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Ginny Page, Director of Education Programmes, Gatsby Foundation

Anthony McClaran, Vice-Chancellor St Mary’s University Twickenham and Chair of GuildHE

Alice is doing her postgraduate teaching apprenticeship at St Martin’s C of E Voluntary Aided Schools in Epsom, with Surrey South Farnham SCITT (School-Centred Initial Teacher Training).

View the advanced practitioner tips from our online International Teachers' and Advisers' Conference.

Here you’ll find everything you need to know about making an application to a university or college higher education course as a student not supported by either of their parents (known as 'estranged').

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

After GCSEs/National 5s, you could stay in school, go to a sixth form college, go to a further education (FE) college, or join a work-based training provider.

As an international adviser or teacher, you will have to communicate with the parents, guardians and carers of your students on a regular basis.

Some students face additional challenges during their education which may impact their results. Universities recognise these challenges, and can make adjustments through ‘contextual admissions’. Find out more about what this is, who is eligible, and how you qualify.

Whether you are a careers adviser, or a teacher supporting students, you'll need to continually reflect on your careers practice to keep improving the value of what you do. We can help with some of this...

As headline sponsor of our Discovery events portfolio, your organisation can be at the front of the minds of the hundreds of thousands of young people we reach during their journey to higher education.

Reach the right candidates and their influencers on the right channels. 1.5 million students come to UCAS each year to explore their next steps – we're ahead of Google when it comes to students seeking information about higher education.

A levels aren't the only option out there to take your students to higher education.

Information and resources for teachers and advisers to help students choose their which path to take after school.

A key factor when making the decision to move into higher education is finance – for estranged students, this can be a particular challenge.

Information for advisers on how to support your students in making a UCAS application and moving into higher education.

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).

We have worked with Stand Alone to outline the common challenges for estranged students, and share examples of good practice being done around the UK to improve access to and success in higher education.

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. Here, we outline common challenges for students who participated in widening participation (WP) and outreach activities, and share examples of good practice being done around the UK to improve access to and success in higher education.