced varied
example statements (309.71 KB) for each of the three sections to help you identify the types of information you could include in the sections, dependent on each individual. This is not an exhaustive list.
-
How does this work for individual applicants, outside the school system? I am the referee for past pupils if they do an individual application to UCAS.
If the student is an independent applicant linking to the school for a reference only, advisers supply the reference using the same sectioned format as the rest of the cohort of students.
Enter information within the three sections on what you know about that student as you would have done in previous years. Once the reference is approved in the adviser portal the student is responsible for submitting the application.
-
Supposing a student does not have extenuating circumstances or specific issues that need raising, how will the reference reflect a student's ability?
It is likely most students will not have extenuating circumstances and, therefore, please confirm there is no information by ticking the box. We have now refocused section 3 to allow advisers to highlight a student’s ability for the chosen course(s).
-
Is it the case that the reference no longer needs comments about the student’s aptitude?
Aptitude could be included, but only as part of the short, evidence-based sentences in section 3.
-
We often have students join us from other schools for their Year 12 & 13. Many come to us from settings which are very different to ours – where do we add that information about where they sat their GCSEs, as opposed to the centre they're in now?
Where students went to school, where they've taken exams, and where they're currently studying, can be identified in the Education section in the UCAS application by the student.
If the student faced particular extenuating circumstances during their GCSEs relating to the centre, this should be included in section 2.
-
How do you recommend we share these changes with students and parents?
UCAS will provide a slide deck to share relevant information to staff and parents.
In addition, please do encourage parents to sign up to UCAS newsletters where will keep them up-to-date and informed of the UCAS process, including references.
-
Will there be any further changes to references? I need to train my team on what’s needed.
No further changes will be made for 2024 entry.
-
Do you anticipate universities and colleges asking for additional references?
The changes in this guidance have been made with the express purpose of ensuring the additional work of individual requests and submissions is not needed. We will be sharing the updated guidance with universities and colleges to ensure they have sight of the guidance you have.
-
What about UCAS Conservatoires references?
-
Are there any changes to predicted grades?
-
Some schools are saying they’ll revert to the old reference in box 3 whatever the outcome. Is there any way of policing this? Will we be disadvantaging our students if we don’t do the same?
UCAS are aware of this too – we will be monitoring adoption and will conduct a survey on the value and experience from both the provider and adviser customer groups after the equal consideration deadline.
The refocus on section 3 does allow advisers to give more supportive statements on performance and potential on related subjects, so more of a transition than a radical overhaul. But the emphasis should be on short, focused statements rather than a replication of the previous approach.
-
Is UCAS monitoring adoption and reviewing these new changes with universities and colleges?
We will review adoption and survey universities and colleges on the 2024 entry references after the equal consideration deadline (31 January 2024), to understand if they provided the value they required in practice, and the scope of potential refinements for 2025 entry onwards.
Updated FAQs on section 1
-
For the school/college/centre profile (section 1) do we have to include information about a school/college/centre a student may have previously attended?
You only need to provide an overview of the centre the applicant is currently studying. Where students went to school and where they have taken exams and where they are currently studying, can be identified in the Education section within the UCAS application by the student. If the student faced particular extenuating circumstances, that you are able to comment on, at a previous centre, this could be included in section 2.
-
If a student takes a year out and then links back to the school via our buzzword do we put same info on section 1 that we would with a current student?
If the student is linking to the school, advisers supply the reference using the same sectioned format as the rest of the cohort of students. Enter information within the three sections on what you know about that student as you would have done in previous years.
-
Does section 1 need to be uniform for all candidates from one centre or can the statement about the school vary from applicant to applicant?
You can use section 1 in a way that best fits the needs of your centre. You can use the reference template (under centre management) to create a standard statement and add it at the point of reference on the application management area for all applicants. If you require adjusted statements for section 1, for example you may a multi-site centre with differing qualification provision, then there is the option to edit the template once added in application management or to copy and paste a different statement into the application
-
Can we still include a URL in section 1?
The reference has been streamlined into sections to ensure information that is important to admissions teams is easy to find, a URL is not hyperlinked with the UCAS systems and requires admissions teams to look up information outside of the system they are using. We would advise against the use of a URL and include all information relevant to the school/college/centre within section 1.
-
What should agents/counsellors write in the first box?
If you are a UCAS registered centre, agents/counsellors are reminded this is an academic reference linked to predicted grades, requiring someone who knows the academic achievements of the applicant to write it. Please continue to work with schools/colleges to obtain references as appropriate.
Updated FAQs on section 2
-
Would you include information in section 2 about whether the student is a young carer, receives free school meals or has SEN for example?
The ‘More about You’ section of the application form empowers applicants themselves to share key information such as this: they can share if they have a disability (including a long-term illnesses, learning differences and those with mental health conditions), and students (with a UK address) can also share if they may have some specific individual circumstances (e.g caring responsibilities). Section two of the reference could include anything that has impacted the applicant's education and bring context to their academic journey so this information should be referenced if you can comment on the specific impact of those circumstances.
We’ve worked with expert organisations to bring together practical tips and useful resources for supporting students with individual needs.
-
Can section 2 be updated after the application has been sent to UCAS. For example, a bereavement or illness occurs in March that the universities should be made aware of?
UCAS and universities and colleges understand that references are relevant at the point of submission to UCAS and if there are no extenuating circumstances at the time of submission, please tick the ‘no information to enter’ box. However, should a change of circumstance occur post submission, please inform each of the choices (as current guidance).
-
Does the new section 2 mean that Unis will no longer be asking us to fill in extra extenuating circumstances forms as they already have the relevant information?
The section approach has been designed to help Universities and colleges find the information they need, and to reaffirm which categories of information are most relevant. While this should minimise the need for additional information to be requested/shared outside of the UCAS application, there are some circumstances where we anticipate that this will still happen – for example, when the circumstances occur post submission, or for cases where there are particularly complex or sensitive personal circumstances which you and/or the applicant feel should be shared only with a very limited group of people.
We will continue to review adoption on the 2024 entry references after the equal consideration deadline (31 January 2024), to understand if they provided the value required, and the scope of potential refinements for 2025 entry onwards.
-
Will applicants be disadvantaged if there is no information included for section 2?
It is likely many students will not have extenuating circumstances and, therefore, please confirm there is no information by ticking the box. As has always been the case, information about personal circumstances is only ever used to help Universities and Colleges to better understand individuals’ contexts and support needs. Applicants will not be disadvantaged if there are no personal circumstances to share.
-
If someone does have extenuating circumstances then are they not put at a disadvantage having less characters to write in section 3?
Under the previous model, referees were successfully able to balance information about their school/college, the student’s suitability for the course and any adverse circumstances. There is no reason to expect that this will no longer be the case; the refocus to short, concise, digestible information about the student should help make this balance easier than before. Remember, the overall character count is a limit not a target.
-
If in section 2, if the extenuating circumstances are too sensitive to detail on the form, do we have to automatically send details separately to each university/college or do we wait to be asked for these (presuming the student has given permission).
Ultimately the student’s permission is critical here, but we would encourage a culture of positive disclosure: such information will never be used negatively by universities and colleges but could enable them to connect the student to their own support services to help their transition into higher education. Depending on the nature and sensitivity of the circumstances, it may be appropriate to ask the university/college where to send such information to first, rather than sending to a general admissions office address.
Updated FAQs on section 3
-
Is there going to be a document that clearly states examples or further guidance as to what exactly each section can include?
We have produced varied
example statements (309.71 KB) for each of the three sections to help you identify the types of information you could include in the sections, dependent on each individual. This is not an exhaustive list.
-
Oxford and Cambridge have always said that it's important to make your top students stand out in the reference. How can schools do that in the new reference?
We have refocused section 3 to allow advisers to showcase their outstanding students with relevant context, and have identified these in
example statements (309.71 KB) supplied. Keeping this information short and to the point helps the most selective universities and colleges focus on the information that really counts.
-
Can we write in bullet points?
There is no formatting possible within the reference this includes inserting bullet points or using bold, italics and underlining. The focus is on using short, concise and factual statements, which could be written in bullet point ‘style’.
-
Will we disadvantage a student’s application by not including information in section 3?
The guidance for section 3 has been refocused to enable advisers to make short, concise and factual sentences to demonstrate suitability for the course(s) applied for and share relevant context to the application. It is likely that advisers will be able to identify something supportive to state about each applicant.
As with all aspects of the application process, including entry requirements, use of personal statements and contextual admissions, we would always recommend that applicants and advisers check local requirements. The information advisers provide for the reference is not changing, but the three sections will streamline and structure the content provided. Think about refining and refocusing the information that has previously been shared. Your professional judgement is still key.
-
As an agent, how are we supposed to incorporate the references that the student's schoolteachers or counsellors provide?
If you are a UCAS registered centre, agents are reminded the reference should provide context on an applicant and will often be linked to predicted grades. It will require someone who knows the academic achievements of the applicant to input to the reference. Please work with schools/colleges to obtain information as appropriate to complete the three sections.
Changing the reference structure to focus on a few core areas will help make the process more efficient for schools and colleges, ensuring you know exactly what we need you to include in your answer, so you can be safe in the knowledge you have included the most useful key additional information to document your student's educational journey. This also helps ensure the process is fair for applicants, as a consistent reference structure is followed for all.