By Teresa Ferrer, Curriculum Coordinator and University Advisor
I still remember walking down the corridor one ordinary school day and hearing the piano. One of our students was playing quietly, completely focused. Around her, a small group of younger children had gathered, listening. It was an unplanned moment, but a meaningful one. It spoke of concentration, generosity, confidence, and a connection with others that no application form can fully capture.
Moments like this matter deeply when preparing university applications, especially for highly selective institutions. They remind me that strong IB preparation is not only about academic results, but about knowing students as people: how they think, how they engage with others, and how they express who they are.
This perspective helps explain why two of our students have recently been offered places at the University of Oxford, one to study Chemistry and the other to study Philosophy, Politics and Economics. Their achievement is exceptional, but it is not accidental. It is the result of long-term preparation, careful guidance, and a deep understanding of each student’s individual strengths.
Why Oxford acceptances matter, and why they are not the whole story
Oxford is one of the most academically demanding universities in the world. Its admissions process looks far beyond grades. Interviews, written work, references, and personal statements are all designed to identify students who can think independently, engage with complex ideas, and sustain intellectual curiosity over time.
From my perspective as a university advisor, Oxford offers are a powerful indicator of academic depth and readiness. But they are never the whole story. At St PETER’S SCHOOL, we do not prepare students for a single destination. We prepare them for university life in its broadest sense, wherever that journey may lead.
Two students, two paths, one solid preparation
Roni and Isabel are very different students, applying to very different degree programmes. Chemistry demands precision, scientific reasoning, curiosity and resilience. PPE requires abstraction, ethical reflection, and the ability to connect ideas across disciplines.
What they share is not a single profile, but a common foundation built through the IB Diploma Programme: strong thinking skills, intellectual discipline, and confidence in their own voice. Their offers reflect how the IB, when taught with rigor and coherence, supports a wide range of talents and aspirations.
IB preparation is built over time
One of the most common misconceptions I encounter is that university access depends mainly on what happens in the final year. In reality, strong IB preparation is built over many years.
The IB Diploma Programme is demanding by design, but its demands are meaningful. Extended writing, research, reflection, and sustained coursework help students develop habits that universities like Oxford expects: independence, depth of thought, and the ability to engage seriously with knowledge.
The role of teachers: academic depth and intellectual trust
Teachers play an essential role in this process. They are not just subject specialists; they are close observers of how students think, question, and grow over time. They help students refine arguments, challenge assumptions, and develop academic confidence.
When teachers write references, they draw on years of direct experience. These are not generic endorsements. They reflect genuine knowledge of a student’s intellectual character, integrity, and readiness for advanced study.
The role of the university advisor: knowing the student beyond the application
As a university advisor, your role goes far beyond managing deadlines or reviewing personal statements. The most important part of my work is knowing students deeply.
Strong applications emerge when we understand what makes each student unique: where they excel, how they contribute to the community, and how they relate to others. Sometimes, the most revealing insights come from everyday moments, not formal assessments. Seeing a student absorbed in music, helping younger peers, or engaging thoughtfully in discussion often says more than any transcript.
This personal knowledge allows us to craft applications that are authentic, coherent, and credible. Universities can sense when an application reflects a real person rather than a carefully constructed profile.
Preparation, not pressure
Oxford offers are not the result of pressure-driven education. They are the outcome of consistent academic expectations combined with close guidance and trust. At St PETER’S SCHOOL, preparation is about helping students understand themselves as learners, take responsibility for their work, and engage deeply with ideas.
University offers become a consequence of this preparation, not its sole purpose.
A broader picture of university destinations
While Oxford acceptances naturally attract attention, they form part of a much wider picture. Each year, our students receive offers from a broad range of universities in Spain and internationally, reflecting diverse interests, ambitions, and pathways.
A full list of recent university acceptances can be consulted here. We will soon be adding new acceptances, as Oxford, St. Andrews, or the University of the Arts London, to mention a few of the ones that have started to arrive for the Class of 2026. The latest results, achieved by the Class of 2025, can be consulted here.
What families should take from this achievement
For families considering the IB Diploma Programme, the most important question is not whether a school can produce exceptional outcomes, but how it prepares students day by day. Oxford acceptances offer reassurance that strong preparation works. But the true value lies in an education that equips students with intellectual confidence, critical thinking, and a sense of purpose that will support them well beyond university.
