Search | Information and advice pages | "Cycle year"

Our detailed data resources for the end of the 2022 application cycle.

Our detailed sector-level data resources for the end of the 2021 application cycle.

Our detailed sector-level data resources for the end of the 2020 application cycle.

Our detailed sector-level data resources for the end of the 2019 application cycle.

These data cover unconditional offer-making to 18 year olds from England, Northern Ireland, and Wales.

Every year, UCAS supports 1.5 million students to explore entering higher education, employment and apprenticeships.

Our detailed data resources are published at the end of each application cycle.

Thinking about taking a year out? Here’s how.

This tool is a way to interactively explore some of the data published in the 2016 UCAS End of Cycle Report.

We can help you engage with students at our Discovery events across the decision-making cycle, including events specific to a location, subject or particular audience.

UCAS’ fair access snapshots offer an at-a-glance overview of the new widening access and participation data gathered in the 2023 cycle.

Our course pages now display both the advertised and actual grades of accepted students to help students understand more about the grades universities and colleges have accepted previously. The entry grades data uses up to five years of historical data (2019– 2023 application cycles).

Find key information from UCAS, including our corporate strategy, Annual Report, and End of Cycle Reports.

For the 2026 cycle, we are introducing a new Tariff points structure that now includes Level 3 apprenticeships alongside A-levels, T Levels, and other post-16 qualifications. These changes aim to support apprentices' progression to higher education by creating a unified system that helps universities and colleges evaluate apprenticeship qualifications against traditional academic routes. This guide provides an overview of the recent changes, including the new calculation method, key points for providers, and the impact on apprenticeship pathways into higher education.