Why Study at St Andrew's CollegePastoral CareMeet the PrincipalOur TeachersStudent NationalitesStudent ProgressionsTypical University Offers

WHY STUDY AT ST ANDREW’S COLLEGE CAMBRIDGE?

In 2016 we celebrated forty years since St. Andrew’s College Cambridge first offered young students from around the world the opportunity to experience a Cambridge education and study in a college in central Cambridge.
Throughout our history, our ambition has remained the same: to help the young people that come to us to learn and develop, so that they reach their full potential and can go on to achieve success.

We have a broad range of courses available starting with GCSEs and A Levels. We now offer ten university foundation courses including Architecture, Engineering and Business. You are sure to find the best course for you. With this wide selection of courses and with the support and dedication of our staff, you are destined to have a successful future.

We offer you:

  • 40 years of experience of working with international students
  • A proven track record of helping students to achieve superb exam results. St Andrew’s College Cambridge was ranked in the top 200 schools for A Level results in 2015
  • 100% of our foundation students gain a space at a UK university
  • Well qualified and experienced teachers
  • Personalised support
  • Small classes
  • Purpose-built science labs
  • A fully-equipped art department
  • Residential and homestay accommodation available
  • Welfare support

You can read our most recent Ofsted report below. You can also visit the Ofsted website and view previous reports there https://reports.ofsted.gov.uk/

 

Pastoral Care

Pastoral Care, Wellbeing and Mental Health at St Andrew’s College

At St Andrew’s we place great value on the mental well-being of students and staff alike. For all student’s participation in education already offers challenges and opportunities. We aim to help students capitalise on the positive mental health benefits of education while identifying and providing appropriate support to those who are more vulnerable to its pressures. Providing them with the support they need to fulfil their potential is not only in the interest of the institution, but also in the interest of society.

It is not possible for any written text to reflect the quality of life in a school. Many visitors comment on the friendliness of staff at St Andrew’s and on the relaxed and yet purposeful relationships which exist between staff and pupils. We aim to have equipped our students leaving us a with self-confidence, the ability to problem-solve, an awareness of their own feelings and those of others, and enough self-control and self-discipline to manage effectively the often-turbulent years of adolescence and life after school.

Within the college several members of staff  are trained at various levels in Youth Mental Health Awareness.  This in conjunction with our open-door policy enables students with a mental health issue to approach the Principal, Head of Pastoral Care, College Counsellor, House Managers or Tutors if they have any problems

It is possible to have a good sense of mental well-being and yet be living with a diagnosed mental illness. Mental health difficulties often occur following major life events such as the end of a relationship, bereavement or leaving home and can impact significantly on how students feel about themselves and how they engage with the transitions of student life. Symptoms may beset anyone at any time, giving rise to ongoing conditions that could interfere with the student’s school experience and have implications for academic study.

Students will have different needs and vary in their experience of mental health difficulties, including how they choose to think about their situation, and whether they wish to disclose their difficulties.

Mental illness or mental health difficulties can affect students at any point in their academic career. The underlying causes vary from person to person and are certainly not all directly related to their education experiences. Nonetheless, aspects of their education experience and environment can cause stress for some students. Transition points in life can be particularly challenging: at the start of their courses, many students are likely to be adapting to significant changes in their lifestyle at a time when they are themselves adjusting to study.  We encourage young people to keep in regular contact with family and friends while they are in our care, providing support to maintain close relationships through:

Many new students may be required to:

  • separate from family and existing friends
  • move to a new area or country
  • experience a range of different cultures
  • communicate in a language in which they are not fully fluent
  • meet unfamiliar modes of learning, teaching and assessment

There is a growing recognition that students with clinically recognised levels of mental health difficulties are studying in larger numbers. This should be viewed as a positive as they are a group that have often been excluded from education in the past. It is also important to note that some level of stress does not necessarily have to have a negative impact and can be stimulating. Engaging in education can also make a positive contribution to mental wellbeing in that it:

  • provides a structured and purposeful environment
  • provides opportunities for academic and personal achievement leading to a fuller sense of identity and increased self-esteem
  • offers the opportunity to learn to manage multiple demands and build confidence
  • can reduce isolation and provide opportunities for new friendships
  • provides opportunities for exercise, creativity and community involvement and contribution

Counselling

At St Andrew’s all students and staff have access to free counselling in the college, this is organised discreetly for the privacy of those involved. St Andrew’s is also an organisational member of the British Association for counselling and Psychotherapy (BACP).

On arrival at St Andrew’s all students will fill in a Wellbeing form, this will then be assessed to see if there is a requirement for counselling.  At further intervals during their stay with us students will be asked to fill in the form again to see if there are any obvious signs of mental health deterioration.

Some of the difficulties that students often raise include:

  • problems with anxiety and stress; social anxiety
  • depression; loneliness
  • adjusting to a new culture; homesickness
  • problems with family, friends or intimate relationships
  • sexuality
  • sexual problems
  • bereavement and loss
  • study problems, including difficulties with writing, speaking and putting things off (procrastination) and perfectionism
  • racism and harassment
  • sexual abuse; coping with trauma; sexual harassment
  • disability
  • feeling suicidal
  • eating disorders
  • addictions, including alcohol, drugs and gambling

There are many different reasons why a student may want help from the counselling service. You don’t need to fully understand what is causing the difficulty to make an appointment, and the nature of the problem might become clearer during the initial assessment.

Counselling can offer a space to talk and think about problems and difficulties, and many people find it helpful to be able to do this with someone who is not a friend or family member. Counsellors are not the same as doctors and psychiatrists and cannot prescribe medication. Counselling is not about giving advice but can help you understand difficulties. Your counsellor can work with you to help you make decisions and changes that may work better for you.

We hope that with this specialist support all our students, regardless of mental health issues will have a successful and rewarding time whilst at St.  Andrew’s.

MEET THE PRINCIPAL

Principal Wayne Marshall

WAYNE MARSHALL, PRINCIPAL (PGCE, MBA)

I have been honoured to be principal at St Andrew’s College Cambridge for the last 8 years. I still feel as excited to come to work every day and interact with talented young students from all over the world as I did on the day I started. Their infectious intellectual curiosity is an inspiration to myself and to our teachers.

Prior to joining St Andrew’s College, I obtained my MBA in 1999 and my PGCE teaching qualification in 2004. I was Sales and Marketing Director for one of the United Kingdom’s leading media companies, and I’m a member of the Chartered Institute of Marketing.

However, even during my time in industry my passion was always for education, and so I am proud to be the Principal at St Andrew’s College and also to be a member of the Chartered Institute of Educational Assessors.

I try to use my previous professional experience to drive and inspire our business studies and economics departments.

My office is based at our Regent Street campus and students are always welcome to come and see me. I am happy to offer advice and support. One of my special interests is helping students to navigate the complex UCAS university application process. It is important that all of our students progress to the university and degree programme that best suits their individual interests and abilities.

I believe that academic progress is very important but at the same time, it forms only one part of a students life and experiences at St Andrew’s College. As Principal it is my responsibility to ensure that students participate in activities outside the college such as Young Enterprise, as well as arts or music societies, sports clubs – perhaps even the local rugby club to which i devote most of my Saturdays.

The opportunities we offer students will make their time with us important. We hope that you decide to join St Andrew’s College Cambridge and spend a happy and memorable time with us.

OUR TEACHERS

At the heart of St. Andrew’s Cambridge is a group of teachers providing quality tuition for our students. We are fortunate that Cambridge attracts many well qualified education professionals, and so we are able to recruit a teaching team who are full of infectious enthusiasm for their subjects – and keen to pass on their passion for learning to our students.

We set high standards and constantly strive to improve; our staff share in this ideal, and they are encouraged to take part in professional development programmes. Teaching staff have a rich variety of backgrounds and experience that they love to share with students.

The small classes that are a feature of life at St Andrew’s Cambridge mean that teachers are able to focus on each student as an individual, enjoying interaction with them – rather than simply lecturing at them. Importantly, our staff enjoy participating in the extra-curricular life at the school, sharing time with students not only in the classroom but on a range of activity programmes outside the classroom as well.

OUR STUDENTS

Our Students come from all over the world to study at St Andrew’s College Cambridge. They are encouraged to learn about the lives and cultures of others, based on our college ethos of consideration, tolerance and mutual respect. It is a precious chance to collaborate with people from very different backgrounds, working together with integrity and compassion in their shared endeavours.

In this sense, life at St Andrew’s College Cambridge is a microcosm of the global market place in which all today’s young people will go on to live and work. The preparation for that world offered by their time  in Cambridge will enable them to prosper and flourish.

That wonderful, fusion that is St Andrew’s College Cambridge is a transformative opportunity that our students embrace.

In the previous academic year, we had students from the following countries:

Angola Albania Armenia
Bulgaria Cambodia China
Czech Republic Georgia Hong Kong
Indonesia Iran Italy
Kazakhstan Libya Macau
Malaysia Mexico Nigeria
Oman Portugal Russia
Slovakia Spain Switzerland
Taiwan UK Ukraine

Recent A Level Progressions

Student Name Results Nationality Destination Subject
Zhuang Jinsheng A*A*AB Chinese University College London Maths & Statistical Science
Kong Xiaotong A*ABB Chinese University of Manchester Marketing Management
Yu Lan A A A A Chinese University of Manchester Fashion Marketing
Song Jinyu A* A B Chinese University of Warwick Maths & Physics
Efosa Obaseki A A B Nigeria University of Bristol Politics & international Relations
Tom Price A A A UK LSE Statistics with Finance
Tsui Ho Yin Calvin A A A Malaysia University College London Pharmacology
Charlotte Baker A A A UK University of Leicester Contemporary History
Tan Jaye Janyi A* A C Malaysia Newcastle University Law
Tsalsabilla Syahrun A A B Indonesia University of Warwick Chemical Engineering
Sarlota Brezinova A A B Czech Republic University of Warwick Chemistry
Sofia Sorrentino A B B Italy University of Birmingham Economics
Luke Suess A B B UK University of Exeter Physics

 

Science Foundation

University Course Academic Requirements IELTS Requirements.
University of Leeds Medical Sciences 70% Overall 6.0 overall with at least 5.5 in each component
Mechanical Engineering 75% Overall with 85% in Physics and Advanced Mathematics 6.0 overall with minimum 5.5 in each component
University of Birmingham Environmental Science 65% Overall 6.5 overall with at least 5.5 in each component
University of Bath Mechanical Engineering 85% overall with 85% in Physics and Advanced Mathematics 6.5 overall with minumum 6.0 in each component
University of Manchester Electronic Engineering 70% overall and 70% in Maths 6.0 overall with at least 5.5 in each component
Biomedical Sciences 80% overall with 75% in Biology and Chemistry Minimum 6.5 in each component
University of Sheffield Mechanical Engineering 80% overall and not less than 80% in each module 6.5 overall with at least 6.0 in each component
Newcastle University Marine Biology 70% in all modules 6.5 overall with at least 6.0 in each component
The University of Liverpool Biochemistry 70% overall and no module less than 60% 6.5 overall with at least 5.5 in each component
University of Exeter Medical Science 70% overall with nothing less than 60% 7.0 overall with at least 6 in each component
Durham University Biological Science 80% Overall 6.5 overall with at least 6 in each component
Newcastle University Chemical Engineering 80% overall with 80% in Chemistry and Advanced Mathematics 6.5 overall with minumum 5.5 in each component

Foundation Humanities

University Course Academic Requirements IELTS Requirements.
Queen Mary, University of London Business Management 70% overall 7.0 overall with at least 5.5 in each component
University of Manchester Management 75% overall 6.5 overall with at least 6.0 in each category
University of Bristol Economics 80% overall with 80% in Advanced Mathematics 7.0 overall with 7.0 in writing with at least  6.5 in Reading, Speaking, Listening
City, University of London Banking and International Finance 75% overall with nothing less than 65% 6.5 overall with at least 6.0 in each component
The University of Edinburgh Lingustics and Social Anthropology 70% overall with nothing less than 50% 6.5 overall with at least 5.5 in each component
Durham University Business and Management 75% Overall 6.5 overall with at least 6.0 in each component
University of Exeter Business and Management 70% overall with nothing less than 60% 7.0 overall with at least 6.0 in each component
University of Sussex Accounting & Finance 65% overall with 65% in Mathematics 6.5 overall with at least 6.0 in each component
Kings College London International Relations 70% Overall 6.5 overall with at least 6.0 in each component

Foundation Art

University of the Arts London Interior and Spatial Design 70% Overall 6.0 overall with at least 5.5 in each component
Newcastle University Architecture 70% Overall 6.5 overall with at least 5.5 in each component
University of the Arts London Animation 70% Overall 6.0 overall with at least 5.5 in each component
University of Kent Architecture 70% Overall 6.5 overall with at least 5.5 in each component
Cardiff University Architecture 70% Overall 6.5 overall with at least 5.5 in each component

Contact us

89 Regent Street,
Cambridge, CB2 1AW, UK
Tel: +44 1223 323718

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