Our latest education related articles

Those who have been through the Oxford or Cambridge admissions processes report that the emphasis is largely on an applicant’s mathematical ability, so that should be the main focus of any utilitarian supercurricular work towards competitive university entry. The other suggestions below (after maths problems, puzzle books and YouTube channels) are therefore for developing your passion in the subject matter and to understand its academic field rather than to improve your skills.

What’s an Oxbridge English Interview Actually Like?

Oxbridge interviews were once shrouded in mystery. Mythical tales of the intellectual torture of candidates in the squashy sofas of dons’ book-lined offices used to abound. These days, the process is a lot more transparent. Both Oxford and Cambridge have had to modernise and adjust as application has become far more competitive and highly scrutinised.  

Interviews are generally an opportunity for academics to gauge how you might fare in the tutorial system. Teaching at Oxbridge is usually conducted in very small groups within colleges, and the workload can be quite high-pressure. Interviews are also an important chance for candidates to think carefully about whether the Oxbridge environment is right for them. Oxbridge is quite particular; you might find you are more likely to thrive in an alternative setting.  

The interview is also potentially very exciting. If you are very passionate about your subject, here is an opportunity to speak to a world expert in that field. In the case of English, you will be solving a literary ‘problem’ with your interviewer(s), i.e. trying to work out a poem or some other literary text.  

The following text is a compressed script for an Oxbridge mock interview in English with guiding comment in bold for the reader: 

Founded in 1553, Tonbridge School is one of the oldest schools in the world. Academic standards are extremely high with boys achieving exceptional results. Tonbridge offers both day and boarding options. The extra-curricular programme can be demanding but despite this fast pace, Tonbridge is characterised as much by individual needs as by collective endeavour.

Medicine is generally considered the most competitive course in the UK, thus applications require a great deal of commitment from both domestic and international students. Understanding exactly what medical school involves can really help you decide whether it’s right for you and give you the very best chance of securing a place at the school of your choice. 

HSPS (Human, Social and Political Sciences) is a course unique to Cambridge, combining the disciplines of Politics and International Relations, Social Anthropology and Sociology. Students may specialise in one of these after the first year, or can continue with a combination. The final award after three years is a Bachelor of Arts (BA). 

There are no required A-Level subjects, although obviously the content of Politics or Sociology would be helpful. Colleges generally require an A* in an essay-based subject. In practice, most successful applicants have studied English, History or a language.

Most applicants (around 80% across all subjects) are invited to interview at Cambridge. The interviewing college will ask you to send two pieces of written work in advance. It should have been completed and marked in the course of your normal schooling, and will most likely be an essay. Try to choose subject matter in a similar area to one of the HSPS components. Interviews will most likely be online, but a few colleges still hold them in person. Invitations are sent in November for interview in early to mid-December. Expect one or two of between 35-50 minutes, but potentially 3 or 4. Four colleges (Hughes Hall, King’s, Newnham and Peterhouse) also set a written assessment for HSPS, which will be peculiar to that college itself and may take place while you are on a video call. See the King’s page here for example information.

Cambridge operate a formal ‘Winter Pool’ system which runs in January and makes offers to strong but otherwise unsuccessful candidates – although some of them will be invited back for a further interview in January before that happens. This is a significant part of the Cambridge admissions process since across all courses around a fifth of offer holders receive their offer this way. If Cambridge make you an offer, it will be conditional upon achieving at least A*AA at A-Level (or equivalent). Colleges have the option to set the tariff higher, though. Most recent students achieved at least A*A*A in reality. Success rates for HSPS in recent years have been 14%, 12% and 13%. 

Rugby school is a historic, well-established, co-educational school that is steeped in tradition and is probably best known as the birthplace of the sports that shares its name. The school has been educating children since 1567 and went fully co-educational in 1992. Rugby has always been at the forefront of innovation in teaching methods. The popular Extended Project Qualification was developed here, and academic facilities are outstanding, in particular for Languages and Sciences. Rugby has recently started to offer the IB Diploma in the sixth form alongside A Levels. The school has two main entry points, at 13 plus and 16 plus.

Westminster School is one of the older independent schools in the UK. It was originally a charity school founded by Benedictine of Westminster Abbey. Its existence ensured its survival during the dissolution of the monasteries in 1540 and his daughter Elizabeth I re-founded the school in 1560. Today, Westminster educates 750 students and has two entrance points, in Year 9 and Year 12.

Engineering is one of the most diverse and dynamic degree choices available to students in the UK, offering both theoretical and vocational pathways across a broad range of specialisms. If you're considering pursuing engineering at undergraduate level, understanding the landscape of courses, entry requirements, and long-term career outcomes is essential. In this guide, we draw from expert insights to help prospective students and parents navigate the complex and exciting world of engineering degrees in the UK.

Oundle is one of the largest co-ed boarding schools in the UK with just under 1,120 pupils, around 820 boarders and 310 day pupils, set in a Northamptonshire market town from which it takes its name. Oundle is a true all-round boarding school, with strong academic results, some of the best DT facilities in the country and fantastic sports and music. The school has three main entry points: 11 plus,13 plus and 16 plus.

City of London School is set within the iconic City landscape, surrounded by instantly recognisable institutions. The buzz of the school exudes enthusiasm for the opportunities that the school provides. One of the school’s main visions is to encourage boys to be the best version of themselves, in order to make progress and flourish in the modern world. The City of London School (CLS) is one of London's leading academic day schools, with over 950 boys between the ages of 10 and 18.

Most candidates applying to study Modern Languages at Oxford or Cambridge will have to sit a written paper as part of the admissions process, The Modern Languages Admissions Test (MLAT) at Oxford and the Modern and Medieval Languages Admissions Assessment at Cambridge. This blog describes the latter.

There are big differences between the two tests, from what they are testing to when they are sat.

13+ Common Entrance Reading List: Our Recommendations for children in Years 7, 8 and 9 

For many young people, the 13+ exam is one of the most significant they will take in their school career, as it is not just about entrance. The outcome sets them on a particular course for their GCSEs and, likely, their A-Levels or IB studies. Common entrance exams are designed to gauge a student’s potential for GCSEs and beyond; they therefore often require high-level skills in reading, interpretation, and analysis. In order to make sure your child is prepared for whatever is thrown at them, reading widely, consistently, and with variety is crucial.

By the time a child is eleven or so, parents have often got out of the habit of keeping track of reading and sharing books. As a tutor, I find that this is the age group for which reading frequency and interest can drop off the most, and this seems to be especially the case with boys. At this stage, young people are developing more independent interests outside of home and school. They are usually having to juggle these interests with an increased homework load, and many of them are also spending more and more time online, all of which can make it harder for them to find the time and motivation for reading. 

It might not be desirable or practical to read with your young person on a daily basis any more. What I would recommend is having an active, regular dialogue about reading. You could talk about the news, an article you have read, a novel you are into, a cartoon you saw, a blog you are aware of, a radio show that was informative…If reading (and listening to literature/high-quality shows) is part of family life, it will likely remain part of your child’s life and make it easier for you to search for books together for more focused and formal reading practice. You can also discuss interesting and difficult vocabulary together, and play word games and puzzles… 

Some reading, even if it is just for five minutes per day, will vastly improve your child’s outcomes at Common Entrance. 

Since St Paul’s Girls’ School (SPGS) first opened its doors in 1904, the school has provided an ambitious and progressive education. At all stages throughout its history, the school has combined the best elements of a classical education with a commitment to innovation and a forward-looking approach. Their academic attainment has been consistently astounding. The school welcomes all academically eligible girls, regardless of either economic or social circumstances with SPGS committing to offering transformational bursaries to 12 per cent of students, and seeking to grow this to 20 per cent.

The school has two main entry points, at 11 plus and 16 plus.

St Paul’s is an independent boy’s school set within 45 acres of open space in Barnes, South West London. The school was founded in 1509 by John Colet with the vision to provide an outstanding all-round education to prepare boys for a successful future. The school welcomes all academically eligible students, regardless of either economic or social circumstances.

What is the MLAT and do I need to take it?  

The MLAT, or Modern Languages Admissions Test, is an assessment that almost all students applying to study a modern languages course at Oxford are asked to sit. The assessment is administered by Pearson VUE and taken on a computer. It largely tests your grammar and translation skills.

Courses that require the MLAT are: 

• European and Middle Eastern Languages
• Classics and Modern Languages
• English and Modern Languages
• History and Modern Languages
• Modern Languages
• Modern Languages and Linguistics
• Philosophy and Modern Languages.

The MLAT is made up of ten sections, but you will only have to answer questions in the section(s) relevant to the language(s) you are applying to study. The Pearson VUE platform will know which course you are applying for and tailor your question paper for you.

Each section is 30 minutes long. There is a section for each of the following languages: 

• Czech
• French
• German
• Italian
• Modern Greek
• Portuguese
• Russian
• Spanish

Language sections comprise 20 multiple choice questions and 10 English translation questions. 

In addition, there is a Language Aptitude Test (LAT)--also 30 minutes--for those applying for Russian on its own or as a beginner, and courses with Polish. 

Finally, there is a 60-minute Philosophy test section for those applying for Philosophy and Modern Languages. 

Those applying to study more than one language will need to sit a maximum of two sections. You can find out which using the tables on this page. 

Candidates applying to study Modern Languages at Cambridge will instead have to sit the Modern and Medieval Languages Admissions Assessment (MMLAA), which is slightly different to the MLAT. Read our guide to the MMLAA to find out further details. 

Creative Ideas to Support Summer Learning for Secondary Aged Students 

Summer holidays provide a well-earned break for secondary-aged students, but a complete pause in learning can make the return to school in September feel overwhelming. As the summer holidays approach, many parents find themselves with more time to explore enriching, creative learning opportunities with their children. At Keystone, we believe that these moments are most impactful when they are led by your child's own interests - whether it is a favourite artist, animal, historical era, or a country they are keen to explore.  

Here are our top recommendations for secondary summer learning:

Creative Ideas to Keep Children Engaged Over the Holidays

Summer holidays are a wonderful opportunity for parents to explore enriching, creative learning opportunities with their children without the usual term-time rush. At Keystone, we believe the best summer learning happens when it aligns with your child’s own interests, whether it’s a favourite artist, animal, historical period, or a country they are curious about.

Here are our recommendations to keep your primary-aged child learning over the summer holidays.

Achieving a grade 9 in GCSE English Language requires a clear strategy, consistent habits, and a strong understanding of what the exam demands. In this article, Florence has compiled some useful insights and guidance on how best to prepare for the GCSE English Language exam along with her top tips for achieving a Grade 9.