“My students inspire me” – Empowering pupils in the West Midlands

by Eshika Kaypee

Having worked at Colmers School for nearly two years as a University Access Officer (UAO), ‘community’ and ‘compassion’ are two words that come to mind when describing the school. Despite the many educational barriers that young people in the West Midlands face, there is so much belief that goes into every student to reach their potential and chase ambition, and I aim to instil that same belief in my students on The Access Project.

University progression rates in the West Midlands

Students in the West Midlands face low higher education progression rates. Progression to high tariff universities sits at 9.9% — the lowest in the country — compared to 18.8% in London, where progression remains the highest.

In spite of these obstacles, students at Colmers continue to go above and beyond to achieve their ambitions, making my work all the more meaningful, important and impactful.

The Access Project at Colmers School

In 2025, Colmers had its very first Oxbridge-placed student: Hollie, a student on The Access Project.

Hollie is a bright, mature and independent young lady who thought of the University of Cambridge as an aspiration, but not a reality. In every 1:1 we had during Year 13, she was very attentive and valued the advice she was given, pushing her from application, to interview, to offer, but initially, her confidence didn’t soar. She reached out for additional support for her interview, and together we researched the interview format, potential questions and how to best prepare for it, leading to a Cambridge offer and her eventual placement. Watching her grow and embrace her confidence over Year 13 was rewarding, and I will always be proud of how hard she worked for this outcome and my small contributions on her journey.

Hollie’s Cambridge placement was a historic moment. As she opened her grades on results day, all her hard work was validated — and I was honoured to play a role in helping Hollie achieve her goals. That moment validated all the work that The Access Project has done to prepare Hollie for a successful Cambridge application and placement.

In my first year at Colmers School, I worked with Year 10 and Year 11 students. One brilliantly engaged Year 10 student, Niamh, was always keen to know and do more. Outside of workshops, Niamh would ask me about access schemes, top third universities and enrichment, knowing that she wanted to study Physiotherapy at a top third university.

Through assemblies with Key Stage 4 this year, we aim to inspire students to explore their interests, work hard on securing good outcomes from their GCSEs and consider what A levels they might pick. Niamh was already very proactive with her research and preparation, which will set her up for success when she progresses on to her A levels and, eventually, university. Niamh embodies all the inspiration that we hope to impress upon all Key Stage 4 students.

My experience at Colmers has evolved after rolling out a new programme in the school this year, but the one thing that has remained constant is how much my students inspire me. Every one of them teaches me something new, and I feel privileged to work with such amazing young people who push themselves every day to reach their potential.

The Access Project at Colmers School is supported in part by Keble College, University of Oxford.