new research suggests social media companies are failing to reduce self—harm and suicide content despite the safety bill. they're being called the last chance talks. new negotiations are due to begin in qatar, hopefully to end the war in gaza. taylor swift returns to wembley stadium for the final leg of her �*eras tour�* in the uk. it's a huge day for the hundreds of thousands of students in england, wales and northern ireland receiving their exam results this morning. we're beginning to see some statistics based on this year's exam results — starting with university places. some 82% of students have successfully got into their first choice university — an increase of 3% from last year. our correspondent nicky schiller

is live at burnley college top a—level results in england, wales and northern ireland have risen for the first time since 2021 — with 27.8% of all grades marked at a* or a. that's up from 27.2% last year. our correspondent is live at burnley couege our correspondent is live at burnley college and keenly looking at all of the statistics as students have been receiving their results. over to you. yes, it has been quite a morning for students here at burnley college. they arrived early, when i arrived here at 7:30am there were already hundreds of them here. the college has put breakfast and coffee for them for them for that moment when they could open the envelope and find out their results. anyone who has gone through exam results will know that the night before you get those nerves, you cannot sleep. all of those years of effort come down to opening that envelope and seeing

what is inside. we were here when it happened at eight o'clock this morning. ijust want happened at eight o'clock this morning. i just want to play you that moment of the count down from the students to the moment that they could actually open the envelope. take a look at this. eight, seven, six, five, four, three, two, one! cheering so, yes, there was confetti which is still on the floor at the moment. and there was a lot of hugging. friends hugging each other, taking selfies, but also, and we sometimes forget this, the parents who were here as well. of course, it is the students that did all of the hard work. at the parents and the family who have to support those students, a lot of them were here. there were some tears, hugging, a lot of congratulations. the students here

have done very well, generally. most of them have got what they want. whether that be to go to university, whether it be to go on to vocational courses, or indeed some of them will go on tojobs. and courses, or indeed some of them will go on to jobs. and actual employment. we often forget when we talk about a levels, it is not everybody that decides to go to university. but when it comes to university, we have heard from ucas, the body that organises basically a bit like the dating service between the universities and students, they have already said that 80% of students have got their first choice of university. so, there will be big sighs of relief from a lot of students who have got into the university that they want to. that other 20% will notjust be people who have not got the results that they wanted, a lot of students will have done better than they expected and will be deciding whether they want to go to the university that they first thought of or whether

they first thought of or whether they want to go on to another university. that is where ucas comes in. they reckoned that around 30,000 courses will be available this year. and that all starts at one o'clock this afternoon, which is when ucas opens up and students can log on and find out what courses are available and start talking to the universities. when it comes to the a levels, we have had some of the statistics and those top eight and a start grades are up. you will remember that we had co—bid and after that, a lot of the exam results were looked at, they were managed by the exam boards to make sure that they were fair. that has now gone in england, wales or northern ireland. these results are purely based on the work that they have done post—pandemic. we will be looking and talking to some of the students, but first, taking a look at the overall picture, here is my colleague.

there have been many challenges for the class of 202a. secondary school life dominated by a pandemic, a cost—of—living crisis and teacher strikes. today, thousands of pupils will find out if they've got the results they need. despite all the disruption over the past four years, rebecca feels she's been able to focus on her a—levels and btecs. when it came to gcses, it kind of impacted us, but i feel like with the support from teachers and things like that, i feel like we're able to get back on track and now i feel like we have overcome it in a way. this year group is the first since the pandemic to have no exam concessions. it marks a return to normal. at ashlawn school in rugby, they say they are still dealing with the impact it's had on mental health. so we know that before pandemic, one in nine children have mental health problems. we know now, currently, the data suggests there's one in six. so that's five students for every class that we teach in school. it's about having a trusted adult in school and making sure that if they feel unsafe or anxious, that there's someone there to support them at all times.

it's been a challenging time. ashlawn school has gone from being rated outstanding to inadequate. the new head is hoping this results day is proof that the school has turned a corner. we needed to put the school back in our community's eyes as a centre of excellence. so after we got through that initial phase of anger and frustration, there was a determination within the school to make sure that we were the very best that we could be. last year, more than 300,000 18—year—olds applied to go to university or college in the uk. but richard isn't sure whether to go to uni or do an apprenticeship. i've just got to weigh up my options through the facilities at both, and obviously the cost implications of paying for one degree versus not and paying back that student loan and the debt. and i've got time to think about it. and it's notjust about money. isaac is hoping to go to the university of bath. his concern is about what happens afterwards

and the role ai will play. whilst university could be quite a high cost, it's all about the prospects after. i personally want to become an investment banker and at the start of investment banking, the first couple of years is a lot of, like, spreadsheets. however, with al, it could make thejob redundant. the class of 2024 has faced many uncertainties. the hope is that today's results will be a testament to their resilience. kate mcgough, bbc news. you can see here in burnley college the students are still here, there are members of staff chatting and talking to the students. some of them will be working out what they want to do next. they have got better results than they expected. as we said, 27.8% of the grades were a or a star this year. although it did very country by country. england was up, but they were slightly down in wales and northern ireland. of

course, today is all about the students. we are joined course, today is all about the students. we arejoined by course, today is all about the students. we are joined by some of them here at burnley college, we are joined by these who have their results. let's start with you, what have you been studying here? i have been doin: have you been studying here? i have been doing travel— have you been studying here? i have been doing travel and _ have you been studying here? i have been doing travel and tourism. - have you been studying here? i have been doing travel and tourism. is - been doing travel and tourism. is that a vocational course that you have been doing? yes, correct. did you get the result you needed? i have, yes. you get the result you needed? i have. yes- can — you get the result you needed? i have, yes. can you _ you get the result you needed? i have, yes. can you explain - you get the result you needed? i have, yes. can you explain what| you get the result you needed? i i have, yes. can you explain what the course is about? _ have, yes. can you explain what the course is about? a _ have, yes. can you explain what the course is about? a lot _ have, yes. can you explain what the course is about? a lot of— have, yes. can you explain what the course is about? a lot of people - course is about? a lot of people know what a levels are, but they do not know about vocational courses. vocational courses are a lot more flexible in terms of what they teach you. in travel and tourism we cover marketing, business, cabin crew training, travel agency training and many more career preparations. what many more career preparations. what will ou no many more career preparations. what will you go on — many more career preparations. what will you go on to _ many more career preparations. what will you go on to do _ many more career preparations. what will you go on to do next? my - many more career preparations. what will you go on to do next? my dream l will you go on to do next? my dream career has always _ will you go on to do next? my dream career has always been _ will you go on to do next? my dream career has always been piloting. - will you go on to do next? my dream career has always been piloting. so i career has always been piloting. so thatis career has always been piloting. so that is why i am going to do aerospace engineering in sheffield.

and then, hopefully after that, i will start my pilot training. amazing. many people dream of being a pilot, but it looks like you are well on your way to it. do you worry about the cost of further education? definitely. that is why i have not started my training straightaway. reallyjust hoping to get into any scholarships by any airlines. that is why i thought if i do and aerospace engineering degree, i would have the preparation, mentality and the relevant skills for it. . , , ,~/ for it. that is interesting. so you are thinking _ for it. that is interesting. so you are thinking that _ for it. that is interesting. so you are thinking that that _ for it. that is interesting. so you are thinking that that middle - for it. that is interesting. so you are thinking that that middle bit| are thinking that that middle bit where you do stuff gives you time to try to find that sponsorship to go on? . . , , , ., try to find that sponsorship to go on? , i, ., ., ., try to find that sponsorship to go on? , , , ., . . ., on? exactly, yes. i found that a lot of --eole on? exactly, yes. i found that a lot of peeple that _ on? exactly, yes. i found that a lot of people that get _ on? exactly, yes. i found that a lot of people that get into _ on? exactly, yes. i found that a lot of people that get into those - of people that get into those scholarships by airlines do have some sort of aerospace or engineering background. which helps them stand out from the crowd, because there is a lot of demand for this career. because there is a lot of demand for this career-— this career. absolutely. so tell me, how nervous _ this career. absolutely. so tell me, how nervous were _ this career. absolutely. so tell me, how nervous were you _ this career. absolutely. so tell me, how nervous were you last - this career. absolutely. so tell me, how nervous were you last night, . this career. absolutely. so tell me, | how nervous were you last night, did you get much sleep? lilo.

how nervous were you last night, did you get much sleep?— you get much sleep? no, 'ust three hours. i was — you get much sleep? no, 'ust three hours. i was very h you get much sleep? no, just three hours. i was very nervous. - you get much sleep? no, just three hours. i was very nervous. even - hours. i was very nervous. even though with vocational courses you do kind of have a rough idea about what you do, what grade you will have. it isjust what you do, what grade you will have. it is just a variant last night that you are like, who, what if not? but this morning i opened my results with my parents, we had some happy tears. it was so lovely, honestly. happy tears. it was so lovely, honestly-— happy tears. it was so lovely, honestly. happy tears. it was so lovely, honestl . , ., , honestly. very overwhelmed, very ha - . honestly. very overwhelmed, very happy- are — honestly. very overwhelmed, very happy- are you _ honestly. very overwhelmed, very happy- are you going _ honestly. very overwhelmed, very happy. are you going to _ honestly. very overwhelmed, very happy. are you going to celebrate | happy. are you going to celebrate tonight? happy. are you going to celebrate toniaht? , , , , tonight? definitely. maybe with my famil . tonight? definitely. maybe with my family. congratulations, _ tonight? definitely. maybe with my family. congratulations, good - tonight? definitely. maybe with my family. congratulations, good luck| family. congratulations, good luck in the future. _ family. congratulations, good luck in the future. leah _ family. congratulations, good luck in the future. leah is _ family. congratulations, good luck in the future. leah is here - family. congratulations, good luck in the future. leah is here with - family. congratulations, good luck in the future. leah is here with us| in the future. leah is here with us as well. you did the btec as well? what did you do it in.— what did you do it in. performing arts. just explain _ what did you do it in. performing arts. just explain what _ what did you do it in. performing arts. just explain what that - arts. just explain what that involves here. _ arts. just explain what that involves here. it _ arts. just explain what that involves here. it involves l arts. just explain what that - involves here. it involves dance, musical theatre _ involves here. it involves dance, musical theatre and _ involves here. it involves dance, musical theatre and acting. - involves here. it involves dance, musical theatre and acting. we l involves here. it involves dance, - musical theatre and acting. we have the opportunity to do lots of dance performances, musical performances inside and outside the college, which was really good. um? inside and outside the college, which was really good. why did you decide to go _ which was really good. why did you decide to go down _ which was really good. why did you decide to go down that _

which was really good. why did you decide to go down that route - which was really good. why did you j decide to go down that route rather than a more academic a—level route. ifelt that a than a more academic a—level route. i felt that a vocational course helps me better in the career i want to go into, because i am getting the physical training that i would get at university. so it does really help. ifeel like doing at university. so it does really help. i feel like doing an exam might hinder me a bit more. there is still a lot of theory work, but it is more practical, which works betterfor me as is more practical, which works better for me as a person. what is the next step _ better for me as a person. what is the next step for _ better for me as a person. what is the next step for you? _ better for me as a person. what is the next step for you? i _ better for me as a person. what is the next step for you? i know - better for me as a person. what is the next step for you? i know you | the next step for you? i know you got the results that you wanted. i am studying here, i want to go into musical theatre and acting on stage and on screen, hopefully. in musical theatre and acting on stage and on screen, hopefully.— and on screen, hopefully. in the west end or— and on screen, hopefully. in the west end or in _ and on screen, hopefully. in the west end or in films? _ and on screen, hopefully. in the west end or in films? and - and on screen, hopefully. in the west end or in films? and how l west end or in films? and how nervous were you last night? i was very nervous- _ nervous were you last night? i was very nervous- i _ nervous were you last night? i was very nervous. i had _ nervous were you last night? i was very nervous. i had a _ nervous were you last night? i was very nervous. i had a bit _ nervous were you last night? i was very nervous. i had a bit of - nervous were you last night? i was very nervous. i had a bit of an - nervous were you last night? i —" very nervous. i had a bit of an idea of what i might get because of the results of the year, but i was not definite. i results of the year, but i was not definite. ., , ., , ., results of the year, but i was not definite. ., , definite. i was hoping and praying. we have talked _ definite. i was hoping and praying. we have talked a _ definite. i was hoping and praying. we have talked a bit _ definite. i was hoping and praying. we have talked a bit about - definite. i was hoping and praying. we have talked a bit about the - we have talked a bit about the pandemic and the fact that you as a

generation went through it. what has that been like for you moving through your education career? i feel like when we did gcs eats it was a bit harder because we missed out on a lot of time at school. but the teachers have been really great in making sure that we all feel comfortable as well as making sure that we all know what we need to know, it has helped me out. i look forward to — know, it has helped me out. i look forward to seeing _ know, it has helped me out. i look forward to seeing you _ know, it has helped me out. i look forward to seeing you on - know, it has helped me out. i look forward to seeing you on west - know, it has helped me out. i look forward to seeing you on west end j know, it has helped me out. i look forward to seeing you on west end of the next few years. finally with me is ethan, you did a levels? which ones did you do.— is ethan, you did a levels? which ones did you do. computer science, maths and — ones did you do. computer science, maths and physics. _ ones did you do. computer science, maths and physics. i— ones did you do. computer science, maths and physics. i got _ ones did you do. computer science, maths and physics. i got for- ones did you do. computer science, maths and physics. i got for a - maths and physics. i got for a stars — maths and physics. i got for a stars. ~ ., ., , ., , ., stars. wow, that must have been a lot of work — stars. wow, that must have been a lot of work to _ stars. wow, that must have been a lot of work to do. _ stars. wow, that must have been a lot of work to do. yes, _ stars. wow, that must have been a lot of work to do. yes, a _ stars. wow, that must have been a lot of work to do. yes, a lot - stars. wow, that must have been a lot of work to do. yes, a lot of - lot of work to do. yes, a lot of work and _ lot of work to do. yes, a lot of work and probably _ lot of work to do. yes, a lot of work and probably a _ lot of work to do. yes, a lot of work and probably a bit - lot of work to do. yes, a lot of work and probably a bit of- lot of work to do. yes, a lot of| work and probably a bit of luck. lot of work to do. yes, a lot of - work and probably a bit of luck. and did ou work and probably a bit of luck. and did you get — work and probably a bit of luck. in. did you get much sleep work and probably a bit of luck. fific did you get much sleep last night? work and probably a bit of luck. el“ic did you get much sleep last night? i would be surprised if i slept at all. ., ., i. would be surprised if i slept at all. ., . y., . would be surprised if i slept at all. ., ., ., , all. how about you and your mates, has everybody _ all. how about you and your mates, has everybody got _ all. how about you and your mates, has everybody got what _ all. how about you and your mates, has everybody got what they - all. how about you and your mates, l has everybody got what they wanted?

yes, everyone has done as well or better_ yes, everyone has done as well or better than— yes, everyone has done as well or better than they expected, which is amazing _ better than they expected, which is amazing. fire better than they expected, which is amazinu. �* ,, ., better than they expected, which is amazinu. �* ., ., ., amazing. are you going on to university? — amazing. are you going on to university? yes, _ amazing. are you going on to university? yes, i _ amazing. are you going on to university? yes, i am - amazing. are you going on to university? yes, i am going l amazing. are you going on to| university? yes, i am going to amazing. are you going on to - university? yes, i am going to study comuter university? yes, i am going to study computer science _ university? yes, i am going to study computer science at _ university? yes, i am going to study computer science at cambridge. - university? yes, i am going to study l computer science at cambridge. wow, cambrid . e, computer science at cambridge. wow, cambridge. your _ computer science at cambridge. wow, cambridge, your family _ computer science at cambridge. wow, cambridge, your family and _ computer science at cambridge. r cambridge, your family and friends must be amazed.— cambridge, your family and friends must be amazed. they are over the moon, must be amazed. they are over the moon. and — must be amazed. they are over the moon. and i — must be amazed. they are over the moon. and i am _ must be amazed. they are over the moon, and i am too. _ must be amazed. they are over the moon, and i am too. are _ must be amazed. they are over the moon, and i am too. are you - must be amazed. they are over the i moon, and i am too. are you worried about the cost _ moon, and i am too. are you worried about the cost of _ moon, and i am too. are you worried about the cost of going _ moon, and i am too. are you worried about the cost of going on _ moon, and i am too. are you worried about the cost of going on to - about the cost of going on to university? all about the cost of going on to university?— about the cost of going on to universi ? �* , , ., university? all universities are exoensive _ university? all universities are expensive and _ university? all universities are expensive and i _ university? all universities are expensive and i think - university? all universities are l expensive and i think cambridge university? all universities are - expensive and i think cambridge is exceptionally so. i think i will somehow_ exceptionally so. i think i will somehow manage. | exceptionally so. i think i will somehow manage.— exceptionally so. i think i will somehow manage. i am sure you will. what do you — somehow manage. i am sure you will. what do you want _ somehow manage. i am sure you will. what do you want to _ somehow manage. i am sure you will. what do you want to do _ somehow manage. i am sure you will. what do you want to do long - somehow manage. i am sure you will. what do you want to do long term? i what do you want to do long term? going to university obviously you hope it leads into a more well—paid job. where do you see yourself in ten years' time? i job. where do you see yourself in ten years' time?— job. where do you see yourself in ten years' time? i would love to go into software _ ten years' time? i would love to go into software or— ten years' time? i would love to go into software or game _ ten years' time? i would love to go i into software or game development, i like programming things. i am into software or game development, i like programming things. lam not 100% _ like programming things. lam not 100% sure — like programming things. lam not 100% sure what exactly yet, but i would _ 100% sure what exactly yet, but i would enjoy any type of programming 'ob. would en'oy any type of programming 'ob. ., would en'oy any type of programming 'ob. . ., ., ., , would en'oy any type of programming 'ob. . ., ., ., ., job. ethan, congratulations again for caettin

job. ethan, congratulations again for getting into — job. ethan, congratulations again for getting into cambridge, - job. ethan, congratulations again for getting into cambridge, and l for getting into cambridge, and thank you forjoining us here on bbc news. there you go, ethan getting those three a stars. he will be heading to cambridge university, which is amazing for him. we were talking about the pandemic and how the results have bounced back to pre—pandemic levels. that is a point that was picked up by the education secretary, bridget phillipson this morning when she was talking to our colleagues on bbc breakfast. let's listen to what she had to say. so, last year, the marking and grading returned to the way that things had been done before the pandemic. this is now the second year where that is the case. so we would expect results this year to be broadly in line with last year's results. before that, during the pandemic period, obviously the government, the then government had to take decisions about doing things differently because it just wasn't possible for young people to sit exams because of covid and all of the disruption. but this year, we've seen a return to, as we did last year, a return to the normal way of doing things, but also the pre—pandemic structures.

and so does that mean in the simplest possible terms, you could expect the exam results to be better or worse? we would expect the results to be broadly in line with last year, which was the first year where they returned in england, where they returned to what it had been before the pandemic. so this year is a continuation of last year. we'd expect results to be broadly in line. i think, sadly. better or worse? um, it's hard to compare because of the different method of assessment that we'd seen, but it returns to the pre—pandemic, the kind of 2019 period, the period that then followed was a bit different because of it was centre assessed, rather than it being the examinations that young people have been sitting, the assessments that they've been taking part in. i think, sadly, what we will see and what we've seen in recent years is an opening up of some of the gaps when it comes to regional inequality in our country. i expect, sadly, that trend might continue. that's something that has accelerated in recent years. so gaps between, for example, what young people in london and the south east might achieve compared to young people in the north east. and that's something that i'm

determined to tackle, because i don't think where you're from should determine what you can go on to achieve. why does that affect it? i think there are a range of reasons. partly it's about what happens in our schools, and that's why i want to make sure that we've got a real push around teacher recruitment and retention. we've got big shortages in some subjects at the moment. alongside that, some of those wider pressures that i know our families are experiencing. child poverty is one issue that we've seen big rises under the last government where it comes to child poverty. we're determined to take action on that. that was bridget phillipson, the education secretary talking a bit earlier. you can see here students are having their pictures taken against the balloons. the student is off to the university of centre lancashire, if you, if only i had ever gotten on a star in my exams. i did not. at the percentage of the

people who did get a and a star has gone up this year. in england, wales and northern ireland. although it has gone down slightly in wales and northern ireland, but overall the results are up. one in four, four out of five students will get the university choice that they want. and clearing opens at one o'clock. clearing is basically the dating service between students and universities so they can actually get the courses that they want. and that happens at one o'clock. in between now and then, the bbc news life page will have a your questions answered, because a lot of students andindeed answered, because a lot of students and indeed parents may have questions that they want answers. so we have a team of experts answering those at 11:30am on the bbc news website and app. if you do have a question all you have to do is e—mail that in. and you will get all the answers to those at 11:30am on

the answers to those at 11:30am on the life page, which is also got a lot of information from our correspondence and indeed pictures from around the country of people celebrating. i think the big message i would also want to get across todayis i would also want to get across today is one from our friends at radio one life hacks, kt in particular. she says do not panic. at the moment, if you did not get what you want. because in the end it probably will work out. so that is a really crucial piece of information for everyone. lots of people will be celebrating and getting the results that they want, but others may not quite have got what they wanted. but do not panic. i know there are a lot of people in the bbc, for example, who did not get there a levels but they managed to get an apprenticeship and have carried on. a lot of people will be heading to university, and as i said, the organisation that is the dating service for universities and students is ucas. my colleague duncan kennedy is there, i assume it

is very busy and will get a lot busier at one o'clock? you are absolutely right, very busy indeed here. it is like banking to dealing floor with plenty of people taking calls from students, parents and others, trying to sort those results out. the results are in now, it is what you do next. if you've got your results, you might want to got your results, you might want to go to yourfirst got your results, you might want to go to your first choice university, thatis go to your first choice university, that is the case for 82% of students. if you did not do so well, or you did better, or you want to change her mind, then ucas and their clearing system is the way to go. that is what they are organising here in conjunction with all of the universities offering these courses. something like 30,000 courses available, a lot of choice for students as they chart their course forward for those who do not want to go with their first choice. let's take a step back and start with those a—level results. with me i have got the skills minister, jackie smith, who hasjoined us here today.

thank you forjoining us. let's start with those a—level results, top grades up by a percentage point or so, top grades up by a percentage point orso, lots top grades up by a percentage point or so, lots of good news for students. or so, lots of good news for students-— or so, lots of good news for students. ~ , ,., , ., , students. absolutely. the top thing to say today — students. absolutely. the top thing to say today is _ students. absolutely. the top thing to say today is congratulations - students. absolutely. the top thing to say today is congratulations to i to say today is congratulations to all of _ to say today is congratulations to all of those students getting their results _ all of those students getting their results today for all of the hard work _ results today for all of the hard work that — results today for all of the hard work that has gone into it. it has not been — work that has gone into it. it has not been an— work that has gone into it. it has not been an easy few years. so, very well done _ not been an easy few years. so, very well done for — not been an easy few years. so, very well done for those results. and of course, _ well done for those results. and of course, as— well done for those results. and of course, as well for the teachers and others _ course, as well for the teachers and others have — course, as well for the teachers and others have supported them to get to this point _ others have supported them to get to this point. a others have supported them to get to this oint. �* t, others have supported them to get to this oint. �* ., ., others have supported them to get to this oint. �* t, ., ., ., others have supported them to get to this oint. �* ., ., ., ., , this point. a lot of emotion this mornin: this point. a lot of emotion this morning on _ this point. a lot of emotion this morning on all— this point. a lot of emotion this morning on all fronts. - this point. a lot of emotion this morning on all fronts. 82% - this point. a lot of emotion this i morning on all fronts. 82% getting theirfirst place at morning on all fronts. 82% getting their first place at universities, up their first place at universities, up from 79%. at its a lot of people pleased this morning, they know where they are going and have got the results they want.— the results they want. absolutely, and they deserve _ the results they want. absolutely, and they deserve congratulation. i the results they want. absolutely, i and they deserve congratulation. as you say, _ and they deserve congratulation. as you say, here at ucas a lot of work has gone _ you say, here at ucas a lot of work has gone in — you say, here at ucas a lot of work has gone in to making sure that students — has gone in to making sure that students are able to make their applications, universities are able to offer— applications, universities are able to offer them the places, and it is good _ to offer them the places, and it is good that— to offer them the places, and it is good that there are more students who are _ good that there are more students who are getting their first choice options — who are getting their first choice options today. there are still

issues, — options today. there are still issues, i_ options today. there are still issues, i think, options today. there are still issues, ithink, about options today. there are still issues, i think, about regional inequalities for example. in terms of the _ inequalities for example. in terms of the way— inequalities for example. in terms of the way in which people apply to university — of the way in which people apply to university. there were improvements in the _ university. there were improvements in the numbers of young people with free school— in the numbers of young people with free school meals who were getting places. _ free school meals who were getting places, but still more that we need to do— places, but still more that we need to do to _ places, but still more that we need to do to make sure that your opportunity to get into university is not _ opportunity to get into university is not determined by your background, it is determined by your talent _ background, it is determined by your talent and _ background, it is determined by your talent and your ability to make the most _ talent and your ability to make the most of— talent and your ability to make the most of doing a degree.— talent and your ability to make the most of doing a degree. picking up on that regional _ most of doing a degree. picking up on that regional thing, _ most of doing a degree. picking up on that regional thing, there - most of doing a degree. picking up on that regional thing, there is - most of doing a degree. picking up on that regional thing, there is a l on that regional thing, there is a gap between those in the northeast, the southeast, it is a bit of a lottery almost where you are going to university, perhaps those down south compared to the north. can labour fix that? it is south compared to the north. can labour fix that?— labour fix that? it is certainly something — labour fix that? it is certainly something we _ labour fix that? it is certainly something we are _ labour fix that? it is certainly something we are committed j labour fix that? it is certainly i something we are committed to labour fix that? it is certainly - something we are committed to doing. we need _ something we are committed to doing. we need to— something we are committed to doing. we need to make sure there are high and rising _ we need to make sure there are high and rising standards in our schools. the most _ and rising standards in our schools. the most important thing about whether— the most important thing about whether or not students succeed is whether— whether or not students succeed is whether or— whether or not students succeed is whether or not students succeed is whether or not they have got good, qualified _ whether or not they have got good, qualified teachers in front of them. which _ qualified teachers in front of them. which is _ qualified teachers in front of them. which is why we will be recruiting an extra — which is why we will be recruiting an extra 6500 teachers. it is why we were willing — an extra 6500 teachers. it is why we

were willing and happy to accept the schoolteachers review body, pay recommendations and give teachers a decent _ recommendations and give teachers a decent pay— recommendations and give teachers a decent pay increase. we have got to have those _ decent pay increase. we have got to have those teachers in front of students, _ have those teachers in front of students, particularly in the most challenged areas and in some of the most _ challenged areas and in some of the most challenged subjects in terms of teacher recruitment. if we are going to give _ teacher recruitment. if we are going to give people the best opportunities of having whatever choice _ opportunities of having whatever choice they want to have when they -et choice they want to have when they get to _ choice they want to have when they get to the _ choice they want to have when they get to the end of their schooling. a lot of get to the end of their schooling. lot of choices this morning for students on finances, universities think you might need as much as £18,000 a year, including accommodation. can you understand why some students might be reluctant to go, faced with those costs? it has been tougher students in terms of the _ has been tougher students in terms of the cost — has been tougher students in terms of the cost of living pressures they face _ of the cost of living pressures they face it _ of the cost of living pressures they face it is— of the cost of living pressures they face. it is still the case that if you go— face. it is still the case that if you go to _ face. it is still the case that if you go to university you on average will probably receive £100,000 worth of benefit _ will probably receive £100,000 worth of benefit during the course of your career~ _ of benefit during the course of your career~ but — of benefit during the course of your career. but of course there are questions _ career. but of course there are questions about the student finance system, _ questions about the student finance system, both the students and in fact the _ system, both the students and in fact the universities that depend on financial— fact the universities that depend on financial stability. that is why

that _ financial stability. that is why that is — financial stability. that is why that is something that we will be looking _ that is something that we will be looking at. we do not think it is working — looking at. we do not think it is working as _ looking at. we do not think it is working as well as it could be at the moment and we will bring forward proposals _ the moment and we will bring forward proposals on that.— proposals on that. talking finances one vice chancellor _ proposals on that. talking finances one vice chancellor said _ proposals on that. talking finances one vice chancellor said this - one vice chancellor said this morning that the government is going to have to look again at student fees. you think they will have to go up, because as many as 40% of universities are facing a deficit. are you looking again to raise student fees? the are you looking again to raise student fees?— are you looking again to raise student fees? ., _ , student fees? the whole system, whether or _ student fees? the whole system, whether or not _ student fees? the whole system, whether or not it _ student fees? the whole system, whether or not it is _ student fees? the whole system, whether or not it is providing - whether or not it is providing financial— whether or not it is providing financial stability for universities or the _ financial stability for universities or the opportunities for students to be able _ or the opportunities for students to be able to— or the opportunities for students to be able to benefit from university, is not _ be able to benefit from university, is not working in the way in which it needs — is not working in the way in which it needs to — is not working in the way in which it needs to. the last government caked _ it needs to. the last government caked that— it needs to. the last government caked that problem down the road. we are determined now to look at the whole _ are determined now to look at the whole system so that we can make sure that _ whole system so that we can make sure that there is financial stability— sure that there is financial stability for universities and fairness _ stability for universities and fairness for students. we will bring forward _ fairness for students. we will bring forward those proposals.— fairness for students. we will bring forward those proposals. thank you ve much forward those proposals. thank you very much indeed. _ forward those proposals. thank you very much indeed. the _ forward those proposals. thank you very much indeed. the news - forward those proposals. thank you very much indeed. the news here i forward those proposals. thank you i very much indeed. the news here out of cheltenham where the clearing operation is under way is to just take it easy, do not panic. we keep getting that message all morning. if

you are a student or a parent, find out what courses they have got going. they will make a short list, make sure you contact them to see what is available and be ready for when clearing the ghost life proper from one o'clock this afternoon. duncan kennedy their life at ucas hq. it all duncan kennedy their life at ucas ho. it all goes live at one o'clock. it is of course notjust students who will be heading to university, there are also other vocational options available. some students will go straight into the job. the headlines, the two headlines of the figure so far, is that those top grades, a and a stars are up for the first time since 2021. and four out of five students who want to go to university have got their first choice of university. a reminder again, we have a life page up and running on the bbc news website and app with lots more details from our correspondence around england,

northern ireland and wales. we should of course mentioned that scotland got the highest last week and it will be the gcs east next week. forthe and it will be the gcs east next week. for the moment, and it will be the gcs east next week. forthe moment, back and it will be the gcs east next week. for the moment, back to you in the studio. studio: i do not know if i can take the excitement. thank you so much. now, to the uk economy. the uk's economy grew by 0.6% between april and june as it continued its recovery from the recession at the end of last year. the latest figure was in line with forecasts and follows a 0.7% increase in the first three months of this year. growth was led by the services sector, in particular the it industry, legal services and scientific research. supercharging the economy is central to the new labour government's plans. the last conservative government left this new labour government with the highest tax burden since the 19405. the highest tax burden since the 1940s. the highest debt burden for over 60 years, and a huge costjust paying the interest on that debt every single month. the chancellor

and i set out to parliament a few weeks ago, they left us with over £20 billion of bills coming through the door of the treasury with no money to pay for it, that does not sound like a good inheritance to me. but the economy is clearly growing at a rate faster than other quarters we have seen recently. inflation is looking now like it is more stable, unemployment figures were down as well this week. are you at risk, are you just talking down the economy when you know there are the signs that we are seeing in some of the data that are positive? the economic facts are clear. _ data that are positive? the economic facts are clear, because _ data that are positive? the economic facts are clear, because we - data that are positive? the economic facts are clear, because we have - data that are positive? the economic facts are clear, because we have the | facts are clear, because we have the highest debt burden that we have had in over 60 years and we are having to spend billions of pounds on debt interested pay that off every month, and because working people have got the highest tax burden since the 19405, the highest tax burden since the 1940s, at home no, and can look at the statistics, that what we inherited was the worst physical inheritance since the second world war. we are very challenged and economic circumstances. we welcome growth in the economy and it is our first and most important mission here at the treasury, but we have

got lots more to do to recover from the mess we were left with. the shadow chief for the treasury gave her reaction to today's figures. gave her reaction to today's fi . ures. , ., , gave her reaction to today's fiaures. , ., , ,.,, figures. these are very positive fiuures figures. these are very positive figures this _ figures. these are very positive figures this morning, _ figures. these are very positive figures this morning, but - figures. these are very positive figures this morning, but the i figures. these are very positive i figures this morning, but the only person— figures this morning, but the only person who is not out celebrating is the chancellor. rachel reeves is fuming _ the chancellor. rachel reeves is fuming because this is yet more data to undermine her narrative that the economic— to undermine her narrative that the economic inheritance was bad. and she can _ economic inheritance was bad. and she can no — economic inheritance was bad. and she can no longer use that as a pretext— she can no longer use that as a pretext for— she can no longer use that as a pretext for the tax rate said that she was — pretext for the tax rate said that she was planning all along. are you claimin: she was planning all along. are you claiming credit _ she was planning all along. are you claiming credit for _ she was planning all along. are you claiming credit for it _ she was planning all along. are you claiming credit for it these - claiming credit for it these economic improvements? look, this is art of the economic improvements? look, this is part of the work— economic improvements? look, this is part of the work that _ economic improvements? look, this is part of the work that we _ economic improvements? look, this is part of the work that we put _ economic improvements? look, this is part of the work that we put into - part of the work that we put into the economy to make sure it was turning _ the economy to make sure it was turning a — the economy to make sure it was turning a corner, to bring inflation down _ turning a corner, to bring inflation down and — turning a corner, to bring inflation down and make sure economic growth was rising _ down and make sure economic growth was rising. this is something which is turning _ was rising. this is something which is turning a — was rising. this is something which is turning a corner and it is very delicate. — is turning a corner and it is very delicate. it— is turning a corner and it is very delicate, it cannot be put at risk now _ delicate, it cannot be put at risk now. �* ., , , ., delicate, it cannot be put at risk now. �* ., , i. ., delicate, it cannot be put at risk now. �* ., , ., , now. i'm not sure if you are, but if ou are now. i'm not sure if you are, but if you are saying _ now. i'm not sure if you are, but if you are saying that _ now. i'm not sure if you are, but if l you are saying that economic growth was down under the previous

government, why did the public not have faith in you in the election? there were many reasons, i think we are not— there were many reasons, i think we are not going — there were many reasons, i think we are not going to go into that because _ are not going to go into that because we have a leadership contest lloii'i because we have a leadership contest going on— because we have a leadership contest going on at— because we have a leadership contest going on at the moment. we are all, it is really— going on at the moment. we are all, it is really important that the chancellor and the treasury do not put this— chancellor and the treasury do not put this recent economic growth at risk. put this recent economic growth at risk i_ put this recent economic growth at risk ithink— put this recent economic growth at risk. i think what we have seen so far is— risk. i think what we have seen so far is an _ risk. i think what we have seen so far is an attempt to spread a message _ far is an attempt to spread a message about the economic inheritance which is just message about the economic inheritance which isjust simply message about the economic inheritance which is just simply a fabrication. and it is really important now that we focus on growth, — important now that we focus on growth, trying to get the economy continuing — growth, trying to get the economy continuing to grow and to do the things— continuing to grow and to do the things that we need them to do like keep taxes low for the british public — keep taxes low for the british ublic. , ., , , public. interesting there, two sides ofthat public. interesting there, two sides of that debate _ public. interesting there, two sides of that debate over _ public. interesting there, two sides of that debate over the _ public. interesting there, two sides of that debate over the economic . of that debate over the economic inheritance. it is certainly fixed from a calendar point of view within that timeframe, our business correspondent marc ashdown joins us now. what would you see when you look at these figures, what is the underlying momentum?- look at these figures, what is the underlying momentum? well, i think

muted celebration _ underlying momentum? well, i think muted celebration as _ underlying momentum? well, i think muted celebration as we _ underlying momentum? well, i think muted celebration as we heard - underlying momentum? well, i think muted celebration as we heard from| muted celebration as we heard from the treasury, they are not popping any champagne. this is certainly a story of recovery, gdp, gross domestic product would be the technical term. domestic product would be the technicalterm. it domestic product would be the technical term. it is the measure of all economic activity in a country, everything adding up from companies, governments and individual people split into different areas like manufacturing construction and of course service is a huge part of the economy. we get a reading month to month but crucially we also get quarterly readings. four times a year we get a quarterly reading. if ijust read this behind me... look at the screen. this will show you, do you see that? back end of last year. those two quarters they are, 0.1 and 0.3. that is a technical recession. if you have two consecutive quarters of negative growth come out we were in recession last year. but we have bounced back out of it, 0.7, and in the quarter i havejust recorded up out of it, 0.7, and in the quarter i have just recorded up tojune, out of it, 0.7, and in the quarter i havejust recorded up tojune, 0.6% growth. so, have just recorded up tojune, 0.6% growth. so, definitely havejust recorded up tojune, 0.6% growth. so, definitelya have just recorded up tojune, 0.6% growth. so, definitely a story of recovery. the economy heading back

in the right direction. as i say, we do get a monthly breakdown as well. june was flat, zero growth injune. this can be affected by one off events, things like the euros, taylor swift doing a tour of the uk. but we have some pretty wet weather as well. the construction industry particularly struggled where his services as you mentioned things like it, that provided a boost. i think it is a better picture, improving slowly. the question becomes what happens next, because these gdp figures might tail offa next, because these gdp figures might tail off a bit, and when interest rates get cut, so what are the projections?— the projections? columnists, their 0 - inion is the projections? columnists, their opinion is that _ the projections? columnists, their opinion is that we _ the projections? columnists, their opinion is that we are _ the projections? columnists, their opinion is that we are heading - the projections? columnists, their opinion is that we are heading in l opinion is that we are heading in the right direction. there is a feeling it might soften towards the end of the year. though labour hope that isn't the case. this political