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Gonville & Caius will welcome Cambridge Foundation Year students

  • 13 January 2021

Gonville & Caius is delighted to be among the first Colleges to host students for the Cambridge Foundation Year – an innovative new programme offering talented students from backgrounds of educational and social disadvantage a new route to undergraduate study.

The one-year course – aimed at an entirely new stream of applicants who have the ability to succeed at Cambridge, but have been prevented from reaching their full potential by their circumstances – will prepare students for further learning and offer them the chance to progress straight to an undergraduate degree at Cambridge. Its launch – amid the COVID-19 pandemic – comes at a time when the University’s work to forge new pathways into higher education for those groups already facing exceptional disadvantage has never been more pressing. It is free to students; a cornerstone £5 million gift from philanthropists Christina and Peter Dawson will fund the launch of the programme and full one-year scholarships for all students who are accepted.

Caius Senior Tutor, Dr Andrew Spencer, said: “We are delighted that Caius is one of the first Colleges involved in the Foundation Year. The College has been heavily involved in the planning for this programme from the start and we are looking forward to welcoming our first students to Caius in 2022.

“The Foundation Year offers the chance for Caius and Cambridge to reach a whole section of society with the potential to thrive here but who haven’t been in a position to apply before. Our involvement is part of our commitment to widen participation and to seek out and nurture young people with potential from every type of background.”

Caius appointed Dr Chris Scott as Admissions and Outreach Tutor in August 2020, to lead on the College’s widening participation plan, with the Foundation Year playing an important role.

Dr Scott added: “The search for academic potential is integral to admissions procedures at Caius. The Foundation Year is a fantastic initiative which will enable the College to admit very promising students who, for reasons of disadvantage or disruption, have not as yet had fair opportunity for their potential to flourish, and would not otherwise have been able to apply here.

“The programme is an exciting and important further step in the College’s efforts to widen participation, and its aim to admit students of the greatest academic potential, regardless of background.”

Those who have been in care, those estranged from their families, and those who have missed significant periods of learning because of health issues are among the groups the Foundation Year aims to reach – students whose education has been disrupted, and who are therefore unlikely otherwise to be able to make a competitive application to undergraduate study at Cambridge through the University’s standard admissions process. Other possible candidates include students who have been unable to access suitable qualifications, those from low income backgrounds, and those from schools which send few students to university.

Up to 50 Foundation Year students will arrive in Cambridge in the programme’s first intake in October 2022, after applying directly through UCAS by the January 2022 deadline, and undergoing interviews and assessments to identify their aptitude. Typical offers will require 120 UCAS Tariff Points, which is equivalent to BBB at A-Level. The usual offer is at least A*AA.

The students will study at one of the 13 Cambridge colleges participating in the pilot scheme, and will benefit from the community, support and academic stimulation this offers, which is intrinsic to the Cambridge experience. They will study an engaging and challenging multi-disciplinary curriculum in the Arts, Humanities, and Social Sciences that will prepare them for further study in these subjects. It is anticipated that as the Foundation Year programme develops, more subjects could be added, for example STEM subjects.

On successful completion of the programme, students will receive a recognised CertHE qualification from the University of Cambridge, and with suitable attainment can progress to degrees in the Arts, Humanities, and Social Sciences at Cambridge without the need to apply to the University again. Students will also be supported during the programme in finding alternative university places if they do not wish to continue to undergraduate study at Cambridge, or do not meet the required level of attainment.

University of Cambridge Vice-Chancellor Professor Stephen Toope said: “The launch of the Cambridge Foundation Year will open up Cambridge to a new field of candidates and transform lives. We are hugely grateful that the generosity of the Foundation Year programme’s founding benefactors, Christina and Peter Dawson, has provided the means so that students can take up this opportunity regardless of their financial situation.

“Students will be drawn from a range of backgrounds, the common link being that their circumstances have prevented them from realising their academic potential. They will benefit from our personal approach to teaching and grow in confidence and understanding, and we will benefit from them joining and further diversifying our community.”

Christina Dawson said: “I was absolutely delighted when I first heard that Cambridge was launching a Foundation Year, and am so pleased that it has not been held back by global events. Indeed, the need for this Foundation Year has become ever clearer as the pandemic has exacerbated inequities and disadvantages. Peter and I are firmly committed to doing whatever we can to support Cambridge in addressing educational disadvantage in wider society, and are thrilled to have enabled the launch of such a ground-breaking and impactful programme.”

The programme builds on widening participation progress made by the University in recent years, including the use of UCAS Adjustment to reconsider candidates who exceed expectations in examinations. It is expected that the Foundation Year will further increase the proportion of Cambridge students from state schools, low progression postcodes and from areas of socio-economic deprivation.

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