More than just an extra year: Why foundation years transform academic futures

For many, the standard three-year undergraduate degree path isn’t the only route to success. For disadvantaged students, an extra year of study acts as a bridge, providing the crucial time needed to catch up with peers and build confidence. 

My time on the University of Cambridge Foundation Year solidified my belief in the impact an additional year can have on students’ sense of belonging, personal development, academic readiness and future prospects, changing my perspective on what higher education can achieve.

What is a foundation year?

Foundation years consist of an additional year of study before progressing to an undergraduate degree. The opportunity to prepare further before beginning a degree opens doors for students who might otherwise lack a path into higher education.

The Higher Education Policy Institute (HEPI) finds that nearly 30% of these students start with no prior qualifications, and 64% are mature learners, highlighting a significant opportunity for universities to reach talented individuals who fall outside traditional recruitment pools.

At higher-tariff universities, these programmes often use specific eligibility criteria to target disadvantage, focusing on factors like Free School Meal eligibility or previous school attainment levels. By accepting reduced grades or alternative qualifications, institutions create a direct route for those who might feel an undergraduate degree is out of reach.

While these entry requirements may look like contextual offers, the true value lies in the additional year. This dedicated time allows you to bridge knowledge gaps and build the confidence necessary for long-term academic success.

Why choose a foundation year?

For me, choosing what to do after completing A-Levels required a tough decision between a degree apprenticeship, three contextual offers, and the University of Cambridge Foundation Year. The foundation year stood out as a unique opportunity; it kept my future options open rather than closing doors. It allowed me to study for a year at a university I never dreamed of attending, without committing to a three or four-year path that might not suit me.

As the first in my family to attend university, I felt anxious about committing to a single degree or career path. At Cambridge, philanthropic support covers the tuition and maintenance costs, giving me the confidence to take this extra year without taking on further student loans.

Experiencing university life and exploring academic interests before committing to a degree offers valuable insight into higher education. In one study, developed as part of a master’s dissertation, over half of students stated they would not have attended university without a foundation year.

Furthermore, HEPI finds that nearly 75% of students continue into higher education after their foundation year. This trend remains consistent for students from deprived backgrounds and disabled students, demonstrating that foundation years can provide a vital pathway to undergraduate study for students from all backgrounds.

Foundation years in practice

While I initially chose the foundation year through a cost–benefit analysis, I soon discovered benefits far beyond a free year at a globally recognised university. The course developed my academic skills and connected me with a diverse, collaborative cohort of around 50 other students from diverse backgrounds, whose interests spanned the arts, humanities and social sciences.

It also strengthened my essay writing skills and close reading with texts, alongside building cultural capital and knowledge of key concepts across a range of disciplines.

While it wouldn’t be possible to say definitively what my experience of higher education might have been without the foundation year, what I can point to is the emerging evidence surrounding the positive impact of widening participation foundation years.

Essential support

My own progression reflects the wider evidence that foundation years can provide an effective route into higher education. I hope other higher education providers will invest in foundation years, providing essential support for underrepresented students and building the evidence base for their long-term impact and effective widening participation.

After completing my foundation year in July 2025, I went on to study for a BA in Education at the Queens’ College, Cambridge. I am incredibly grateful to my lecturers and peers, whose support and inspiration made this journey possible.