The exams and interviews that decide the offer

The test for Medicine and Dentistry at almost every UK medical and dental school. Since 2025 it has three cognitive subtests: Verbal Reasoning, Decision Making and Quantitative Reasoning, each scored from 300 to 900. A Situational Judgement section is reported as a band rather than a score.

Almost nothing on it is knowledge you can revise. It rewards a reliable method under severe time pressure, which is exactly what 1-1 work is good for: watching how a student actually approaches a question, then fixing the approach rather than the answer.

For courses built on mathematical reasoning: Maths, Computer Science and Economics. Used by Cambridge, Imperial, LSE, Warwick, Durham and others, and from the October 2026 sitting by Oxford too, which has retired its own Mathematics Admissions Test in favour of it.

The maths itself rarely goes beyond the A-Level syllabus. What catches people out is that questions are built to punish the standard method and reward a shorter route, so preparation is mostly about learning to look for that route before starting to write.

The route into engineering and science courses at Cambridge and Imperial. It is modular: Mathematics, Physics, Chemistry and Biology are offered, and you sit only the modules your course asks for.

Because it is sat on screen under time pressure, the gap between knowing the physics and scoring well on it is usually pace. We work through past modules at exam speed rather than at revision speed.

The test for undergraduate Law at Oxford, LSE, UCL, Durham, Bristol, Glasgow and others. Cambridge joined them for 2026 entry, having retired its own Cambridge Law Test.

Two sections across 2 hours 15 minutes. Section A is 42 multiple-choice questions on twelve passages, and it is the part that carries a score. Section B is an argumentative essay, which is not scored but is sent to the universities you apply to and does get read.

Section A is a comprehension test that punishes anyone who brings outside knowledge to it: the answer has to come from the passage, not from what you happen to think about the subject. The essay rewards a clear line of argument far more than elegant writing.

The newest of the four, introduced for 2026 entry and used by Oxford and UCL. Unlike the others it tests no subject at all: three modules covering Critical Thinking, Problem Solving and a Writing Task.

Students often assume a test with no syllabus cannot be prepared for. In practice the question types repeat, the writing task rewards a structure you can learn, and most of the marks lost early on come from misreading what is being asked.

Forty minutes interviewed in the style of your subject and college, then twenty minutes of feedback while you can still remember what you said. The feedback is the half that changes anything: being interviewed badly once teaches you very little on its own.

Run by Oxbridge students and graduates who sat the same interview for the same subject. You get written notes afterwards on what to work on, so a second mock has something to aim at.

A full multiple mini interview circuit of more than eight stations, timed and rotated the way the real one runs. One complete circuit per booking, so you get the thing medical schools actually put you through rather than a conversation about it.

Stations cover ethics, role play, data interpretation and motivation. Feedback comes station by station, because an overall impression tells you nothing about which station lost you the place.