A Track Record of Success
Over the past three years, our undergraduate students have achieved exceptional outcomes across the UK’s most rigorous degree programmes.
57%
achieved a 1st in 2025 (~2x the national average)
93%
achieved a 2.1 grade or higher
2.0+
avg. grade increase in 2025
165
Student responses from around the world
Undergraduate Results
The Profs remain the UK’s leading university tutoring provider, with students achieving First-Class results at nearly twice the national rate.
Undergraduate Results Summary (2023-2025)
| Year of Result | Final Grade | Avg. Hours | Avg. Grade Jump | Students | % Students attained grade or higher | National Average |
|---|---|---|---|---|---|---|
| 2023 | 1st | 18 | 1 | 13 | 39.39% | ~33% |
| 2:1 | 24 | 1 | 17 | 90.91% | ~79% | |
| 2:2 | 77 | 1 | 3 | 100.00% | ~96% | |
| Total | 2:2–1st | 26 | 1 | 33 | 100% | ~96% |
| 2024 | 1st | 18 | 1 | 41 | 51.25% | ~32% |
| 2:1 | 24 | 1 | 35 | 95.00% | ~77% | |
| 2:2 | 32 | 1 | 4 | 100.00% | ~95% | |
| Total | 2:2–1st | 21 | 1 | 80 | 100% | ~95% |
| 2025 | 1st | 24 | 2 | 30 | 56.60% | ~33% |
| 2:1 | 18 | 1 | 17 | 88.68% | ~77% | |
| 2:2 | 11 | 1 | 5 | 98.11% | ~95% | |
| Total | 2:2–1st | 21 | 2 | 52 | 98% | ~95% |
| Grand Total | 2:2–1st | 22 | 1 | 165 | 99.37% | ~95.2% |
Key Takeaways
- 57% achieved a First-Class result in 2025 (nearly 2x the national average) having gained an average of +2.0 grades.
- 93% achieved a 2.1 grade or higher (3-year average).
- Overall, our students improved by approximately +2.0 grades in 2025, double the increase recorded in previous years.
Undergraduate Results by Subject
Explore our student attainment rates and grade improvements across the UK’s most demanding university courses.
Undergraduate Subject-Level Results Summary (2023-2025)
| Academic Subject | Final Grade | Avg. Hours | Avg. Grade Jump | Students | % Students attained grade or higher | National Average |
|---|---|---|---|---|---|---|
| Accounting | 1st | 15 | 2 | 2 | 40.00% | ~24% |
| 2.1 | 16 | 2 | 3 | 100.00% | ~78% | |
| Total | 2:1–1st | 16 | 2 | 5 | 100% | ~78% |
| Arts & Creative Subjects | 2.1 | 47 | 1 | 2 | 100.00% | ~74% |
| Total | 2:1–1st | 47 | 1 | 2 | 100% | ~74% |
| Biology | 1st | 6 | 4 | 2 | 33.33% | ~28% |
| 2.1 | 23 | 1 | 4 | 100.00% | ~81% | |
| Total | 2:1–1st | 17 | 2 | 6 | 100% | ~81% |
| Business & Management | 1st | 18 | 2 | 9 | 52.94% | ~23% |
| 2.1 | 12 | 1 | 7 | 94.12% | ~76% | |
| 2.2 | 180 | 1 | 1 | 100.00% | ~95% | |
| Total | 2:2–1st | 25 | 1 | 17 | 100% | ~95% |
| Chemistry | 1st | 7 | 3 | 3 | 60.00% | ~30% |
| 2.1 | 5 | 3 | 1 | 80.00% | ~83% | |
| 2.2 | 26 | 2 | 1 | 100.00% | ~97% | |
| Total | 2:2–1st | 10 | 3 | 5 | 100% | ~97% |
| Computer Science & Technology | 1st | 10 | 1 | 3 | 60.00% | ~29% |
| 2.1 | 20 | 1 | 2 | 100.00% | ~80% | |
| Total | 2:1–1st | 14 | 1 | 5 | 100% | ~80% |
| Economics | 1st | 32 | 1 | 4 | 33.33% | ~32% |
| 2.1 | 11 | 0 | 7 | 91.67% | ~84% | |
| 2.2 | 12 | 1 | 1 | 100.00% | ~97% | |
| Total | 2:2–1st | 18 | 1 | 12 | 100% | ~97% |
| Engineering & Applied Sciences | 1st | 15 | 1 | 5 | 62.50% | ~27% |
| 2.1 | 17 | 1 | 2 | 87.50% | ~79% | |
| 2.2 | 26 | 1 | 1 | 100.00% | ~96% | |
| Total | 2:2–1st | 17 | 1 | 8 | 100% | ~96% |
| English & Humanities | 1st | 16 | 1 | 3 | 27.27% | ~24% |
| 2.1 | 31 | 1 | 7 | 90.91% | ~77% | |
| 2.2 | 38 | 2 | 1 | 100.00% | ~95% | |
| Total | 2:2–1st | 28 | 1 | 11 | 100% | ~95% |
| Finance | 2.1 | 10 | 1 | 1 | 50.00% | ~32% |
| 2.2 | 56 | 0 | 1 | 100.00% | ~84% | |
| Total | 2:2–1st | 33 | 1 | 2 | 100% | ~84% |
| History | 1st | 8 | 3 | 2 | 66.67% | ~23% |
| 2.1 | 15 | 0 | 1 | 100.00% | ~76% | |
| Total | 2:1–1st | 10 | 2 | 3 | 100% | ~76% |
| Languages | 1st | 29 | 1 | 2 | 100.00% | ~31% |
| Total | 2:1–1st | 29 | 1 | 2 | 100% | ~31% |
| Law | 1st | 9 | 2 | 3 | 42.86% | ~29% |
| 2.1 | 47 | 1 | 2 | 71.43% | ~82% | |
| 2.2 | 13 | 2 | 2 | 100.00% | ~97% | |
| Total | 2:2–1st | 21 | 1 | 7 | 100% | ~97% |
| Mathematics & Quantitative Sciences | 1st | 26 | 2 | 11 | 39.29% | ~31% |
| 2.1 | 26 | 1 | 13 | 85.71% | ~84% | |
| 2.2 | 13 | 1 | 3 | 96.43% | ~97% | |
| Total | 2:1–1st | 24 | 1 | 27 | 100% | ~99% |
| Medicine & Health Sciences | 1st | 21 | 2 | 13 | 100.00% | ~34% |
| Total | 21 | 2 | 13 | 100% | ~34% | |
| Physics | 1st | 26 | 2 | 3 | 75.00% | ~33% |
| 2.2 | 7 | 2 | 1 | 100.00% | ~85% | |
| Total | 21 | 2 | 4 | 100% | ~85% | |
| Psychology | 1st | 23 | 2 | 8 | 50.00% | ~26% |
| 2.1 | 26 | 1 | 8 | 100.00% | ~79% | |
| Total | 25 | 2 | 16 | 100% | ~79% | |
| Science | 1st | 11 | 0 | 3 | 100.00% | ~29% |
| Total | 11 | 0 | 3 | 100% | ~29% | |
| Social Sciences | 1st | 40 | 1 | 5 | 38.46% | ~24% |
| 2.1 | 21 | 1 | 8 | 100.00% | ~77% | |
| Total | 28 | 1 | 13 | 100% | ~77% |
Key Takeaways
- 89% of Economics, Finance and Accounting students achieved a 2:1 or above.
- 94% of Humanities students achieved a 2:1 or above across English, History and Languages.
- 89% of Mathematics & Quantitative Sciences students achieved a 2:1 or First-Class result, with the subject representing the largest student cohort in the dataset.
- Attainment rates surpassed the national average in 100% undergraduate subject groups.
Methodology: Undergraduate Outcomes
Our student outcomes are based on responses to The Profs’ annual client feedback surveys (2023-2025). Tutors were asked to distribute the survey to their students, and responses were collated and analysed by The Profs. Results were then compared against the latest available national attainment data where applicable.
Figures are estimated national distributions for UK undergraduate honours degree classifications, constructed from sector-wide higher education statistics and published university outcomes data.
Subjects were first grouped into broad categories (e.g. Sciences, Mathematics, English, Humanities, Social Sciences, etc.). Because these categories are not officially published as aggregated datasets, results were calculated by combining individual subject data within each group.
All percentage values for grade thresholds (2.2, 2.1 and 1st) were derived using cumulative grade distributions from subject-level results. Group-level figures were then calculated using weighted averages based on subject entry volumes, ensuring that larger subjects (e.g. Mathematics, Psychology and Biology) have proportionally greater influence on overall results.
Final values represent three-year averages (2023–2025) to smooth out year-to-year variation and provide a stable comparison of performance across subject groups.
These figures are intended for comparative and analytical purposes only and are not official published aggregates.
To ensure meaningful analysis and sufficient sample sizes, individual undergraduate subjects were grouped into broader academic categories. For example, Mathematics, Further Mathematics and Econometrics were analysed within Mathematics & Quantitative Sciences, while English Literature, English Language and Philosophy were grouped within English & Humanities. This approach allows for more robust comparisons across subject areas while still reflecting subject-specific performance.
The subject groupings used in this analysis are listed below:
| Subject | Subject Group |
|---|---|
| Chemistry | Chemistry |
| Accounting | Accounting |
| Dentistry | Medicine & Health Sciences |
| Biology | Biology |
| Maths | Mathematics & Quantitative Sciences |
| Psychology | Psychology |
| Physics | Physics |
| Medicine | Medicine & Health Sciences |
| Economics | Economics |
| Sociology | Social Sciences |
| Computer Science | Computer Science & Technology |
| Law | Law |
| Management | Business & Management |
| International Relations | Social Sciences |
| English | English & Humanities |
| Spanish | Languages |
| Geography | Social Sciences |
| History | History |
| Politics | Social Sciences |
| Philosophy | English & Humanities |
| Media Studies | Social Sciences |
| Business Studies | Business & Management |
| French | Languages |
| English Language and Literature | English & Humanities |
| Languages | Languages |
| STEP | Mathematics & Quantitative Sciences |
| Mathematics | Mathematics & Quantitative Sciences |
| Science | Science |
| Humanities | English & Humanities |
| Finance | Finance |
| SPSS | Mathematics & Quantitative Sciences |
| Art | Arts & Creative Subjects |
| Engineering | Engineering & Applied Sciences |
| Clinical Psychology | Medicine & Health Sciences |
| Veterinary Science | Medicine & Health Sciences |
| Criminology | Social Sciences |
| Econometrics | Mathematics & Quantitative Sciences |
| Music | Arts & Creative Subjects |
| Business Management | Business & Management |
| Ancient History | English & Humanities |
| Electrical and Electronic Engineering | Engineering & Applied Sciences |
| Health Psychology | Medicine & Health Sciences |
| Biomedicine | Science |
| R Programming | Mathematics & Quantitative Sciences |
| Cryptocurrency | Computer Science & Technology |
| Neuroscience | Science |
| Bioinformatics | Science |
| Architecture | Engineering & Applied Sciences |
| C++ | Computer Science & Technology |
| Journalism and writing | English & Humanities |
| English Literature | English & Humanities |
| Statistics | Mathematics & Quantitative Sciences |
| Further Maths | Mathematics & Quantitative Sciences |
Further Context About Our Results
To help students and families interpret our results transparently, it is important to consider the following:
Survey-based data: Figures (such as grade improvements or grade outcomes) are based on internal client feedback surveys and have not been independently audited.
Self-Selection Bias: Families and students who proactively hire private tutors are often motivated, resourceful, and possess the financial means to invest in supplementary education.
Survivorship and Attrition Bias: Outcome metrics track only students who chose to complete a sustained tutoring program and respond to feedback surveys, so may exclude students who dropped out or did not see improvements and chose not to give feedback.
Admissions context: High success rates for Oxbridge and other competitive universities should be considered in the context of the students we support. We screen prospective students before providing support, meaning many of the candidates we work with already have strong academic profiles and prospects.
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