Saturday 11th April 2026
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Review: The Places I’ve Cried in Public

Charlotte Rose
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Review: The Places I’ve Cried in Public

TW: abusive relationship

I first picked up The Places I’ve Cried in Public while browsing the shelves at Waterstones. Immediately noticing the beautiful cover and relatable title, I held it up and called out to my friends: “Hey, look, this sounds like something I could’ve written!”. This was in January, three months after a break-up: three months during which I’d had quite a few crying-in-public moments myself. My friends laughed, and I replaced the book on the shelf, knowing how I struggle to read in term time. Fast forward five months, mid-pandemic and post-finals, and I finally decided to give it a go. I’d just finished another of Holly Bourne’s (It Only Happens in the Movies) and had loved the breezy prose which, while easy to read, also packed some hard-hitting punches and tackled real issues in a sensitive way. So I was looking forward to reading The Places I’ve Cried in Public, but didn’t expect to appreciate it just as much as I did.

While at a quick glance I’d believed the book to be a simple break-up story, on a closer reading of the blurb (and the content warning on the first page), it became clear that this was a story about abuse. The book follows and is narrated by Amelie, a 16-year-old girl who has just been uprooted by her parents from her safe, beloved home and boyfriend Alfie in Sheffield (or the right side of the chimneys, as she calls it) to the South. Despite being shy and underconfident, Amelie is a talented singer-songwriter and shines on stage at the start-of-term talent show in her new school. That night, she is noticed by Reese, the charming lead singer of the band which wins second place.

A whirlwind relationship between them begins, revealed to us in flashbacks by present Amelie. With each chapter of the book, Amelie revisits a place in which her relationship with Reese led her to cry in public, as she tries to understand where it all went wrong. In this way, we get to see the relationship unfolding through the flashbacks spanning from September-January (past tense), as well as seeing the fallout of the break-up in the period from February to the end of the school year (present tense) as Amelie maps these locations.

The flashbacks start to reveal to us that not all was as it seemed in their relationship, and it certainly was not as fairy-tale perfect as Amelie described it at the start. As the book climbs towards its climax, I felt increasingly uncomfortable with the descriptions of Reese’s behaviour as he reveals his true (read: abusive) colours. Normally I rush through young adult novels; the writing style means it can be so easy to whizz through, enjoying the story but not really allowing enough time for the meaning to take root and leave a lasting impact. The Places I’ve Cried in Public was different. Within a few chapters, I’d realised I really wanted to take my time, to allow Amelie’s story to sink in and understand the ways in which present and past tense Amelie were linked.

The book also presents a wider message about crying in public and how this is often ignored by others who may see it, particularly in teenage girls. Bourne turns a potentially embarrassing display of public emotion into a shared experience and questions why it is so common. She also illustrates how vital it can be for someone to stop and take notice of those crying in public with a kind word or genuine concern. So, though this book is classed as young adult literature, it becomes universal and relatable to those of all ages (as good YA often does) and while Amelie’s relationship was nothing like my own (which was perfectly healthy, but just disintegrated as they sometimes do) the book did remind me of some crucial truths about what healthy, and unhealthy, relationships look like. Holly Bourne encapsulates this perfectly and creates a thought-provoking piece of writing which is a new favourite of mine.

Overall, The Places I’ve Cried in Public is an incredible, important, impactful book that should be recommended reading in all schools and universities. As a fierce mental health advocate, feminist, and writer for a youth charity, Holly Bourne writes sensitively yet truthfully about the issues presented in this novel. The book tackles abusive relationships in a way that allows younger (and older) readers to realise the many forms abuse can take. The novel’s tagline is “It looked like love. It felt like love. But this isn’t a love story” – a line that will stay with readers for some time after turning the final pages, a reminder that toxic behaviour and abuse are never love, and to always watch out for those who are crying in public.

Results Day: Private schools see disproportionate grade inflation

Joe Hyland Deeson
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Results Day: Private schools see disproportionate grade inflation

Research by the social mobility charity upReach shared with Cherwell has begun to reveal the tangible effects of the grading approach used by Ofqual in widening educational inequalities. Subjects almost exclusively studied in independent schools have seen a significant rise in A* and A grades, and A-Levels more common in the state sector saw the greatest interference by the system used to moderate grades – a sign that the slight increase in grades in 2020 was not applied evenly across the education system.

The charity estimates that, based on the vast differences in size between typical independent schools and state Sixth Form colleges, state school students’ grades were 20% more likely to be downgraded than private school students’.

Sixth Form and Further Education colleges were worst affected by the recalculation of grades by the government body due to their generally larger classes and cohorts. Schools with small cohorts for given subjects were partly shielded from the algorithm and Centre Assessed Grades (CAGs), the marks sent to exam boards by teachers, were used more frequently. It remains unclear what effect Monday’s announcement that the government would now use CAGs will have on university options, given that many courses have now had their places filled.

The findings come as the majority of Oxford colleges continue to make statements concerning individual approaches to results day, with first Worcester, then Wadham and St. Edmund Hall, and now New and Jesus Colleges confirming that they would admit every UK offer-holder regardless of their final grades.

Some have questioned whether the current controversy is merely the product of a vocal minority of disappointed students. Grades have seen a moderate increase this year. The percentage of entries awarded an A or A* rose from 25.2% to 27.6% and the number of C or above grades went from 75.5% to 78%. Indeed, in a statement three days before Results Day, the chair of Ofqual, Roger Taylor, wrote that “we have erred on allowing greater leniency” and promised the slight rise in grades seen above.

However, upReach’s research concludes that this increase was primarily absorbed by students at independent schools rather than those in the state sector.

It was subjects such as Latin, Classics and History of Art, predominantly studied at independent schools, which saw the greatest rise in A*s. Over 70% of schools entering students for these A-Levels were private. At the other end of the spectrum, subjects such as Psychology, Sociology and Business Studies, much more common in state schools, saw the smallest rise in grades. In Sociology, the rise in A*s was just 0.1%, compared to an average of 7.7% for classical subjects. Thirty times more students study A-Level Sociology at state Sixth Form or Further Education colleges than at independent schools.

Subjects such as Classics and Latin saw the greatest inflation in grades, with nearly double the A*s in 2020 compared to 2019. Source: FFT Education Datalab
Subjects such as Psychology – most commonly taken in state Sixth Form colleges – saw the smallest inflation in grades with just a 0.1% increase in A*s. Source: FFT Education Datalab

John Craven, Chief Executive of upReach and author of the report, told Cherwell: “Ofqual’s flawed methodology resulted in rampant grade inflation in “private school” subjects such as Classics. By their own definition, Ofqual and the government have thus failed in their attempt at maintaining a “Gold Standard” by capping grades. Popular subjects more commonly studied at Sixth Form colleges saw no grade inflation. This has unfairly destroyed the dreams of thousands of ordinary students.”

Craven called the news that the government would revert back to using CAGs the “least worst option given where we’d got to”. He continued: “This will be welcome news to all those the algorithm disadvantaged. However, it has major implications for the university sector, and it is not yet clear that all will be able to honour their offers given capacity constraints – even if the student numbers cap at each university is indeed lifted.

“And this is not a “perfect” social mobility solution by any means, given that students from lower socio-economic backgrounds are more likely to be “under-predicted” grades – both historically, and – quite dramatically – in the teacher awarded grades put forward by schools in 2020. The risk now is that universities “top up” their student numbers, but the social mix reflects that less-advantaged students were under-predicted by teachers relative to others. And it may risk the viability of some less academically selective universities if students with higher grades now choose a different one with their higher grades.”

On Sunday, Oxford University announced that it was admitting a record number of state school students – 67.8%, up from 62.1% in 2019. Nevertheless, there remains a significant disparity between the make-up of Oxford and the UK, where an estimated 93% of domestic students are educated within the state system.

Image Credit: Chatham House

This article was amended on 17/08/2020 at 4:55 pm to reflect the government’s announcement that it would now use Centre Assessed Grades rather than the Ofqual algorithm.

Oriel announce quarantining students will face £400 food bill

Abigail Howe
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Oriel announce quarantining students will face £400 food bill

Oriel College has told international students who intend to quarantine within the College that they will be charged £400 for food provided by the College.

In an email sent to international students, Oriel wrote that “the College will arrange for 3 meals a day to be delivered to your door during the quarantine period… The cost of catering for this period will be a fixed charge of £400, which will be batelled to you. We will contact you to record your individual dietary requirements closer to the time of your arrival”.

£400 for a fortnight of food averages out to approximately £9.52 for each meal or £28.57 each day. Meals will be delivered to students by staff in accordance with social distancing guidelines, with the College insisting that “our priority is to keep all College residents and staff as safe as possible”.

The email continues by referencing this unexpected cost: “We are aware that the additional accommodation [students in quarantine at Oriel will all be charged for a B grade room “for the purposes of equity”] and meal costs may be an unplanned expense for you, and the College does have some funds available to assist students with unexpected financial difficulties”.

International students who wish to spend their quarantine in College must also all arrive on the 18th September to fulfil the isolation period prior to term commencing. The email states “if you cannot arrive on the date specified above, we regret that the College will be unable to provide you with accommodation for the 14-day quarantine period and you will need to  make alternative arrangements”.

In the email, the College wrote that “Oriel College is committed to ensuring that, even in these unsettling times, you have the best student experience possible”.

Oriel’s JCR International Officer emailed students to call for an International Students’ caucus, writing that “a fee in the excess of 700 pounds for accommodation and catering is both an unexpected and an unacceptable cost to most international students needing to quarantine”.

A spokesperson for Oriel told Cherwell: “The College is doing everything it can to make preparations for the safe arrival of all our students in the autumn in extraordinary circumstances. The figure of £9.52 per meal quoted does not just cover the cost of food, but the cost of 3 food deliveries per day to up to 60 students, which will result in significant additional staffing costs. The amount being charged to students will not return a profit, but will help to subsidise the extra costs the College will incur as a result of quarantine measures that have been put in place for all UK institutions.

“As an educational charity Oriel has incurred additional unforeseen costs related to the pandemic. We understand that some students may not be in a position to cover these costs, and we have made it clear that financial help will be available from the College for students who require it. No student will be forced to quarantine at the College, and they may make their own arrangements if they wish to do so. Our staff are working hard to try and ensure a safe environment in College so that our staff and students are safe and our students can enjoy as normal a term as possible.”

Theroux thick and thin

Kate Hanton
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Theroux thick and thin

As Louis Theroux releases his newest documentary Life on the Edge, a reflection on his career in television, let’s look back at what has propelled him to become one of the most admired figures in his industry.

Theroux’s career began when he graduated from Oxford University with a first in History and landed a job on Michael Moore’s show TV Nation. From this, he was offered a deal with the BBC to make Louis Theroux’s Weird Weekends, first airing in 1998. Since then, the work of this gangly figure with oversized glasses has become instantly recognisable.

First focusing on lighter, more humorous topics (including documentaries about UFO-believers and swingers) he later moved on to weightier subject matter, talking to transgender children, mothers with postnatal depression, and recovering alcoholics. However, throughout all of his documentaries, Louis’ warm yet inquisitive persona on screen has been a constant.

Louis has said himself that he prefers to remain “invisible”, which is why he has done most of his work in America. This shows in his presenting style. While he has become a much-loved personality himself — posting his cooking fails regularly on his Instagram — his documentaries are very much focused on those he is interviewing. Louis rarely talks about himself in his documentaries and has an understated, quiet presence in the lives of his documentary subjects. With his stereotypically English manners, he is often heard greeting those he meets with a “how do you do?” His image as an ordinary person, unglamorous and slightly awkward, helps the viewer to feel that, while they are new to the subject’s world, so is he.

While Theroux rarely shows emotion in his documentaries, he seems to make a connection with everyone he interviews. He thoroughly immerses himself in the world of the documentary subjects: whether it’s eating with the prisoners at San Quentin prison, going under the knife himself when filming about plastic surgery, or playing cards with Judith — a patient in a secure psychiatric facility. His documentaries, therefore, feel like a series of genuine conversations rather than an outsider studying those he is meeting. We see this in By Reason of Insanity when Louis talks to Jonathan, who killed his father due to his schizophrenia. It seems that the conversation about whether he loved his father has a real impact on Jonathan. He responds that no one has asked him this before and afterwards he is shown sitting silently, seemingly in deep thought. Theroux doesn’t just question those he is filming but seems to become part of their journey in a small way. In Mothers on Edge, he engages in heartfelt conversations with Katherine, who suffers from post-natal depression, trying to reassure her and help her make sense of what she is feeling.

Louis told The Guardian that “we are all guilty of us and them thinking sometimes.” While some of his recent documentaries focus on those for whom we feel an inherent sense of empathy, others are about people who hold extremely hateful views or have done terrible things. Even in these circumstances, it is clear that he strives to show the human in everyone. Even if the viewer leaves the documentary unchanged in their opinion, Louis gives all his interviewees the opportunity to show compassion. When meeting The Most Hated Family in America on the way to protest a soldier’s funeral, he asks Shirley Phelps-Roper to consider that perhaps the man does not deserve his funeral to be picketed. Although his attempt fails, it shows that Louis is keen to give all those he meets a chance to reflect and to perhaps prove prior judgment wrong.

While he wants the viewer to be empathetic, he always ensures that those he meets are challenged. Louis has said that he would not feel comfortable if he did not do so, as he has given them a platform to express their views. Within the first few minutes of Louis Theroux and the Nazis, he asks a member of the White Aryan Resistance if they care about people’s feelings. From watching even a couple of Louis’ documentaries it becomes clear that he will not back down easily. Those questions that most of us would shy away from, even if it is what we want to know most, Louis is unafraid to ask. He presses everyone he meets, always wanting to know more and never settling for a simplistic answer. This determined approach works well. Louis has said this is a “win-win” situation as the honesty can be “unburdening” for many subjects, whilst also giving the viewer the insights they crave.

It will be interesting to see how Louis himself reflects on his career, but there is no doubt that his documentaries, old and new, will continue to be loved by viewers for years to come.

A Fresher’s Guide to Oxford Drama

Jaya Rana
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A Fresher’s Guide to Oxford Drama

The theatre scene in Oxford is, upon first glance, daunting to say the least. As a Fresher, it feels like you’re on the outside looking in at a tight knit group of friends, who all seem to effortlessly understand the ins and outs of it all. You’ll see the same faces in production after production and start to fear that you have no chance of getting involved. This is simply untrue. While there is an established thespian community at Oxford, it is by no means exclusive, and operates with a real ‘fake it til you make it’ mentality. Everyone I have spoken to about drama here has said they feel the same – everyone feels on the outside, until they don’t anymore. 

Sitting outside an audition room trying not to, but inevitably, eavesdropping on the auditionee before you is a nerve wracking experience. For some reason unknown to me, other student’s auditions always seem perfect when you’re hearing them from the other side of the door. “Oh my goodness, she’s amazing, I have no chance”, “I can barely hold a tune and he has perfect pitch”, and “did she just say she’s already been in three shows this term?!” are thoughts that have crossed my mind many a time, and will probably cross yours too. Imposter syndrome is a prevailing issue at Oxford in general, and in the theatre community it’s just as dominant; everyone seems more qualified. 

Something you must keep in mind is that, while of course talent is one decision-making factor in auditions, some of the others are rather arbitrary. I only truly realised this when I was on the other side of the process, and was auditioning people for a piece I was directing. I’d just watched ten absolutely brilliant auditions, and I found myself having to resort to the tiniest deciding factors, like going for someone who was slightly shorter or slightly younger-looking, because it better suited the role. It dawned on me then that not getting a part doesn’t mean you’re not a good actor. The competition here is stiff, and there are so many talented people, but, as I was told by a second year, “if you just keep auditioning, you will get a part sooner or later”. I took this advice and went to audition after audition in Michaelmas to no avail – but just when it was starting to really get me down, I was offered three roles on the same day. And that, I would say, is my biggest piece of advice – (almost) in the words of Finding Nemo’s Dory, just keep auditioning just keep auditioning!

Now for the practicalities: the OUDS (Oxford University Dramatic Society) website is where you’ll find audition sign-ups for all of the shows in Oxford. There are different scales of shows – from garden plays and college productions to the Pilch and BT (which are relatively small spaces) to the Keble O’Reilly or, every Oxford actor’s dream, the Playhouse. I’d recommend checking the site regularly to find new shows you may want to get involved in (and snap up a good audition slot so you’re not left with a 9am!). It’s helpful to have a Shakespearean and a modern monologue memorised to use for every audition – there’s nothing worse than frantically cramming lines just before you walk in. If you want to be extra prepared, have two modern monologues, a serious one and a comedic one; this should cover you for pretty much all auditions. Some auditions don’t even require memorisation, but it certainly helps. With the Shakespeare, it’s important to try to avoid the clichés; the director’s will have heard “out damned spot!” and “all the world’s a stage” a million times – set yourself apart! Beyond that, try to turn up to auditions early. There’s nothing worse than awkwardly rushing in late, having got lost in the depths of Worcester trying to find the audition room right at the back. 

Something important to realise before you start auditioning for shows is that being in a production is a huge time commitment. For the few weeks surrounding a show you’re part of, expect to effectively halt most of your other extra-curricular commitments, and also sacrifice quite a few nights out. These weeks usually consist of long hours of rehearsals, squeezing in work, and, most importantly, sleep. By no means do I WANT to put you off auditioning for shows –  just be aware of the workload you’re signing up for. 

But despite the early mornings and late nights, the nerve-wracking auditions and the relentless rejections, being in a show at Oxford is truly wonderful. There is nothing quite like feeling the warmth of the spotlight on your face, and the adrenaline rush of a great performance. Also, if anything, the mere experience of auditioning teaches you so much – getting used to rejection is an important skill (one which will definitely put you in good stead for tutorials!). The friends you’ll make in a production are unlike any other, and regardless of past experience I really urge you to give it a go. Drama has been a huge part of my first year here, and I couldn’t recommend getting involved more.

Keble College under pressure to reverse admissions decision

Eleanor Ruxton and David Alexander
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Keble College under pressure to reverse admissions decision

After students and alumni pressed Keble College to admit all students regardless of A Level results, the College is considering accommodation arrangements to increase their capacity.

On August 15th, Keble issued a statement that they were “not able to accept every offer holder”. Since then, Keble’s JCR President and a team of current students and alumni have written a letter to the College suggesting several alternative proposals for the accommodation of those offer holders who were not accepted. The JCR President has explained more in a statement posted to the students’ Facebook group.

The College has expressed interest in one of the proposals, asking a group of “up to 12” second or third year students to voluntarily move out of college into private accommodation for the coming academic year. 

The JCR President has warned that “there will be some short term uncertainty with regards to accommodation for those who volunteer”. Whilst no guarantee has been given, “college anticipates they will be able to find accommodation for those 2nd and 3rd years that do help out in this situation.”

The JCR President has described this as a “very practical solution to the problem” that will remove the need for appeals, resits or deferred entry and allow those “who were rejected on the grounds of capacity” to study at Keble in 2020/21. 

Students have been encouraged to volunteer before the College’s academic committee meets tomorrow morning. The JCR President explains this “would really help put forward a robust case to admit all Keble offer holders this academic year.”

These proposals come after significant backlash from the student community, both over the rescinding of offers and the College’s statement explaining its position. 

In its statement earlier this weekend, the College stated it was aware “how the method of allocating grades without actual examinations would systematically disadvantage students from schools and neighbourhoods with less history of sending people to Oxbridge.”

However Keble argued that it had done all it could to accommodate these circumstances, stating that more offer holders than usual had met the necessary conditions. Noting how “Oxford revised the guidelines on clemency” to give “more even weight to indicators of social disadvantage”, the College argued it scrutinised cases on an individual basis, but was ultimately limited by available space. “The more students we admit this year,” the statement said, “the fewer we will be able to admit next year and the year after.” 

The College is preparing to welcome a large and diverse cohort in October, stating “more offers were made to, and more students will come from, under-represented and/or disadvantaged neighbourhoods.”  

This year, 70% of Keble’s undergraduate offers to UK applicants were given to students from state schools.

The College claims it will welcome those students who are successful in the appeal process, and intends to exercise sympathy when processing the applications of those taking their exams this autumn.  

The statement followed growing pressure on the College to re-think its decision. Over 6,000 people have signed a petition calling for Oxford to reverse its decision to rescind offers to “state school ‘near misses’”. 

The creator of this petition had her offer to read Geography at Keble College rescinded, after her results were downgraded from A*A*A* to AAA. She has expressed her frustration at the University for apparently not considering her background in its decision-making process.

The petition prompted an outpouring of support from the Keble College community, including a number of alumni. 

An Open Letter from Keble alumni to the College has been published on Facebook. Responding to this petition, the letter called on the College to disregard the grades assigned by Ofqual and to “make a firm statement of support for those students unfairly disadvantaged by this national moderation process” and to “offer them places to study.”

The letter argues that Ofqual’s moderation process was flawed and has “entrenched systematic bias against students from lower performing schools and larger class sizes, regardless of individual ability.” Much more reliable as an indicator of ability, suggests the letter, is the admissions tests and interviews that former offer holders have already succeeded in.

Keble’s decision to rescind some offers has been particularly disappointing due to the extensive efforts made by Keble staff, students, and alumni to widen access through schemes like Keble At Large. The authors of the letter believe that rescinding offers will “totally undermine” the progress made by these projects.

Speaking to Cherwell, President of Keble At Large and JCR Access and Academic Affairs Officer, Busola Femi-Gureje, has described the University’s decision as the “antithesis of the message promoted by access schemes and initiatives” due to its reliance on a “biased” algorithm that appears to disregard the academic achievement of students in disadvantaged areas. 

She stated “the situation this year feels even more unfair than previous years as students didn’t even get to sit the exams that resulted in them missing their grades.”

Being dissatisfied with the moderated grades is not grounds for an appeal under Ofqual guidelines. At the moment it is assumed that dissatisfied students will have to pay to ‘re-sit’ exams if they want to improve their grades.

Femi-Gureje has identified this as a “huge access issue”, warning about the unaffordable cost of re-sits. She adds, “Whilst it is not the fault of the University that the grading system is so flawed, this doesn’t really give much solace to those who have had to bear the brunt of its failures.” There are calls for the University to do more to support exceptional students and for greater transparency in the decision-making process. 

Keble’s academic committee will meet tomorrow to further discuss the issue.

Keble College and Keble JCR President have been contacted for comment.

Admissions 2020: How has each college responded?

David Tritsch
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Admissions 2020: How has each college responded?

Update 18/08/2020: Following the government’s announcement that A-Level results will be based on teacher’s Centre Assessed Grades, the University has announced it will honour the offers of all candidates whose CAG meets their conditional offer (excluding courses with externally determined caps). The statements and policies listed below are college-specific and were last updated before the University’s announcement.

Following pressure on the University to admit offer-holders who missed their grades, a majority of undergraduate colleges have released statements on their admissions policies this year. This article will be updated as colleges release and revise statements. A list of updates, in the order in which they were made as new information became available, can be found at the bottom of the page.

This year, almost 40% of teachers’ recommended English A-level results were initially downgraded, following the replacement of exams with a standardisation algorithm that used teachers’ assessments and schools’ results history. Analysis has shown that students from state comprehensive schools with large class sizes were hit the hardest by the algorithm.

The University has stated that “over half of students who missed their offers have now been admitted” and confirmed that “[they] have been more lenient with students from UK state schools who missed their offer.”

In the face of a renewed call from the Oxford SU for the university to honour all offers given to UK A-Level students following the government reversal on Monday afternoon, individual colleges continue to differ substantially in their responses:

Admitting all UK offer-holders

Worcester College was the first college to announce on Friday that it would accept all UK offer holders, irrespective of their A-level results. 

Wadham College and St Edmund Hall followed Worcester’s decision on Sunday and will also admit all UK offer holders. For capacity reasons, some students will be guaranteed deferred entry for 2021.

The College said: “Many members of our college community and beyond have expressed their concern for the potential impact of yesterday’s A Level results on this year’s incoming students. At Worcester we made offers in 2020 to our most diverse cohort ever, and in response to the uncertainties surrounding this year’s assessment, we have confirmed the places of all our UK offer-holders, irrespective of their A-level results.”

A statement from the Wadham Warden Ken Macdonald QC reads: “It has become increasingly clear to the College that this year’s formal gradings are not adding to our knowledge of applicants’ ability to the extent that we could safely conclude that some of those previously selected for offers should now be denied their places.”

Exeter College initially announced that it would admit nine more students than its number in 2019 (98), having granted clemency to “a record number of students based on their individual circumstances”. On Monday, it, too, confirmed that it would admit all UK offer-holders, taking its total incoming Freshers to 110, although “one additional UK offer-holders’ place is deferred until 2021 because of University-level capacity constraints on their course”. 

New College announced on Monday that it will also admit all UK offer holders. On Twitter, the college wrote: “New College can confirm we have concluded the review of our outstanding offers, and is pleased to announce that all undergraduate offers made in 2019/20 have been confirmed.”

Jesus College also announced it will admit all UK offer-holders, after previously confirming places for 70% of applicants with “mitigating circumstances” and admitting all Opportunity Oxford offer-holders. All 2020 offer-holders will now have their places confirmed for either this year or next year.

Keble College updated its statement on Monday evening and will honour all offers made this year irrespective of students’ A-level results. Where University departments are at full capacity, Keble will defer offer-holders’ places until 2021. A petition by a Keble College offer-holder who missed her place by one grade, calling on the University to accept all state school “near misses” has collected over 6,000 signatures at the time of writing.

St. Hugh’s College confirmed on Monday that it will admit all UK offer-holders. In a statement, the college said: “It is our belief that this year’s formal gradings do not provide any additional evidence of these candidates’ abilities. We have therefore concluded it would only be right in the circumstances we face this year to trust the assessments our tutors made in offering places to these candidates”. A “small number” of offer-holders whose courses are now full will be offered guaranteed entry in 2021.

Queen’s College also updated its statement on Monday evening to confirm it will admit all those who hold conditional offers. The college stated that it had “become aware of, and welcome[d], the government’s decision to abandon its standardisation model.”

University College updated its statement after the UK government’s U-turn on A-level decisions on Monday evening: “In light of today’s announcement that A Level grades are to be awarded on the basis of teacher predictions, Univ will now confirm the places of all its UK offer-holders.” In case an offer-holder’s course is over-subscribed, the college will confirm their place for 2021.

Guaranteed entry for near-misses or access programme offer-holders

Lady Margaret Hall has “confirmed places at LMH for 97 per cent of all 2020 offer holders.” This includes the highest percentage (93%) of candidates who have missed their grades across all colleges. LMH confirmed that it has “more than doubled [its] rate of ‘clemency’ this year for candidates who were ‘near misses’ – including those affected by algorithmic adjustment.”

Pembroke College has admitted all candidates who missed their offer by one grade. A college statement confirmed that one-fifth of Pembroke’s 2020 intake will be candidates who missed their grades. In 2020, Pembroke will see a record 70% of its UK student intake coming from state schools with “one third coming from the most disadvantaged groups.”

A “majority” of missed offers accepted  

Balliol College has now, according to an updated statement on its website, “confirmed offers to its largest ever undergraduate cohort, including to all offer-holders from a state school or a disadvantaged background”. 12% of Balliol’s intake for 2020 will be students admitted “as a result of flexibility shown by the College” and its incoming group of Freshers will be 72% state-educated.

Brasenose College has communicated that “in the great majority of cases, [the college] confirmed places. The reviews took into account interview and test scores plus relevant contextual information.” Brasenose also stated that it admitted some students from other colleges “to help them maximise the number of possible reprieves across the University.” Brasenose’s intake this year is 9% above normal and will consist of 79% state school students.

Hertford College has confirmed it would “accept the majority of our offer-holders who did not receive grades which fulfilled their original offer conditions”. Furthermore, the college stated it would be admitting its “largest ever cohort with 81% of UK students from state schools.” On Monday evening, the college updated its statement to confirm the places of any outstanding offer-holders who will meet their offer conditions with the grades recommended by their teachers.

Magdalen College has given places to “the majority of offer-holders who did not satisfy the conditions of their offer.” A statement reads: “We are watching the evolving situation closely, and we will be following the University’s policy in considering any appeals that we receive.” 

Merton College announced on Monday that it has admitted “virtually all of those students whose results were not as they had hoped”, although there are no exact numbers given. The college has, however, confirmed that the incoming freshers will have its highest ever proportion of state-educated students, at 70%.

St. Anne’s College has already given clemency to 70% of offer-holders who were not awarded their necessary grades. The college has also confirmed that it would “confirm their [offer-holders’] place for 2021 entry” if they are assigned the necessary grades as a result of an appeal.  

St. Peter’s College announced on Monday that it will confirm places for 100% of offer holders from UK state schools. The remaining students whose offers were not met will have their places confirmed if their grades are revised. Some offer-holders who missed their grades but had their places confirmed will be offered entry in 2021.

Trinity College has confirmed places for 100% of its offer-holders from the most disadvantaged backgrounds “as defined by Oxford’s metrics”. The college is also “actively and urgently exploring the options” for offer-holders who have not been awarded the grades they needed.

Expanding intake size and some clemency

Christ Church has offered clemency “more than in any other year we have on record” and confirmed that “clemency decisions were possible for 93% of our offer holders who attended state schools”.

Mansfield College has “admitted a record number of students, […] by going almost 10% above [its] planned maximum number for this year.” Mansfield’s Principal Helen Mountfield QC further stated: “We have offered places to all our candidates who met their offers and extended ‘clemency’ to as many students as possible who missed them, especially those from disadvantaged backgrounds.” This year, Mansfield College continues being the Oxford undergraduate college with the highest state school representation (91%). 

Somerville College has confirmed it would honour all offers should students successfully appeal results. Principal Janet Royall tweeted on Friday that Somerville will exercise clemency only to students who are “under-represented”, without detailing what students would fall under this category.

No information on admissions statistics in statement 

St. Catherine’s College stated: “At St Catherine’s, we have already exceeded our target intake for 2020 entry, but we are currently exploring the possibility of other options in response to the complex and rapidly changing situation. If an alternative solution cannot be found, any candidates who meet the conditions of their offer through the appeal process, will be guaranteed a place for entry in 2021.”  

St. Hilda’s College said in a statement: “Our Fellows, Senior Tutor and the Academic Office team are working extremely hard with our offer holders who have met their conditions, and with those who have not. We are very sensitive to the current situation, especially in how it may have affected applicants from disadvantaged backgrounds.” 

St. John’s College shared: “Most St John’s offer-holders in fact met their conditions despite the extraordinary circumstances. For those that did not, the St John’s admissions team has reviewed each case in great detail, taking into account all the other performance measures available to us.” 

Lewis Goodall, BBC Policy Editor and St. John’s alumnus, wrote on Twitter: “In a letter to Alumni, an Oxford college told alumni this [Sunday] morning that they’re worried if they did what Worcester did they’d be admitting students who might ‘not flourish'”. Speaking to Cherwell, Mr. Goodall later confirmed that this college was St. John’s.

Has not released information 

Corpus Christi College, Lincoln College, Oriel College and Regent’s Park College are yet to release statements.  

This article was updated on 17/08/2020, 10:13 am to include a statement by New College, on 17/08/2020, 12:16 pm to include a revised statement by Jesus College, on 17/08/2020, 12:57 pm to include a statement by St. Peter’s College, on 17/08/2020, 1:46 pm to include a statement by Trinity College, on 17/08/2020, 2:26 pm to include a revised statement by Exeter College, on 17/08/2020, 3:58 pm to include a statement by Merton College, on 17/08/2020, 4:37 pm to include a revised statement by Balliol College, on 17/08/2020, 5:15 pm to include a statement by St. Hugh’s College, on 17/08/2020, 5:55 pm to include a revised statement by Keble College and on 17/08/2020, 21:27 pm to include a statement by Queen’s College as well as an updated statement by University College and an updated statement from Hertford College

Record state school admissions amid A Level outcry

Amelia Wood
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Record state school admissions amid A Level outcry

Oxford University has announced that it is on course to admit the highest proportion ever of state school students. The news comes amidst widespread controversy about the A Level moderation process, which has caused many prospective students to miss their Oxford offers following results downgrades.

67.8% of incoming students are from state schools, an increase of 5.7 percentage points from the 2019/2020 intake. There was also a 2.3 percentage point intake increase of those students from the areas least likely to send people to higher education and a 6 percentage point increase of admissions of the most socio-economically disadvantaged students. Oxford University stated that the increase exceeded its own access targets for the year.

The University praised all of this year’s A Level students because of the “additional pressure and uncertainty” they had faced due to the coronavirus pandemic.

3,900 offers were made in January for 3,287 places. So far 3,440 offers have been confirmed, including 284 to state school students who had fallen short of the grades specified in their offer. The University assured readers that they had been lenient where possible, especially in cases where students had mitigating circumstances or were from disadvantaged backgrounds. Over half of students who had missed their offers have now been admitted.

The university also reaffirmed its previous commitment to accept any student who later met their offer grades following an appeal. However, this may be in the form of deferred entry to 2021 once the maximum intake of undergraduates for 2020 is reached. An exact number for this maximum intake was not specified. Extra study skills support for the whole of the new intake was also pledged.

The statement comes following outcry at the treatment of A Level results this year, which critics have said has unjustifiably hindered the success of disadvantaged students. Oxford colleges have reacted differently to the situation. Worcester College made national headlines by stating that it would admit all of its offer holders, regardless of A-Level results. Several petitions and open letters have since been circulated on social media, calling for the university as a whole to do the same. Other colleges have cited lack of space as a reason that they could not to follow Worcester’s example.

The University’s online statement said: “Oxford does not make decisions based on grades alone, and selecting the most academically able candidates, particularly those from the most disadvantaged backgrounds, is crucial to the University’s standards of inclusion and academic excellence. We are determined to work through the challenges imposed on us by this year’s circumstances and to select fairly those students of greatest potential who will thrive in their studies here.”

The University urged any offer holder who felt that their application should be reconsidered to get in touch with their school and college as soon as possible.

A Reflection on Social Media in Lockdown

Bry Toon
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A Reflection on Social Media in Lockdown

While isolated in college, scrolling through social media and endless FaceTime calls became my lifeline. But social media also became an addictive whirlpool of fake news, illegal lockdown parties and increasing numbers of heart-breaking posts. From my room on Brasenose New Quad, I watched people lose family members, my mum put in triple the hours at work at the COVID ward and endless status updates about a “hoax virus”. Being alone took its toll and I struggled to manage my time on social media without being pulled into a hole of statistics and guidelines.

The week before my (online) Mods, I took to managing my screen time. I can’t lie, I don’t actually think I cut down my screen time by much, but what I did (and still do) was limit my time on news sites using the Apple Screen Time feature. I limited myself to 20 minutes a day scouring Sky News, The Guardian and other such websites. This meant that clicking through links I saw on Twitter and Facebook was a no go. Within days I felt a sense of relief; my brain was no longer buzzing with headlines. I also muted the words “Lockdown”, “Coronavirus” and “Covid-19” on any social media platform that allowed me to do so. It might appear that I was adamant to block myself off from the reality of the pandemic, but I found that catching up on the news for just ten minutes in the morning and for just ten minutes in the evening worked wonders on my mental wellbeing.

I am under no illusion that my relationship with social media over the period that I spent on my own during lockdown was healthy, but it was the only way I could stay in touch with my family and friends. I used video call to celebrate my little sisters’ seventh birthday, Mothers’ Day and Fathers’ Day and introduced my grandparents to the fact that, yes, if you press the little video icon you can see my face in real time. Regular virtual quiz nights replaced the nights I would usually spend at the pub with my friends, bringing a sense of normality through the craziness that was virtual Trinity.

However, perhaps the most important encounter I had with technology over lockdown was at 3am, when I felt like I was the only person in the world awake, and I sent text after text to the Shout anonymous helpline. And I was not the only one, I received an automated message that read “please bear with us, we are experienced an unexpected volume of messages at this time.” Those late-night conversations, despite ending in suggestions of mindfulness and a cup of tea, were often all I had when my world was asleep. Covid-19 has seen a rise in Mutual Aid Groups, online support groups and resources being made freely available for people to occupy and educate themselves through the pandemic and I truly hope that this sense of community can be maintained as we progress.

Social media and technology are often blamed for an increase in mental health issues, but for me, it is as much my friend as it is my enemy. Excessive time spent scrolling through my Instagram feed with posts almost begging people to think of others and social distance versus Snapchat stories of people recreating club nights in their kitchen sent my mind into overdrive. But social media has also displayed the best in communities; I have recently heard someone liken social media to an extension of your personal circle. The key to a healthy relationship with technology comes from curating feeds to be spaces that make us feel as good as our friendships and imposing boundaries as we would with people. After all, we are all humans behind the screens.

Artwork by Rachel Jung

A Level Results Day: a ‘kick in the teeth’ for social mobility and educational equality

Skye Fitzgerald McShane
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A Level Results Day: a ‘kick in the teeth’ for social mobility and educational equality

A Level Results Day 2020 was never going to be straightforward. With schools closing their doors all the way back in March in response to the coronavirus pandemic, for the first time there would be no exam results to decide people’s grades. Students across the UK waited anxiously for 5 months whilst the government supposedly formulated a system to ‘make sure that pupils get the qualifications they need and deserve for their academic career’ as promised. What they came up with is a classist algorithm that ignores the hard work and aspirations of disadvantaged students and continues to uphold the educational divide between those who are well off and those who are not.

The exact system used relies on simplistic notions of achievement to make a complex decision. Teachers were asked to submit predicted grades for their students alongside an overall rank of each student in their class. These results were then moderated by Ofqual (The Office of Qualifications and Examinations Regulation) according to multiple factors, prominently the historic performance of student’s schools. This moderation led to 39.1% of teacher predicted results being reduced by at least one grade. With a single grade often being the difference between a place on a course or not, this is a concerning enough figure. But the breakdown of who was most harshly affected by this moderation reveals an indefensible divide between advantaged and disadvantaged pupils. Students from wealthier areas were less likely than their disadvantaged counterparts to have their grades adjusted down from their teachers predictions: those from Ofqual’s lowest socioeconomic category had their proportion of C grades or above reduced by over 10%. The algorithm gave more credence to the predictions of subjects in schools with smaller class cohorts, which is a massive benefit for schools who can afford to operate in such a way – these schools are disproportionately private. There has been an overall increase in students achieving top grades as compared to last year, but this is lopsided: said increase for independent schools was more than double that of state comprehensives, and extortionately higher than that of colleges.

The overall result is that in a year where the imperative to work at home has already disproportionately impacted pupils from lower socio-economic backgrounds, the education gap has been well and truly entrenched by A Level results that amplify disadvantage.

It stings because it is so obviously unfair. It is hard to see why the solution that makes the most sense, prioritising the predicted grades teachers were asked to come up with, has been ignored apart from for those most privileged students. The argument against using predicted grades alone, citing the ‘unprecedented increase in overall outcomes’ it would generate is simply unconvincing. It is not as though we don’t know this year’s results are going to be skewed, regardless of what system is used to decide them: this entire year has been unprecedented. Why can’t they be skewed in favour of students, who have done nothing wrong but be in Year 13 in 2020? Instead, the historic academic performance of schools has been used to moderate predicted grades. This means that the locality of the school that a pupil attends is a factor in their awarded grade – it is easy to understand why students feel as if their postcodes have defined them.

I am not claiming predicted grades are perfect in any way, of course. Working class students and students of colour are more likely than their counterparts to be underestimated by teacher predictions and this cannot be ignored. But an algorithm for moderation should aim to dispel this inequality, instead of the contrary system that has been used instead which seems to mean that a student’s school’s performance can have more impact on their results than their teacher’s prediction or their own prior grades. Teachers should have been trusted to know their student better than an algorithm. They are in a superior position to award specific, fairer grades based on personal achievement than a simplistic ranking system. However, the contrast in the acceptance of predictions seems to show those in power believe teachers from wealthier areas and private schools are more trustworthy than those from state schools. Either that, or they cannot fathom disadvantaged students succeeding past their circumstances.

Boris Johnson can claim all he wants about ‘robust’ and ‘dependable’ outcomes, but that doesn’t stop the fact many students have not received the grades they expected, worked for or deserved. The results may be ‘robust’ but they are not right, and they are not fair. With there being no exam to sit, this system has allowed for students’ postcodes and their family’s income to be more important than their hard work, and any integrity attached to these results is destroyed by this simple truth whose impact is felt most harshly by those most disadvantaged in this country.

The fairest action now would be to follow in the steps of Scotland and simply award everyone their predicted grades, but the damage has already been done for so many students original wishes for the future. Many have lost their original offers and have had to settle for second choices or clearing alternatives. The government’s hasty backtrack to pay for appeals for mock exam grades is important but too little too late. It is quite clear we cannot rely on them, so it is now the onus of universities, apprenticeships and employers to wade through this mess.

In Oxford, the example has been set by Worcester and several other colleges in admitting all or most of their UK offer holders, with a focus on those deemed most disadvantaged. Worcester Admissions Tutor Professor Laura Ashe referred to the decision as ‘the morally right thing to do’. Open letters, petitions and an #HonourtheOffer campaign are being signed and spread across the university community to call for all colleges to follow suit. The Oxford SU Class Act Campaign’s statement sums up the main argument clearly: ‘If the University of Oxford is to work actively to combat classism, the University and constituent colleges must all take decisive action to provide places to those disadvantaged students who have been denied the opportunity to take up a place they have already earned through undergoing Oxford’s rigorous application process.’ Whilst it is not feasible for every post-18 education or employment supplier to give every student their proposed place, they have a responsibility to recognise the injustice of these results and give students the benefit of the doubt whenever possible.

The fight to close the educational gap is incredibly important. As a proud state comprehensive student from a lower income background it is certainly a personal fight. Standing (socially distanced) outside my old school on Thursday as friends collected results, I felt and continue to feel so incredibly angry on behalf of them and of all students who wanted to do better than people’s expectations. They were betrayed. These results are a kick in the teeth for social mobility and educational justice, and a sad reflection of what happens when the higher echelons of power are dominated by those who only know privilege. A system reliant on historical performance simply entrenches historical inequality and the government needs to take a long hard look at what has happened here, especially as GCSE students face their own results day next week. No student should be defined by what school they go to or their socio-economic background, especially in such a strange and unwieldly time.

One of the Prime Minister’s favourite rallying cries has been his desire to ‘level up’ those parts of the country seen as ‘less than’; the poorer, working-class communities where unemployment is high while self-belief and aspirations are low. This A-level debacle is, as Andy Burnham stated: ‘the single biggest act of levelling down that this country has ever seen’. Boris and his band of mainly privileged white men should hang their heads in shame.

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