good morning and welcome to the programme. hope you are doing 0k. this is chris warburton in for nicky campbell on the nation's phone—in. it could be a pretty emergent discussion for some of you over the next hour. gcse results — what next? it could be an anxious moment in your household this morning. results in england are expected to fall — we'll get the figures around 9.30 and bring them to you — with the exams regulator deliberately lowering results after grades spiralled during the pandemic when exams were cancelled. it was all down to teacher assessment, wasn't it? a lot of questions and views on that. of course, the central one being whether it's fair to hold this year's students to the same standard as cohorts who sat exams

before covid struck. very welcome to have your say on that aspect of things this morning if you want to give us a call or text. very much here to explain and help this morning. if you're anxious about missed grades, if you're thinking of appealing them, wondering about re—sits, forced resits in maths and english, we will have the answers. you can speak directly to our crack team of experts, ask them whatever you wish, or text me on 85058 and i'll do it for you. gcse results — what next?

the official figures, the the officialfigures, the hard numbers coming out on gcses and around about half an hour. if you have already got the results in your household, i hope you have done 0k, household, i hope you have done ok, i hope you got what you wanted. if you haven't, we are going to be there for you this morning. let's get the latest news headlines. hundreds of thousands of gcse students in england, wales and northern ireland will receive their grades this morning. the marking in england has been designed to bring the proportion of top grades back down to pre—pandemic levels. there's huge speculation about the cause of yesterday's plane crash in russia that is presumed to have killed the head of the wagner mercenary group, yevgeny prigozhin. he's been named by russia's aviation agency as a passenger on the private jet, but the kremlin has not confirmed his death. mr prigozhin led a failed mutiny against russia's military leaders it is two months since he led a rebellion against vladimir putin's leadership. hospital consultants in england have begun their latest strike over pay. the walk—out will last for 48 hours.

thousands of planned treatments and appointments will be cancelled, but there will be cover for emergencies. citizens advice has expressed concern about the rising number of people seeking its help afterfalling behind with energy bills. more than 16,000 people with energy debts contacted the charity in the first half of this year — a rise of i7%. good morning. it is chris warburton keeping you company this morning. we are talking about gcses. the result out in the next half hour. england, in particular, that is going to be our concentration because results are expected to be down compared to the last couple of years. the regulator is trying to drive down the grade inflation that we have seen as a result of no exams being sacked during covid, relying on teacher assessment. we appreciate it

is going to be a troubling moment for some pupils, not getting the grades they are expecting. so what will it mean for if you're wanted to do a—levels, apprenticeships, traineeships? plenty of options these days, what is the way forward going to be for you? gcse results — what next? call me on 08085 909693. if you're after some expert advice. text 85058. perhaps you just want to have your say about the whole issue around managing grade inflation and whether you think it is fair on this particular group of students. they were your eights when covid began, so they have still had to go through lockdowns etc. so had to put up with a lot of difficult and trying times. yet here we are, they are the ones who are going to see the results coming down this time around. we are joined by richard brennan. he is an assistant principal, et level

expert. good morning. assistant principal, et level exert. good morninu. ., expert. good morning. good morning. terrific to have _ expert. good morning. good morning. terrific to have you _ expert. good morning. good morning. terrific to have you with _ expert. good morning. good morning. terrific to have you with us. _ expert. good morning. good morning. terrific to have you with us. we - terrific to have you with us. we have got a terrific team with us. baz ramaiah, a former teacher... welcome to the programme. it is great have you both with us. more crack experts are going to be joining us, as well, before too long. we can speak to some of a getting in touch already. morning. good morning. h0??? getting in touch already. morning. good morning-— getting in touch already. morning. good morninu. ., .,, , ,, good morning. how has it been, your dau~hter good morning. how has it been, your daughter waiting _ good morning. how has it been, your daughter waiting for _ good morning. how has it been, your daughter waiting for her _ good morning. how has it been, your daughter waiting for her results, - daughter waiting for her results, how she got her results yet? yes. how she got her results yet? yes, she has got _ how she got her results yet? yes, she has got her— how she got her results yet? yes, she has got her results _ how she got her results yet? yes, she has got her results now. - how she got her results yet? yes, she has got her results now. how| how she got her results yet? yes, . she has got her results now. how has it one? it she has got her results now. how has it gone? it has _ she has got her results now. how has it gone? it has gone _ she has got her results now. how has it gone? it has gone very _ she has got her results now. how has it gone? it has gone very well. - she has got her results now. how has it gone? it has gone very well. tell i it gone? it has gone very well. tell us what she _ it gone? it has gone very well. tell us what she got. _ it gone? it has gone very well. tell us what she got. she _ it gone? it has gone very well. tell us what she got. she got _ it gone? it has gone very well. tell us what she got. she got an - it gone? it has gone very well. tell us what she got. she got an eight. us what she got. she got an eight and combined _ us what she got. she got an eight and combined sciences, - us what she got. she got an eight and combined sciences, eight - us what she got. she got an eight

and combined sciences, eight in l and combined sciences, eight in maths, — and combined sciences, eight in maths, eight— and combined sciences, eight in maths, eight in_ and combined sciences, eight in maths, eight in english - and combined sciences, eight in i maths, eight in english language. her english— maths, eight in english language. her english she _ maths, eight in english language. her english she was _ maths, eight in english language. her english she was a _ maths, eight in english language. her english she was a bit - her english she was a bit disappointed _ her english she was a bit disappointed with- her english she was a bit. disappointed with because her english she was a bit - disappointed with because she was predicted _ disappointed with because she was predicted a — disappointed with because she was predicted a nine. _ disappointed with because she was predicted a nine. and _ disappointed with because she was predicted a nine. and she - disappointed with because she was predicted a nine. and she got- disappointed with because she was predicted a nine. and she got an . predicted a nine. and she got an eight _ predicted a nine. and she got an eight in — predicted a nine. and she got an eight in film _ predicted a nine. and she got an eight in film studies. _ predicted a nine. and she got an eight in film studies. and - predicted a nine. and she got an eight in film studies. and a - predicted a nine. and she got an eight in film studies. and a six l predicted a nine. and she got an| eight in film studies. and a six in spanish — eight in film studies. and a six in sanish. ,, eight in film studies. and a six in sanish. ., .,, eight in film studies. and a six in sanish. ,, .,, ., ., spanish. she has done great. let me exlain spanish. she has done great. let me ex - lain to spanish. she has done great. let me explain to our— spanish. she has done great. let me explain to our listeners _ spanish. she has done great. let me explain to our listeners and - explain to our listeners and viewers, it is worth seeing this, while the traditional ecstar to g grades are still used in northern ireland and wales, it has been for a while, they have been replaced with the 9-1 while, they have been replaced with the 9—1 system. a nine is the highest. a four is roughly equivalent to ac. a7 is roughly equivalent to ac. a7 is roughly equivalent to ac. a7 is roughly equivalent to what we might have understood as a a in the past. i know we are probably going to hear about this in the official figures until more evidence of this from our listeners and viewers during the next hour about grades being

managed, some pupils, some students likely to not necessarily get what they were hoping to. when you concerned at all about all of that? i was really concerned. i knew that they put _ i was really concerned. i knew that they put in — i was really concerned. i knew that they put in so— i was really concerned. i knew that they put in so much— i was really concerned. i knew that they put in so much work, - i was really concerned. i knew that they put in so much work, they. i was really concerned. i knew that| they put in so much work, they put in so _ they put in so much work, they put in so much — they put in so much work, they put in so much work, _ they put in so much work, they put in so much work, so _ they put in so much work, they put in so much work, so much - they put in so much work, they put in so much work, so much effort. l they put in so much work, they put. in so much work, so much effort. to have _ in so much work, so much effort. to have their— in so much work, so much effort. to have their grades _ in so much work, so much effort. to have their grades intentionally - have their grades intentionally graded — have their grades intentionally graded down, _ have their grades intentionally graded down, it— have their grades intentionally graded down, it would - have their grades intentionally graded down, it would be - have their grades intentionally graded down, it would be hard have their grades intentionally i graded down, it would be hard on them _ graded down, it would be hard on them because _ graded down, it would be hard on them because they _ graded down, it would be hard on them because they would - graded down, it would be hard on them because they would feel... i graded down, it would be hard on. them because they would feel... my daughter— them because they would feel... my daughter was— them because they would feel... my daughter was like, _ them because they would feel... my daughter was like, do— them because they would feel... my daughter was like, do i— them because they would feel... my daughter was like, do i want- them because they would feel... my daughter was like, do i want to - daughter was like, do i want to reset— daughter was like, do i want to reset my— daughter was like, do i want to reset my english? _ daughter was like, do i want to reset my english? i— daughter was like, do i want to reset my english? i said, - daughter was like, do i want to reset my english? i said, do. daughter was like, do i want to. reset my english? i said, do you want _ reset my english? i said, do you want to— reset my english? i said, do you want to put— reset my english? i said, do you want to put yourself— reset my english? i said, do you want to put yourself through - reset my english? i said, do youl want to put yourself through that stress _ want to put yourself through that stress att— want to put yourself through that stress all over— want to put yourself through that stress all over again? _ want to put yourself through that stress all over again? she - want to put yourself through that stress all over again? she said, i want to put yourself through that. stress all over again? she said, no, i stress all over again? she said, no, iwouid _ stress all over again? she said, no, iwouid just— stress all over again? she said, no, i would just make _ stress all over again? she said, no, i would just make it— stress all over again? she said, no, i would just make it up— stress all over again? she said, no, i would just make it up in— stress all over again? she said, no, i would just make it up in my- i would just make it up in my a-ieveis _ i would just make it up in my a—levels. the _ i would just make it up in my a—levels. the predictions- i would just make it up in my a—levels. the predictions ofl i would just make it up in my- a—levels. the predictions of eight or seven — a—levels. the predictions of eight or seven and _ a—levels. the predictions of eight or seven and then _ a—levels. the predictions of eight or seven and then the _ a—levels. the predictions of eight or seven and then the grades - a—levels. the predictions of eight i or seven and then the grades come through— or seven and then the grades come through and — or seven and then the grades come through and they _ or seven and then the grades come through and they are _ or seven and then the grades come through and they are not _ or seven and then the grades come through and they are not what - or seven and then the grades come i through and they are not what you're expecting. _ through and they are not what you're expecting. it— through and they are not what you're

expecting, it would _ through and they are not what you're expecting, it would really— through and they are not what you're expecting, it would really affect - expecting, it would really affect the mental— expecting, it would really affect the mental health _ expecting, it would really affect the mental health of— expecting, it would really affect - the mental health of these children. it is the mental health of these children. it is not _ the mental health of these children. it is not fair~ — the mental health of these children. it is not fair. $5— the mental health of these children. it is not fair-— it is not fair. as i was saying before, these _ it is not fair. as i was saying before, these are _ it is not fair. as i was saying before, these are students i it is not fair. as i was saying i before, these are students who it is not fair. as i was saying - before, these are students who had just one full year of secondary school under their belts before the pandemic. they faced two national lockdowns, the majority of students had to switch to remote learning, large periods of general disruption, strikes, etc. would you have understood, the exam regulator said, we cannot let grade inflation get out of control, it has got to be consistency, certainty for employers going forward? you need to have that consistency over time. i going forward? you need to have that consistency over time.— consistency over time. i appreciate them wanting _ consistency over time. i appreciate them wanting to _ consistency over time. i appreciate them wanting to have _ consistency over time. i appreciate them wanting to have consistency, j them wanting to have consistency, but i them wanting to have consistency, but i believe — them wanting to have consistency, but i believe that _ them wanting to have consistency, but i believe that in— them wanting to have consistency, but i believe that in all— them wanting to have consistency, but i believe that in all things, - but i believe that in all things, children— but i believe that in all things, children should _ but i believe that in all things, children should be _ but i believe that in all things, children should be rewarded . but i believe that in all things, i children should be rewarded for their— children should be rewarded for their hard — children should be rewarded for their hard work. _ children should be rewarded for their hard work. there - children should be rewarded for their hard work. there were - children should be rewarded for. their hard work. there were days when _ their hard work. there were days when i _ their hard work. there were days when i had — their hard work. there were days when i had to— their hard work. there were days when i had to wake _ their hard work. there were days when i had to wake up— their hard work. there were days when i had to wake up at- their hard work. there were days when i had to wake up at tell- their hard work. there were days l when i had to wake up at tell them shut down— when i had to wake up at tell them shut down your _ when i had to wake up at tell them shut down your laptops _ when i had to wake up at tell them shut down your laptops and - when i had to wake up at tell them shut down your laptops and go -

when i had to wake up at tell them shut down your laptops and go to i shut down your laptops and go to bed. _ shut down your laptops and go to bed. stop — shut down your laptops and go to bed, stop studying. _ shut down your laptops and go to bed, stop studying. you - shut down your laptops and go to bed, stop studying. you have - bed, stop studying. you have students _ bed, stop studying. you have students that _ bed, stop studying. you have students that put _ bed, stop studying. you have students that put in - bed, stop studying. you have students that put in all- bed, stop studying. you have students that put in all the i bed, stop studying. you have i students that put in all the work over— students that put in all the work over a _ students that put in all the work over a long _ students that put in all the work over a long period _ students that put in all the work over a long period of— students that put in all the work over a long period of time, - students that put in all the work over a long period of time, andl over a long period of time, and because — over a long period of time, and because of— over a long period of time, and because of circumstances - over a long period of time, and . because of circumstances beyond their control. _ because of circumstances beyond their control, they— because of circumstances beyond their control, they are _ because of circumstances beyond their control, they are not - because of circumstances beyond their control, they are not beingl their control, they are not being fully rewarded _ their control, they are not being fully rewarded for— their control, they are not being fully rewarded for that. - their control, they are not being fully rewarded for that. there i their control, they are not being. fully rewarded for that. there has to he _ fully rewarded for that. there has to he a _ fully rewarded for that. there has to be a balance. _ fully rewarded for that. there has to be a balance. if— fully rewarded for that. there has to be a balance.— to be a balance. if you they are still having _ to be a balance. if you they are still having worked _ to be a balance. if you they are still having worked at - to be a balance. if you they are still having worked at midnight| to be a balance. if you they are - still having worked at midnight and you have to shut the laptop, it seems like you are doing a sterling job! do you want to share your daughter's name so we can see well done? well done and congratulations to you, to her and the rest of the family. thank you for speaking to us, getting us started, getting things kicked off. richard, you're here to offer advice, to offer the next steps forward for people who find themselves perhaps not in the situation they were hoping for this morning. but also, you have got skin in the game as well, your son was getting his gcse results. what is it

like for a parent? my oldest is in secondary school, but i am yet to get to that point. how has it been in your house? it is get to that point. how has it been in your house?— get to that point. how has it been in your house? it is a nerve-racking experience- — in your house? it is a nerve-racking experience- i— in your house? it is a nerve-racking experience- i am — in your house? it is a nerve-racking experience. i am pleased _ in your house? it is a nerve-racking experience. i am pleased to - in your house? it is a nerve-racking experience. i am pleased to see - in your house? it is a nerve-rackingj experience. i am pleased to see my son has done really well. just a point that was made there, staff in schools this year have had a really difficult time to do the predictions because they have been predicting based on the last couple of years, the boundaries that have been re—manipulated back to 2019 means that they are not predicting at the same levels, so it has been very hard. 0bviously, same levels, so it has been very hard. obviously, you hear a prediction from your school and you think that is definitely kneeled on as long as they work hard, but actually it has been tough for schools to make those productions and tougher everyone in education. just on that point of fairness, to mark one's point of view will be that people who received an a star or a nine great four years ago want

that same worth of that great. the reason they have done that as they have tried to move us back so that employers, as you say, the general public can look at a grade nine and it means the same thing as it did four years ago. it means the same thing as it did four years age-— it means the same thing as it did four years ago. which i get, and it all sounds — four years ago. which i get, and it all sounds absolutely _ four years ago. which i get, and it all sounds absolutely fine - four years ago. which i get, and it all sounds absolutely fine in - all sounds absolutely fine in theory, doesn't it, but if you are one of those pupils, one of those students who has gone through it and suddenly you're being marked down to pre—pandemic levels, try explaining that to them, richard. it is pre-pandemic levels, try explaining that to them, richard.— that to them, richard. it is a really tough _ that to them, richard. it is a really tough notion - that to them, richard. it is a really tough notion in - that to them, richard. it is a really tough notion in its - that to them, richard. it is a - really tough notion in its entirety to make thisjudgment really tough notion in its entirety to make this judgment about someone at 16 years old. it is quite young. in some countries, they wait until 18 before the do these high—stakes measurement and testing. it is tough for 16—year—olds. so much can happen to a 16—year—old in terms of their development around that age. that is why it is important, if you do not get the grades you expect, it is

important to look at all the other options. there are colleges like mine up and down the country who offer reta kes, mine up and down the country who offer retakes, along with alternative qualifications. there's loads of options, you don't have to do a—levels, you can do all sorts of other things, do a—levels, you can do all sorts of otherthings, be do a—levels, you can do all sorts of other things, be text, apprenticeships. there is a place for you. apprenticeships. there is a place foryou. if apprenticeships. there is a place for you. if you have not done well, this is not the end of the road. and this is not the end of the road. and it is worth reminding some of her listeners and viewers, baz ramaiah, former teacher, listeners and viewers, baz ramaiah, formerteacher, now listeners and viewers, baz ramaiah, former teacher, now head of policy former teacher, now head of policy for the centre of education, you can leave school at 16, but you must then do one of the following until you're 18, then do one of the following until you're18, you need to stay in full—time education, for example at a college, like richard was talking about, an apprenticeship or traineeship. plenty of options, but i guess this money we will have some people thinking, hang on a minute, i might not necessarily be able to do what i was hoping to do. absolutely.

it is treat what i was hoping to do. absolutely. it is great to — what i was hoping to do. absolutely. it is great to hear _ what i was hoping to do. absolutely. it is great to hear about _ what i was hoping to do. absolutely. it is great to hear about the - it is great to hear about the results _ it is great to hear about the results that toljan's daughter got. but there — results that toljan's daughter got. but there will be disappointments today~ _ but there will be disappointments today. by all forecast, there will be today. by all forecast, there will he a _ today. by all forecast, there will he a lot — today. by all forecast, there will be a lot fewer top grades awarded this year. — be a lot fewer top grades awarded this year, so there will be disappointments. the key thing to come _ disappointments. the key thing to come akin — disappointments. the key thing to come akin to those young people who might— come akin to those young people who might miss _ come akin to those young people who might miss out on these grades is that there — might miss out on these grades is that there are lots of options open to them _ that there are lots of options open to them if— that there are lots of options open to them. if they need to reset english — to them. if they need to reset english or— to them. if they need to reset english or maths, it is not that they— english or maths, it is not that they have _ english or maths, it is not that they have failed english or maths, they have failed english or maths, they have — they have failed english or maths, they have not got a passing grade yet. they have not got a passing grade yet there — they have not got a passing grade yet. there are loads of options for them _ yet. there are loads of options for them to— yet. there are loads of options for them to get that passing grade, whether— them to get that passing grade, whether that is a further education college. _ whether that is a further education college. a — whether that is a further education college, a sixth form college, or indeed _ college, a sixth form college, or indeed if— college, a sixth form college, or indeed if they're doing an apprenticeship that will be part of their programme under apprenticeship to reset _ their programme under apprenticeship to reset that. and indeed if they want _ to reset that. and indeed if they want to— to reset that. and indeed if they want to pursue other pathways, there are lots _ want to pursue other pathways, there are lots of— want to pursue other pathways, there are lots of options open to them. it is important — are lots of options open to them. it is important they speak to as many people _ is important they speak to as many people who are in the know as they can, whether that is culling into the show. — can, whether that is culling into the show, speaking to teachers, speaking — the show, speaking to teachers, speaking to careers guidance,

visiting — speaking to careers guidance, visiting colleges. colleges will be open _ visiting colleges. colleges will be open today, expecting to have those conversations. there are lots of options — conversations. there are lots of options |— conversations. there are lots of o tions. . conversations. there are lots of otions. ., ., ., ., conversations. there are lots of otions. ., ., ., , options. i want to ask you a bit later on in _ options. i want to ask you a bit later on in the _ options. i want to ask you a bit later on in the hour, _ options. i want to ask you a bit later on in the hour, i - options. i want to ask you a bit later on in the hour, i want - options. i want to ask you a bit later on in the hour, i want to l options. i want to ask you a bit i later on in the hour, i want to get to some of the questions from our listeners, first resets in maths and english as a issue. any student who receives a grade lower than a four, they have to then retake the exam, they have to then retake the exam, they have to until they are 18 and remain in full—time education. it is a policy underfire remain in full—time education. it is a policy under fire at the moment. we will reflect some of that. let's get to some of your questions. hello, morning.— get to some of your questions. hello, morninu. . ~' ,, . hello, morning. thank you so much. tell us about — hello, morning. thank you so much. tell us about your _ hello, morning. thank you so much. tell us about your son. _ hello, morning. thank you so much. tell us about your son. speak - hello, morning. thank you so much. tell us about your son. speak to - tell us about your son. speak to richard, speak to baz, put your questions and thoughts to those guys. i questions and thoughts to those i u s, ., , questions and thoughts to those .u s, ., , , ., questions and thoughts to those .u s, , ., guys. i was 'ust wondering about the resettinu. guys. i was just wondering about the resetting- my _ guys. i was just wondering about the resetting- my son — guys. i was just wondering about the resetting. my son did _ guys. i was just wondering about the resetting. my son did not _ guys. i was just wondering about the resetting. my son did not get - guys. i was just wondering about the resetting. my son did not get what i resetting. my son did not get what he wanted — resetting. my son did not get what he wanted for _ resetting. my son did not get what he wanted for what _ resetting. my son did not get what

he wanted for what he _ resetting. my son did not get what he wanted for what he wants - resetting. my son did not get what he wanted for what he wants to i resetting. my son did not get what he wanted for what he wants to do resetting. my son did not get what i he wanted for what he wants to do in university _ he wanted for what he wants to do in university i— he wanted for what he wants to do in university. i want _ he wanted for what he wants to do in university. i want to _ he wanted for what he wants to do in university. i want to know, _ he wanted for what he wants to do in university. i want to know, is- he wanted for what he wants to do in university. i want to know, is it - university. i want to know, is it possible. — university. i want to know, is it possible, because _ university. i want to know, is it possible, because i'm - university. i want to know, is it possible, because i'm thinkingl university. i want to know, is it. possible, because i'm thinking it university. i want to know, is it - possible, because i'm thinking it is 'ust possible, because i'm thinking it is just maths— possible, because i'm thinking it is just maths and _ possible, because i'm thinking it is just maths and english _ possible, because i'm thinking it is just maths and english that - possible, because i'm thinking it is just maths and english that you - possible, because i'm thinking it is l just maths and english that you have to reset. _ just maths and english that you have to reset. or— just maths and english that you have to reset. or can _ just maths and english that you have to reset, or can you _ just maths and english that you have to reset, or can you still— just maths and english that you have to reset, or can you still reset - to reset, or can you still reset other— to reset, or can you still reset other subjects— to reset, or can you still reset other subjects that _ to reset, or can you still reset other subjects that you - to reset, or can you still reset other subjects that you did . to reset, or can you still resetl other subjects that you did not to reset, or can you still reset - other subjects that you did not get? my second _ other subjects that you did not get? my second question _ other subjects that you did not get? my second question is, _ other subjects that you did not get? my second question is, when - other subjects that you did not get? my second question is, when you i my second question is, when you talked _ my second question is, when you talked about _ my second question is, when you talked about the _ my second question is, when you talked about the pandemic - my second question is, when you i talked about the pandemic affecting the children's— talked about the pandemic affecting the children's result _ talked about the pandemic affecting the children's result this _ talked about the pandemic affecting the children's result this year, - talked about the pandemic affecting the children's result this year, as i the children's result this year, as in shutting — the children's result this year, as in shutting down _ the children's result this year, as in shutting down their— the children's result this year, as in shutting down their result, - the children's result this year, as in shutting down their result, i l the children's result this year, as| in shutting down their result, i do not understand _ in shutting down their result, i do not understand what _ in shutting down their result, i do not understand what you - in shutting down their result, i do not understand what you mean i in shutting down their result, i doj not understand what you mean by that? _ not understand what you mean by that? are — not understand what you mean by that? are you _ not understand what you mean by that? are you saying _ not understand what you mean by that? are you saying that - that? are you saying that automatically _ that? are you saying that automatically when - that? are you saying that automatically when a - that? are you saying thatl automatically when a child that? are you saying that - automatically when a child does wellm — automatically when a child does wellm how— automatically when a child does wellm how do— automatically when a child does well... how do i— automatically when a child does well... how do i put— automatically when a child does well... how do i put it? - automatically when a child doesl well... how do i put it? because automatically when a child does i well... how do i put it? because of the pandemic— well... how do i put it? because of the pandemic in_ well... how do i put it? because of the pandemic in the _ well... how do i put it? because of the pandemic in the past, - well... how do i put it? because of the pandemic in the past, some i the pandemic in the past, some children— the pandemic in the past, some children got _ the pandemic in the past, some children got higher— the pandemic in the past, some children got higher rates - the pandemic in the past, some children got higher rates that i the pandemic in the past, some . children got higher rates that they were not— children got higher rates that they were not meant— children got higher rates that they were not meant to _ children got higher rates that they were not meant to get, _ children got higher rates that they were not meant to get, so - children got higher rates that they were not meant to get, so the - were not meant to get, so the children— were not meant to get, so the children this _ were not meant to get, so the children this year— were not meant to get, so the l children this year automatically they are — children this year automatically they are just _ children this year automatically they are just going _ children this year automatically they are just going to _ children this year automatically they are just going to put - children this year automatically they are just going to put downj they are just going to put down their— they are just going to put down their great. _ they are just going to put down theirgreat. is— they are just going to put down their great, is that _ they are just going to put down their great, is that what - they are just going to put down their great, is that what you i they are just going to put downi their great, is that what you are saying? — their great, is that what you are sa in: ? . ., ., their great, is that what you are sa inc? . ., ., ., their great, is that what you are sa in? . ., ., ., saying? richard, do you want to take us to the practicalities _ saying? richard, do you want to take us to the practicalities of _ saying? richard, do you want to take us to the practicalities of that. - us to the practicalities of that. then baz, you can talk about the resets. it can be a slightly complicated point, if you can explain it as simply as you can in terms of the great inflation. if you

ima . ine terms of the great inflation. if you imagine only _ terms of the great inflation. if you imagine only 100 people - terms of the great inflation. if you imagine only 100 people take - terms of the great inflation. if you imagine only 100 people take a i terms of the great inflation. if gm. imagine only 100 people take a gcse in a country, the grade boundaries would say that the bottom 30, that would say that the bottom 30, that would be that boundary between a four and a3, the bottom 30 ranked candidates would get a three, two or one. the top 70 would get a four and higher. what happened during the pandemic years as the move that boundary up so that more of the students could get a great four because they were unduly affected by the pandemic. what they have done this year is made that backdown. so you are less likely to be in that group who got the higher grades. you could say that is unfair because it is almost like an artificial process. the awarding body, the aqa, whoever it has come look at the strength of the cohort of students taking that exam, based on previous data like key stage two data, then they will look at how hard the paper

was compared with other years, then they will make a judgment about where that pass mark should be. they have kept in mind trying to keep that level back to 2019. if it was 30% getting below a great four in 2019, it is likely to be around the same name. 2019, it is likely to be around the same name-— same name. when it was teacher assessment. _ same name. when it was teacher assessment, teachers _ same name. when it was teacher assessment, teachers were - same name. when it was teacher . assessment, teachers were probably more likely to look at their pupils and say they would have done rather well, wouldn't they? they are looking upon the students in their care as favourably as anybody else probably. just care as favourably as anybody else robabl . g . care as favourably as anybody else robabl ., , .,. care as favourably as anybody else robabl ., , .. ., ., ,, care as favourably as anybody else robabl ., , ., ., ,, ., probably. just the act of taking an exam causes _ probably. just the act of taking an exam causes a — probably. just the act of taking an exam causes a bit _ probably. just the act of taking an exam causes a bit of— probably. just the act of taking an exam causes a bit of great - exam causes a bit of great deflation. if you have a bad day, get stuck on the train, you do not eat, you turn up to the exam light, that will push the exam grades down for a small proportion. the teachers did not take that into account, they were expecting a perfect exam for that student. naturally i think that pushed up the grades by about 7%. to

make one have worked hard to push that backdown. in make one have worked hard to push that backdown.— make one have worked hard to push that backdown. in terms of getting a bit of context _ that backdown. in terms of getting a bit of context and _ that backdown. in terms of getting a bit of context and resets, _ that backdown. in terms of getting a bit of context and resets, what - that backdown. in terms of getting a bit of context and resets, what is - bit of context and resets, what is yourson bit of context and resets, what is your son hoping to do? in-school, fairness to — your son hoping to do? in-school, fairness to the _ your son hoping to do? in-school, fairness to the children, _ your son hoping to do? in-school, fairness to the children, i - your son hoping to do? in-school, fairness to the children, i do - your son hoping to do? in-school, fairness to the children, i do not l fairness to the children, i do not think— fairness to the children, i do not think that — fairness to the children, i do not think that what _ fairness to the children, i do not think that what richard - fairness to the children, i do not think that what richard just - fairness to the children, i do not| think that what richard just said, it is not— think that what richard just said, it is not fair— think that what richard just said, it is not fair on— think that what richard just said, it is not fair on the _ think that what richard just said, it is not fair on the children. - think that what richard just said, it is not fair on the children. my. it is not fair on the children. my son had — it is not fair on the children. my son had a — it is not fair on the children. my son had a predicted _ it is not fair on the children. my son had a predicted grade - it is not fair on the children. my son had a predicted grade of. it is not fair on the children. my. son had a predicted grade of eight for and _ son had a predicted grade of eight for and chemistry. _ son had a predicted grade of eight for and chemistry. he _ son had a predicted grade of eight for and chemistry. he worked - son had a predicted grade of eight for and chemistry. he worked so. son had a predicted grade of eight. for and chemistry. he worked so hard and had _ for and chemistry. he worked so hard and had sleepless— for and chemistry. he worked so hard and had sleepless nights, _ for and chemistry. he worked so hard and had sleepless nights, but - and had sleepless nights, but unfortunately _ and had sleepless nights, but unfortunately this— and had sleepless nights, but unfortunately this morning i and had sleepless nights, butj unfortunately this morning he and had sleepless nights, but - unfortunately this morning he did not get _ unfortunately this morning he did not get what _ unfortunately this morning he did not get what he _ unfortunately this morning he did not get what he wanted. - unfortunately this morning he did not get what he wanted. he - unfortunately this morning he did not get what he wanted. he got i unfortunately this morning he didj not get what he wanted. he got a unfortunately this morning he did . not get what he wanted. he got a b and a _ not get what he wanted. he got a b and a c _ not get what he wanted. he got a b and a c it— not get what he wanted. he got a b and a c it is— not get what he wanted. he got a b and a c. it is not— not get what he wanted. he got a b and a c. it is not fair— not get what he wanted. he got a b and a c. it is not fair on— not get what he wanted. he got a b and a c. it is not fair on the - and a c. it is not fair on the children— and a c. it is not fair on the children because _ and a c. it is not fair on the children because he - and a c. it is not fair on the children because he was i and a c. it is not fair on the - children because he was predicted as for a while _ children because he was predicted as for a while. getting _ children because he was predicted as for a while. getting his— children because he was predicted as for a while. getting his result - children because he was predicted as for a while. getting his result this. for a while. getting his result this morning. — for a while. getting his result this morning. he _ for a while. getting his result this morning. he did _ for a while. getting his result this morning, he did not _ for a while. getting his result this morning, he did not get - for a while. getting his result this morning, he did not get it. - for a while. getting his result this morning, he did not get it. in- for a while. getting his result this morning, he did not get it. in terms of resets, morning, he did not get it. in terms of resets. baz. _ morning, he did not get it. in terms of resets, baz, what _ morning, he did not get it. in terms of resets, baz, what are _ morning, he did not get it. in terms of resets, baz, what are we - morning, he did not get it. in terms of resets, baz, what are we looking| of resets, baz, what are we looking at? might some institutions require

students to reset one or more of their exams? how does it work? 0r their exams? how does it work? or will some sixth form colleges, for example, lower their expectations or what they are expecting from some of the students, what they were anticipating coming through their doors? ~ , ,., , anticipating coming through their doors? ~ , ., anticipating coming through their doors? absolutely. to pick up on the concerns, sixth _ doors? absolutely. to pick up on the concerns, sixth form _ doors? absolutely. to pick up on the concerns, sixth form colleges, - doors? absolutely. to pick up on the concerns, sixth form colleges, six i concerns, sixth form colleges, six firms— concerns, sixth form colleges, six firms within — concerns, sixth form colleges, six firms within schools, further education colleges all of them will be open _ education colleges all of them will be open to having those conversations, particularly on a day like today — conversations, particularly on a day like today. it is really important that you — like today. it is really important that you have that conversation with them _ that you have that conversation with them it _ that you have that conversation with them it is— that you have that conversation with them. it is important you're there with your— them. it is important you're there with your son to act as an advocate, to explain— with your son to act as an advocate, to explain how hard they have worked. — to explain how hard they have worked, to be able to make that case _ worked, to be able to make that case i_ worked, to be able to make that case. i cannot think of any college that i_ case. i cannot think of any college that i have — case. i cannot think of any college that i have worked with who would not be _ that i have worked with who would not be open to having that conversation and finding a way of accommodating your son where they can. accommodating your son where they cah in_ accommodating your son where they can. in terms of resetting subjects outside _ can. in terms of resetting subjects outside of— can. in terms of resetting subjects outside of english and maths, which are mandatory to reset if you get below _ are mandatory to reset if you get below a — are mandatory to reset if you get below a great four, resetting can be accommodated, but frequently a lot of learning centres are probably very likely going to have to pay to

reset _ very likely going to have to pay to reset it _ very likely going to have to pay to reset. it will probably put a lot of burden— reset. it will probably put a lot of burden on— reset. it will probably put a lot of burden on your son to have to study for those _ burden on your son to have to study for those gcses alongside studying for those gcses alongside studying for their— for those gcses alongside studying for their next set of qualifications, their a—levels. for their next set of qualifications, theira—levels. it is something you want to think very carefully— is something you want to think very carefully about, provided your son is able _ carefully about, provided your son is able to— carefully about, provided your son is able to get into the college they want to— is able to get into the college they want to go to, then i think it is want— want to go to, then i think it is want to— want to go to, then i think it is want to think very carefully about, whether— want to think very carefully about, whether you want to increase that burdeh _ whether you want to increase that burdeh i— whether you want to increase that burden. i do acknowledge there is a lot of— burden. i do acknowledge there is a lot of injustice and unfairness in our examination system that you're experiencing this morning. how soon can ou do experiencing this morning. how soon can you do a — experiencing this morning. how soon can you do a reset? _ experiencing this morning. how soon can you do a reset? i _ experiencing this morning. how soon can you do a reset? i think— experiencing this morning. how soon can you do a reset? i think you - can you do a reset? i think you would be _ can you do a reset? i think you would be likely _ can you do a reset? i think you would be likely to _ can you do a reset? i think you would be likely to be _ can you do a reset? i think you would be likely to be resetting| can you do a reset? i think you - would be likely to be resetting with the next _ would be likely to be resetting with the next examination cohort, so probably— the next examination cohort, so probably it — the next examination cohort, so probably it would be next year when they set _ probably it would be next year when they set exams next year. that would be when _ they set exams next year. that would be when you — they set exams next year. that would be when you are tabled at your centre — be when you are tabled at your centre it — be when you are tabled at your centre. it would be some time before you would _ centre. it would be some time before you would be able to have that great — you would be able to have that great if— you would be able to have that treat. , ., . you would be able to have that treat. ,, . , you would be able to have that treat. ,~. ., , ., . ., great. if you are being forced to reset english — great. if you are being forced to reset english or _ great. if you are being forced to reset english or maths, - great. if you are being forced to reset english or maths, for - great. if you are being forced to - reset english or maths, for example, you are having to retake it if you got a grade lower than a four, then you have got to wait all of that time. in the meantime, you cannot go

on to do an apprenticeship or a traineeship, whatever it was you were hoping to do, you'rejust in a stasis kind of state, are you? hat stasis kind of state, are you? not uuite. stasis kind of state, are you? not quite- there _ stasis kind of state, are you? not quite. there are _ stasis kind of state, are you? jjrrt quite. there are retakes. a lot of centres, a lot of colleges and sixth forms will offer retakes. for students who are very close to that great four boundary. if you are one or two marks off, they might pigeon for a retake which happens in november. we would put on extra sessions with you between now and november to get you over that line. if you just missed. if you are further away from that, you would probably benefit from studying that gcse english or maths for the whole academic year again and take it with the next cohort, like you said. but it will not stop you starting your new course. for mimi and her son, it will not stop you starting your new course. for mimi and herson, my advice, just as baz says, get down to your local college, tell them

what your aspirations are. i think mimi said that her son wants to do medicine. that is my end goal, how are you going to get me there? it might take... you might typically want to do it in two years, as if you're doing a—levels, if you got a brilliant gcse results. it might take you three years, you might have to do each year doing a course to prepare you to get onto that courses stop but you will be funded. if you are 16 today, you will be funded for the next three years to get yourself that really good place in university. i would advise students to come and have a word with your college. baz is absolutely right, our college packed today, all of our staff are ready to speak to students. they will map out that route for you to get to where you want to go. it might not be your first choice qualification this year, but they will get you the

skills to get onto that qualification. i skills to get onto that qualification.- skills to get onto that qualification. skills to get onto that uualification. ., ., , ., ., ., qualification. i do not be afraid to start the conversation _ qualification. i do not be afraid to start the conversation with - qualification. i do not be afraid to start the conversation with those | start the conversation with those colleges, that is the message. thank you to mimi, best of luck to your son. a couple of your text this morning. we is the talk of marking down gcses is not helpful for these children. you have to remember they are only being marked in relation to their peers in their own your group, they should not be compared to other children in other years, they had a different experience. all children picking up results they will be graded equally, good luck to everyone. mark says it is ridiculous to return gcses levels 220 and 18 standards. my daughter spent the first six months trying to catch up on gaps in her knowledge due to covid. they did not cover the syllabus on several subjects and there was a lot of teacher absence covered by supply teachers, basically for crowd control. thank you for the texts. 85058 if you want to get in touch. if you want to have yoursay to get in touch. if you want to have your say you want to speak to richard brennan, assistant

principal, and baz ramaiah, former teacher, now head of policy, they will be with us until ten o'clock. glenn is a head teacher at newham couegein glenn is a head teacher at newham college in autumn. good morning. good morning. college in autumn. good morning. good morning-— college in autumn. good morning. good morning. how did your pupils do? i am incredibly _ good morning. how did your pupils do? i am incredibly proud - good morning. how did your pupils do? i am incredibly proud of- good morning. how did your pupils do? i am incredibly proud of all- good morning. how did your pupils do? i am incredibly proud of all ofl do? i am incredibly proud of all of my pupils. _ do? i am incredibly proud of all of my pupils. as _ do? i am incredibly proud of all of my pupils. as i — do? i am incredibly proud of all of my pupils. as i am _ do? i am incredibly proud of all of my pupils, as i am of— do? i am incredibly proud of all of my pupils, as i am of every - do? i am incredibly proud of all of my pupils, as i am of every young person— my pupils, as i am of every young person that — my pupils, as i am of every young person that sat _ my pupils, as i am of every young person that sat the _ my pupils, as i am of every young person that sat the exams - my pupils, as i am of every young person that sat the exams in - my pupils, as i am of every young | person that sat the exams in these conditions — person that sat the exams in these conditions i— person that sat the exams in these conditions. i think— person that sat the exams in these conditions. i think they— person that sat the exams in these conditions. i think they have - person that sat the exams in these| conditions. i think they have shown great _ conditions. i think they have shown great maturity— conditions. i think they have shown great maturity and _ conditions. i think they have shown great maturity and resilience. - conditions. i think they have shown great maturity and resilience. as. great maturity and resilience. as the previous— great maturity and resilience. as the previous commentators - great maturity and resilience. asj the previous commentators were saying. _ the previous commentators were saying. we — the previous commentators were saying. we have _ the previous commentators were saying. we have got _ the previous commentators were saying, we have got to— the previous commentators were saying, we have got to support l the previous commentators were - saying, we have got to support them on their— saying, we have got to support them on their next — saying, we have got to support them on their nextjourney_ saying, we have got to support them on their next journey and _ saying, we have got to support them on their next journey and their - on their next journey and their ambitions _ on their next journey and their ambitions in _ on their next journey and their ambitions in life. _ on their next journey and their ambitions in life.— on their next journey and their ambitions in life. what are parents sa inc? ambitions in life. what are parents saying? are _ ambitions in life. what are parents saying? are they _ ambitions in life. what are parents saying? are they having _ saying? are they having conversations with you? are the great stone in terms of what you were expecting? the great stone in terms of what you were expecting?— great stone in terms of what you were exectin: ? . , ., ., were expecting? the grades are lower than last year. — were expecting? the grades are lower than last year, and _ were expecting? the grades are lower than last year, and we _ were expecting? the grades are lower than last year, and we were _ than last year, and we were expecting _ than last year, and we were expecting that. _ than last year, and we were expecting that. parents - than last year, and we were expecting that. parents are | than last year, and we were i expecting that. parents are a than last year, and we were - expecting that. parents are a little bit frustrated, _ expecting that. parents are a little bit frustrated, particularly- expecting that. parents are a little bit frustrated, particularly in - bit frustrated, particularly in areas — bit frustrated, particularly in areas such— bit frustrated, particularly in areas such as _ bit frustrated, particularly in areas such as my— bit frustrated, particularly in areas such as my own - bit frustrated, particularly inj areas such as my own where bit frustrated, particularly in - areas such as my own where we know that there _ areas such as my own where we know that there were — areas such as my own where we know that there were such _ areas such as my own where we know that there were such regional- that there were such regional disparity— that there were such regional disparity between _ that there were such regional disparity between the - that there were such regional disparity between the impact| that there were such regional. disparity between the impact of covid. — disparity between the impact of covid. the — disparity between the impact of covid, the omit _ disparity between the impact of covid, the omit of— disparity between the impact of covid, the omit of time - disparity between the impact of covid, the omit of time in - disparity between the impact of - covid, the omit of time in lockdown, the amount— covid, the omit of time in lockdown, the amount of— covid, the omit of time in lockdown, the amount of time _ covid, the omit of time in lockdown, the amount of time of— covid, the omit of time in lockdown, the amount of time of the _ covid, the omit of time in lockdown, the amount of time of the response i the amount of time of the response from government— the amount of time of the response from government to _ the amount of time of the response from government to assist - the amount of time of the response from government to assist school l from government to assist school

such as _ from government to assist school such as mine _ from government to assist school such as mine where _ from government to assist school such as mine where 43% - from government to assist school - such as mine where 43% disadvantage pupils— such as mine where 43% disadvantage pupils in_ such as mine where 43% disadvantage pupils in my— such as mine where 43% disadvantage pupils in myarea _ such as mine where 43% disadvantage pupils in my area. equally, _ such as mine where 43% disadvantage pupils in my area. equally, we - such as mine where 43% disadvantage pupils in my area. equally, we have i pupils in my area. equally, we have -ot pupils in my area. equally, we have got to— pupils in my area. equally, we have got to make — pupils in my area. equally, we have got to make sure _ pupils in my area. equally, we have got to make sure we _ pupils in my area. equally, we have got to make sure we see _ pupils in my area. equally, we have got to make sure we see beyond i pupils in my area. equally, we have i got to make sure we see beyond that and give _ got to make sure we see beyond that and give our— got to make sure we see beyond that and give ouryoung— got to make sure we see beyond that and give our young people _ got to make sure we see beyond that and give our young people the - and give our young people the foresight— and give our young people the foresight and _ and give our young people the foresight and the _ and give our young people the foresight and the equipment i and give our young people thei foresight and the equipment to and give our young people the - foresight and the equipment to be able to— foresight and the equipment to be able to take — foresight and the equipment to be able to take that _ foresight and the equipment to be able to take that next _ foresight and the equipment to be able to take that next step. - foresight and the equipment to be able to take that next step. we i foresight and the equipment to be i able to take that next step. we have to recognise — able to take that next step. we have to recognise their— able to take that next step. we have to recognise their talent. _ able to take that next step. we have to recognise their talent. good - to recognise their talent. good oint to recognise their talent. good point around — to recognise their talent. point around disadvantaged to recognise their talent.“ point around disadvantaged students. last year's point around disadvantaged students. last yea r�*s results point around disadvantaged students. last year's results in england saw the widest gap and results for a decade between disadvantage pupils at their better off peers, a trend that they are expecting to continue this year. we will see. we are going to get the hard data in around about five minutes or so. that is the advice, isn't it? your pupils who have not done so well, what are you saying to them?— saying to them? firstly, we are blessed in _ saying to them? firstly, we are blessed in our _ saying to them? firstly, we are blessed in our locality, - saying to them? firstly, we are blessed in our locality, we - saying to them? firstly, we are j blessed in our locality, we have some _ blessed in our locality, we have some fantastic— blessed in our locality, we have some fantastic colleges - blessed in our locality, we have some fantastic colleges where i blessed in our locality, we have - some fantastic colleges where those staff there _ some fantastic colleges where those staff there will _ some fantastic colleges where those staff there will speak _ some fantastic colleges where those staff there will speak to _ some fantastic colleges where those staff there will speak to them, - some fantastic colleges where those staff there will speak to them, see i staff there will speak to them, see the person _

staff there will speak to them, see the person... listen— staff there will speak to them, see the person... listen to _ staff there will speak to them, see the person... listen to the - staff there will speak to them, see the person... listen to the context and make — the person... listen to the context and make concessions. _ the person... listen to the context and make concessions. they- the person... listen to the context and make concessions. they havel the person... listen to the context i and make concessions. they have got courses. _ and make concessions. they have got courses. they— and make concessions. they have got courses, they have _ and make concessions. they have got courses, they have got _ and make concessions. they have got courses, they have got vacancies - and make concessions. they have got courses, they have got vacancies and | courses, they have got vacancies and they need _ courses, they have got vacancies and they need to — courses, they have got vacancies and they need to fill _ courses, they have got vacancies and they need to fill them. _ courses, they have got vacancies and they need to fill them. we _ courses, they have got vacancies and they need to fill them. we know - courses, they have got vacancies and they need to fill them. we know that| they need to fill them. we know that results _ they need to fill them. we know that results are _ they need to fill them. we know that results are a — they need to fill them. we know that results are a definitive _ they need to fill them. we know that results are a definitive point, - they need to fill them. we know that results are a definitive point, but - results are a definitive point, but there _ results are a definitive point, but there are — results are a definitive point, but there are only— results are a definitive point, but there are only a _ results are a definitive point, but there are only a point— results are a definitive point, but there are only a point of- results are a definitive point, but there are only a point of a - results are a definitive point, but. there are only a point of a snapshot in time. _ there are only a point of a snapshot in time. they— there are only a point of a snapshot in time. they do— there are only a point of a snapshot in time, they do not _ there are only a point of a snapshot in time, they do not tell _ there are only a point of a snapshot in time, they do not tell the - there are only a point of a snapshot in time, they do not tell the full - in time, they do not tell the full story _ in time, they do not tell the full story i— in time, they do not tell the full story. ithink— in time, they do not tell the full story. i think that _ in time, they do not tell the full story. i think that collaborationl in time, they do not tell the full. story. i think that collaboration is really— story. i think that collaboration is really important, _ story. i think that collaboration is really important, relationships i story. i think that collaboration is. really important, relationships and working _ really important, relationships and working with — really important, relationships and working with young _ really important, relationships and working with young people. - really important, relationships and working with young people. i- really important, relationships and working with young people. i do. working with young people. i do believe — working with young people. i do believe that _ working with young people. i do believe that the _ working with young people. i do believe that the vast _ working with young people. i do believe that the vast majority. working with young people. i do believe that the vast majority of young _ believe that the vast majority of young people _ believe that the vast majority of young people will _ believe that the vast majority of young people will go _ believe that the vast majority of young people will go on - believe that the vast majority of young people will go on to - believe that the vast majority of| young people will go on to make believe that the vast majority of- young people will go on to make the ri-ht young people will go on to make the right choice — young people will go on to make the right choice and _ young people will go on to make the right choice and have _ young people will go on to make the right choice and have a _ young people will go on to make the right choice and have a successful. right choice and have a successful post to _ right choice and have a successful post to what _ right choice and have a successful post 16. what this _ right choice and have a successful post 16. what this does _ right choice and have a successful post 16. what this does highlightl post 16. what this does highlight yet again— post 16. what this does highlight yet again is— post 16. what this does highlight yet again is that _ post 16. what this does highlight yet again is that certain - post 16. what this does highlight yet again is that certain areas . post 16. what this does highlight yet again is that certain areas of| yet again is that certain areas of the country. _ yet again is that certain areas of the country, the _ yet again is that certain areas of the country, the education - yet again is that certain areas of. the country, the education system has in-buitt — the country, the education system has in—built inefficiencies - the country, the education system has in—built inefficiencies and - the country, the education system has in—built inefficiencies and we i has in—built inefficiencies and we have _ has in—built inefficiencies and we have got— has in—built inefficiencies and we have got to — has in—built inefficiencies and we have got to overcome _ has in—built inefficiencies and we have got to overcome those. - has in-built inefficiencies and we have got to overcome those. thank ou. have got to overcome those. thank yon another— have got to overcome those. thank you. another question _ have got to overcome those. thank you. another question for - have got to overcome those. thank you. another question for richard | you. another question for richard and baz. this listener says, i have got a five, not a predicted six or seven and higher set maths. i am now considering not taking maths a—level as it may be too hard to get an a or b. should i do another subject to get a higher grade for university? does it matter what subject i take?

quite a lot to unpack and all of that. baz, do you want to take that one? , . . . , that. baz, do you want to take that one? , .,, , . . . , that. baz, do you want to take that one? [my ., ., .,., one? very happily. condolences to our one? very happily. condolences to your messenger — one? very happily. condolences to your messenger who _ one? very happily. condolences to your messenger who has _ one? very happily. condolences to your messenger who has not - one? very happily. condolences to your messenger who has not got i one? very happily. condolences to i your messenger who has not got the grades _ your messenger who has not got the grades that they want. i would say i'm grades that they want. i would say i'm going — grades that they want. i would say i'm going to default to seeing this as a conversation tab with the learning — as a conversation tab with the learning centre you are planning to attend, _ learning centre you are planning to attend, whether it is a sixth form cottege. — attend, whether it is a sixth form college. a — attend, whether it is a sixth form college, a sikh form within your own school, _ college, a sikh form within your own school, a _ college, a sikh form within your own school, a further education college, -et school, a further education college, get their— school, a further education college, get their advice. we are very fortunate _ get their advice. we are very fortunate to have so many amazing professionals in this country, teachers _ professionals in this country, teachers and many others working in schools _ teachers and many others working in schools who — teachers and many others working in schools who are able to advise based on their— schools who are able to advise based on their own — schools who are able to advise based on their own experience on what the best pathway is. certainly there are going _ best pathway is. certainly there are going to _ best pathway is. certainly there are going to be — best pathway is. certainly there are going to be courses at university that are — going to be courses at university that are very likely going to require _ that are very likely going to require you to have maths at a-tevet _ require you to have maths at a—level. for example, if you're planning — a—level. for example, if you're planning to— a—level. for example, if you're planning to study economics, statistics, if you're planning to study— statistics, if you're planning to study maths, tissue important and once you _ study maths, tissue important and once you have a sense of what you want _ once you have a sense of what you want to _ once you have a sense of what you want to do. — once you have a sense of what you want to do, following on from college — want to do, following on from college that you have that conversation with the centre you are

planning _ conversation with the centre you are planning to— conversation with the centre you are planning to attend, get their expert guidance _ planning to attend, get their expert guidance and go from there in terms of making _ guidance and go from there in terms of making decision that is right for you. of making decision that is right for ou. . ~' of making decision that is right for ou. . ~ , ., y of making decision that is right for ou. . ~' , ., , . of making decision that is right for ou. ., ~' i., , . ., of making decision that is right for ou. . , . ., . you. thank you very much for that. this is what — you. thank you very much for that. this is what we _ you. thank you very much for that. this is what we are _ you. thank you very much for that. this is what we are doing _ you. thank you very much for that. this is what we are doing for- you. thank you very much for that. this is what we are doing for the i this is what we are doing for the next half—hour or so on the this morning. bbc two, and bbc news channel and on bbc radio 5 live. we answering your questions, and uncertain time for many households, pupils are taken gcses and perhaps not got the grades they were expecting. pauland not got the grades they were expecting. paul and ella, not got the grades they were expecting. pauland ella, if not got the grades they were expecting. paul and ella, if you want to get in touch,... we have got some breaking news at 928. planned strikes at gatwick airport has been suspended according to the union unite. they say their members have accepted a 14% pay rise. there were due to be strikes by baggage handlers and passenger mobility workers this weekend, but now planned strikes at gatwick airport this weekend have been suspended. if you are looking to go away, return to the uk, may be that as a bit of

good news for you. more on this on the bbc news website throughout the day. we will keep you updated. paul and southend, who are you? i am day. we will keep you updated. paul and southend, who are you? i am fine thank ou. and southend, who are you? i am fine thank you what _ and southend, who are you? i am fine thank you. what do _ and southend, who are you? i am fine thank you. what do you _ and southend, who are you? i am fine thank you. what do you want - and southend, who are you? i am fine thank you. what do you want to - and southend, who are you? i am fine thank you. what do you want to see? | thank you. what do you want to see? m son is thank you. what do you want to see? my son isjust — thank you. what do you want to see? my son isjust off— thank you. what do you want to see? my son isjust off to _ thank you. what do you want to see? my son isjust off to collect _ thank you. what do you want to see? my son isjust off to collect his - my son is just off to collect his results — my son is just off to collect his results with _ my son is just off to collect his results with his _ my son is just off to collect his results with his mum - my son is just off to collect his results with his mum this - my son is just off to collect his - results with his mum this morning. he is— results with his mum this morning. he is autistic, — results with his mum this morning. he is autistic, he _ results with his mum this morning. he is autistic, he has— results with his mum this morning. he is autistic, he has an _ he is autistic, he has an educational— he is autistic, he has an educational care - he is autistic, he has an educational care healthi he is autistic, he has an - educational care health plan, but two of— educational care health plan, but two of the — educational care health plan, but two of the exams _ educational care health plan, but two of the exams he _ educational care health plan, but two of the exams he was - educational care health plan, but two of the exams he was due - educational care health plan, but two of the exams he was due toi educational care health plan, but - two of the exams he was due to take, he left _ two of the exams he was due to take, he left early _ two of the exams he was due to take, he left early and — two of the exams he was due to take, he left early and when _ two of the exams he was due to take, he left early and when he _ two of the exams he was due to take, he left early and when he did - two of the exams he was due to take, he left early and when he did not- he left early and when he did not set due _ he left early and when he did not set due to — he left early and when he did not set due to high _ he left early and when he did not set due to high levels _ he left early and when he did not set due to high levels of - he left early and when he did not set due to high levels of anxietyl set due to high levels of anxiety triggered — set due to high levels of anxiety triggered try— set due to high levels of anxiety triggered try his— set due to high levels of anxiety triggered by his autism. - set due to high levels of anxiety triggered by his autism. my- set due to high levels of anxiety - triggered by his autism. my concern is if he _ triggered by his autism. my concern is if he does — triggered by his autism. my concern is if he does not _ triggered by his autism. my concern is if he does not attain _ triggered by his autism. my concern is if he does not attain the - is if he does not attain the necessary— is if he does not attain the necessary grades - is if he does not attain the necessary grades to - is if he does not attain the necessary grades to enter| is if he does not attain the . necessary grades to enter the is if he does not attain the - necessary grades to enter the corsi has been _ necessary grades to enter the corsi has been enrolled _ necessary grades to enter the corsi has been enrolled at _ necessary grades to enter the corsi has been enrolled at college, - necessary grades to enter the corsi has been enrolled at college, what| has been enrolled at college, what are our— has been enrolled at college, what are our tevets— has been enrolled at college, what are our levels or— has been enrolled at college, what are our levels or roots _ has been enrolled at college, what are our levels or roots of— has been enrolled at college, what are our levels or roots of being - are our levels or roots of being able _ are our levels or roots of being able to — are our levels or roots of being able to reset _ are our levels or roots of being able to reset or— are our levels or roots of being able to reset or appeal- are our levels or roots of being able to reset or appeal this- are our levels or roots of being l able to reset or appeal this kind are our levels or roots of being - able to reset or appeal this kind of thing? _ able to reset or appeal this kind of thing? if_ able to reset or appeal this kind of thing? if he — able to reset or appeal this kind of thing? if he does— able to reset or appeal this kind of thing? if he does not— able to reset or appeal this kind of thing? if he does not reach- able to reset or appeal this kind of thing? if he does not reach the - thing? if he does not reach the grades — thing? if he does not reach the grades and _ thing? if he does not reach the grades and the _ thing? if he does not reach the grades and the college - thing? if he does not reach the grades and the college say, i thing? if he does not reach the| grades and the college say, for thing? if he does not reach the . grades and the college say, for it ever reason, _ grades and the college say, for it ever reason, they _ grades and the college say, for it ever reason, they will _ grades and the college say, for it ever reason, they will not - grades and the college say, for it ever reason, they will not accept| ever reason, they will not accept him, _ ever reason, they will not accept hint. where _ ever reason, they will not accept him, where does _ ever reason, they will not accept him, where does that _ ever reason, they will not accept him, where does that leave -

ever reason, they will not accept him, where does that leave us? i ever reason, they will not accept i him, where does that leave us? we are not— him, where does that leave us? we are not necessarily— him, where does that leave us? we are not necessarily blessed - him, where does that leave us? we are not necessarily blessed with - are not necessarily blessed with cotteges — are not necessarily blessed with colleges that _ are not necessarily blessed with colleges that are _ are not necessarily blessed with colleges that are nearby. - are not necessarily blessed with colleges that are nearby. the i colleges that are nearby. the concern — colleges that are nearby. the concern is _ colleges that are nearby. the concern is just _ colleges that are nearby. the concern isjust how— colleges that are nearby. the concern is just how you - colleges that are nearby. the concern isjust how you go. colleges that are nearby. the i concern isjust how you go about that whole — concern isjust how you go about that whole appeal— concern isjust how you go about that whole appeal process. - concern isjust how you go about that whole appeal process. they| concern is just how you go about - that whole appeal process. they have to stay— that whole appeal process. they have to stay in _ that whole appeal process. they have to stay in further— that whole appeal process. they have to stay in further education _ that whole appeal process. they have to stay in further education until - to stay in further education until they are — to stay in further education until they are 18. _ to stay in further education until they are 18, that _ to stay in further education until they are 18, that would - to stay in further education until they are 18, that would be - to stay in further education until they are 18, that would be my. they are 18, that would be my concern, _ they are18, that would be my concern, if— they are 18, that would be my concern, if he _ they are 18, that would be my concern, if he does _ they are 18, that would be my concern, if he does not - they are 18, that would be my concern, if he does not reach| they are 18, that would be my. concern, if he does not reach the necessary — concern, if he does not reach the necessary grades _ concern, if he does not reach the necessary grades and _ concern, if he does not reach the necessary grades and ecology- concern, if he does not reach thel necessary grades and ecology was concern, if he does not reach the - necessary grades and ecology was due to -o necessary grades and ecology was due to go to _ necessary grades and ecology was due to go to witt— necessary grades and ecology was due to go to will not — necessary grades and ecology was due to go to will not accept _ necessary grades and ecology was due to go to will not accept him. _ necessary grades and ecology was due to go to will not accept him.— to go to will not accept him. where does he go — to go to will not accept him. where does he go next? _ to go to will not accept him. where does he go next? in _ to go to will not accept him. where does he go next? in terms - to go to will not accept him. where does he go next? in terms of- does he go next? in terms of resetting _ does he go next? in terms of resetting those _ does he go next? in terms of resetting those exams. - does he go next? in terms of. resetting those exams. richard, does he go next? in terms of- resetting those exams. richard, what advice would — resetting those exams. richard, what advice would you _ resetting those exams. richard, what advice would you give? _ most colleges would have an expert team of inclusion support. that usually runs until they are 2a, and there is a mitigation, is slightly different arrangement for those students. they do not necessarily have to take the exam for gcse english if they do not make the grades. they have a bit longer to

get to that grades format, you can have a longer period of time, whatever best suits him. with e hcp, with that document, speak to the next education provider at college or sixth form, and get them to look at it and see what they can do to support your son. we have got hundreds of specialist mentors in this college and they all work on one—to—one support or intensive support or hands of support, intervening when necessary. to make sure students are not disadvantaged through having a cnd. our students last year achieved better because of that support than our mainstream students. it can work but you have to have a really good drink

relationship with your education provider and you have to work with your local authority and exactly what his needs are. we have seen a big increase in exam anxiety, these are the first students to go through gcses, and i think paul mentions his son left early, the amount of students who require separate rooms to take their gcses are required extra time or note takers, that has exploded as a piece of work for gcse centres. ~ . . ,., ,., exploded as a piece of work for gcse centres. ~ . . ., ., centres. what about the point of not havin: centres. what about the point of not having many — centres. what about the point of not having many geographic _ centres. what about the point of not having many geographic options, - centres. what about the point of not having many geographic options, if i having many geographic options, if the college does not take his son, where else can he look? i the college does not take his son, where else can he look?— where else can he look? i would imaaine where else can he look? i would imagine there _ where else can he look? i would imagine there are _ where else can he look? i would imagine there are schools - where else can he look? i would imagine there are schools or- where else can he look? i would imagine there are schools or six| imagine there are schools or six farms... i'm not very good on my

geography, that this in essex. they will be a large local college, they have grown bigger and become almost like central hubs with smaller campuses around. i'm sure there will be a local place for you or some specialist provision. the best thing is to speak to your local authority, the people who handle, they will have contacts and links with the local providers and will be able to advise you. local providers and will be able to advise you— local providers and will be able to advise ou. , , ., ., advise you. 0k, best of luck to you and our advise you. 0k, best of luck to you and your son- _ advise you. ok, best of luck to you and your son. thank— advise you. 0k, best of luck to you and your son. thank you _ advise you. 0k, best of luck to you and your son. thank you for - advise you. 0k, best of luck to you | and your son. thank you for getting in touch this morning. let's talk to leeds, you have got a 16—year—old, how did things go? it leeds, you have got a 16-year-old, how did things go?— how did things go? it was all right, not uuite how did things go? it was all right, rrot quite what _ how did things go? it was all right, not quite what i _ how did things go? it was all right, not quite what i expected - how did things go? it was all right, not quite what i expected but - not quite what i expected but nothing — not quite what i expected but nothing to be too upset about. where

the arades. nothing to be too upset about. where the grades. what _ nothing to be too upset about. where the grades. what you _ nothing to be too upset about. where the grades. what you are _ nothing to be too upset about. where the grades. what you are hoping - nothing to be too upset about. use the grades. what you are hoping for? most of the subjects were close, but i most of the subjects were close, but i ended _ most of the subjects were close, but i ended up— most of the subjects were close, but i ended up failing two of them, and i ended up failing two of them, and ionly— i ended up failing two of them, and i only got— i ended up failing two of them, and iontygota— i ended up failing two of them, and i only got a five and one of the subjects — i only got a five and one of the subjects i _ i only got a five and one of the subjects i was expecting more in. was the — subjects i was expecting more in. was the story similar for your friends? i was the story similar for your friends? . �* , ,., ,, was the story similar for your friends? . �* , , friends? i haven't spoken yet because some _ friends? i haven't spoken yet because some of _ friends? i haven't spoken yet because some of them - friends? i haven't spoken yet l because some of them haven't friends? i haven't spoken yet - because some of them haven't got them, _ because some of them haven't got them, but — because some of them haven't got them, but got what they were hoping for something but not for other subjects — for something but not for other subjects. it seems a bit for everyone. subjects. it seems a bit for everyone-— subjects. it seems a bit for eve one. ., . . , . everyone. you hear that they are deliberately _ everyone. you hear that they are deliberately trying _ everyone. you hear that they are deliberately trying to _ everyone. you hear that they are deliberately trying to lower - everyone. you hear that they are deliberately trying to lower the l deliberately trying to lower the grades, to manage grades inflation, does that feel dispiriting amongst your grip? i guess you worked really, really hard for all of this. we talked about it, reading the news stories. _ we talked about it, reading the news stories. it _ we talked about it, reading the news stories, it was quite worrying, everyone _ stories, it was quite worrying, everyone has worked really hard and our school _ everyone has worked really hard and our school year has been difficult

obviously — our school year has been difficult obviously being said it would be greeted — obviously being said it would be greeted like this and it turned out differently. teacher strikes, stuff like that — differently. teacher strikes, stuff like that. it has been difficult and it was— like that. it has been difficult and it was disheartening to find out that grades are dropping and there was nothing we could do about it any more _ was nothing we could do about it any more |_ was nothing we could do about it any more. ~ ., i. �* .,, ., was nothing we could do about it any more. ~ ., �* ., ., ., more. i know you're hoping to go to colleue, more. i know you're hoping to go to college. to — more. i know you're hoping to go to college. to study — more. i know you're hoping to go to college, to study history, _ more. i know you're hoping to go to college, to study history, i - college, to study history, i understand, hopefully, the plan works out and you will go from strength to strength. thank you for contacting us this morning. good to to you. we will get to the news headlines in a second. we have the overall results for this year's gcse, pass rates have fallen for the second year running, just over 68% of all grades were marked a four and above, that is a low c map, in 2022, it was 73%, and 77% the year before that. our correspondent can tell us more. this is the hard data, can you

walk us through it because it is pretty much what we were anticipating.— pretty much what we were antici atina. . �* , anticipating. that's right. the . rades anticipating. that's right. the grades have _ anticipating. that's right. the grades have come _ anticipating. that's right. the grades have come down, - anticipating. that's right. the grades have come down, the| anticipating. that's right. the i grades have come down, the top grades have come down, the top grades have come down, the top grades have come down since last year and the year before. what you have been discussing, this idea of grade inflation. for 2022 and 2021. what is really interesting to look at is a graph in england that has been produced of what the results have been for english students, gcse students. and it is a really interesting graph which i have got interesting graph which i have got in front of me because it really shows that the government has achieved what they set out to do. that is bringing down the grades back to 2019 levels, pre—pandemic levels to stop less inflation, if you like. and if you look at the graph, it shows that 67.8% of

students in england are achieving a grades at four or above, compared to 67.1% in 2019. so the graph goes up for 2021, 2022 and comes back down again. the government feels that is mission accomplished, that is what they wanted to do. what is interesting is to look at what is going on in wales and northern ireland. they have been more generous in their marketing. if you look at their top grades, in wales, 21.7% got a seven or above, a top grades, compared to 21.7% got a seven or above, a top grades, compared t018.1t% in 2019. in northern ireland this year, 34.5% got a seven or above compared to 30.5% in 2019. that shows the

difference in approach in wales and northern ireland. what the minister said this morning was that there were also mitigations in place in england, for example, they spaced out the exams to give people more time to study. they gave people extra help in terms of their maths and science exams.— extra help in terms of their maths and science exams. thank you very much. in and science exams. thank you very much- in the _ and science exams. thank you very much. in the times _ and science exams. thank you very much. in the times this _ and science exams. thank you very much. in the times this morning, l and science exams. thank you very much. in the times this morning, i | much. in the times this morning, i saw professor mader richardson saying they are being unfairly penalised in england compared to wales and northern ireland, taking a more lenient approach there. mission accomplished from the exam regulator, the government, but that means a degree of anxiety and disappointment for some pupils this morning. if you want to get in contact with our panel, richard brennan and bass will be with us for 20 minutes, call 08085 909 693, text 85058. we are getting plenty, we

will try and get through as many of those as we can. here are the news headlines. gcse students across england, wales and northern ireland are receiving their grades this morning. the marking in england has been designed to bring the proportion president putin has yet to speak publicly about a plane crash in russia which is presumed to have killed his former ally — yevgeny prigozhin. the authorities say he was one of ten people on board the private jet, but the kremlin has not confirmed his death. nhs hospital consultants in england have gone on strike for the second time this year, in their long—running dispute about pay. the walkout will last for two days. health bosses have warned of significant disruption at hospitals. citizens advice says an increasing number of people are seeking help, afterfalling behind on paying their energy bills.

more than 16,000 people with energy debts contacted the charity in the first half of this year — up 17% on the same period in 2022. on average they owe more than £1,700. now for your sport with shourjo sarkar. the new british 1500m world champion, josh kerr, says he felt like it was his time to win. kerr, who had taken bronze at the tokyo olympics, picked up his first major title in budapest. 0llie watkins netted a hat—trick as aston villa thrashed hibernian 5—0 in the first leg of their europa conference league play—off at easter road. the return leg will be played at villa park next thursday. the knockout stage of cricket's hundred has been decided. in the men's competition, the oval invincibles are into the final, and will face the winner of southern brave versus manchester originals. in the women's competition, southern brave finished top, and qualified directly for the final. northern superchargers and welsh fire will face each other in the eliminator. and the americanjohn isner has announced he will retire after the us open tennis. the 38—year—old, who has served

a record 14,411 aces, has won 16 singles titles, reaching a career—high world ranking of eighth. just reading through your messages, good morning, it is chris warburton in fort nicky campbell, it is great to have your company on this thursday morning, 20 minutes to ten.

all the stories on bbc news and bbc two from ten o'clock plus more coverage of gcse results on the bbc news app. on 5 live and bbc sounds at 10.00 —, we're discussing the two—day strike by nhs consultants in england which began this morning. are consultants right to strike? it's their second strike of the year in england, they argue their pay has been eroded by over a third over the last ilt years. but nhs bosses are warning patients to expect significant disruption. because crucially, unlike other staff, it's impossible to simply rota or hire other people to fill in behind them. hospital consultants are highly paid of course — but also very experienced and highly skilled. so do you back them? love to hear from you this morning if you are a consultant. tell us why you are on strike today. also if you work in a different

role within the nhs — what do you make of this 48—hour walk—out? do you support your colleagues? and we're all users of the nhs — so we've all got a stake in this — have you been affected by this industrial action? what do you make of it? are consultants right to strike? let's get back into gcse discussion, what next, that is what we are asking this morning. we have had the results in the last ten minutes or so, zoe conway taking us through those. the pass rates have fallen for the second year running, it is

what we are expecting, the exam regulator trying to control grade inflation. tens of thousands of pupils, maybe hundreds of thousands, will have not necessarily have got quite the grades they were hoping for. we have a panel of experts with us, the assistant principal of warsaw college, t level expert, former teacher, warsaw college, t level expert, formerteacher, now warsaw college, t level expert, former teacher, now head of policy at the centre for education and youth. we have questions for them. kelly in cheshire, and here in nottingham. good morning. thank you for getting in touch. what is your situation, your daughter was picking up situation, your daughter was picking up her results. what has happened. she hasn't quite got the result she needed for the course she wanted to do, i think she is devastated, as a parent, ifelt for do, i think she is devastated, as a parent, i felt for her, do, i think she is devastated, as a parent, ifelt for her, i know how

hard she has worked, i do not understand why all the children are tested in the same way in this day and age when we know they learn in different ways, she had one maths teacher in year ten and he would use different methods for different children. and she really did excel that year. this last year, she had a different teacher who did not have the same method, and she has not got the same method, and she has not got the grades that she needed. it seems crazy every child is tested in the same way, even now. taste crazy every child is tested in the same way, even now.— crazy every child is tested in the same way, even now. we could have a full hour on — same way, even now. we could have a full hour on that _ same way, even now. we could have a full hour on that discussion _ same way, even now. we could have a full hour on that discussion on - full hour on that discussion on another day about how our children are examined in this day and age and how things have not changed for decades necessarily. what are you thinking? what are the subject she hasn't got the grades and what she hoping to do? do you want to speak to our experts? it hoping to do? do you want to speak to our exoerts?_ to our experts? it was maths, i understand — to our experts? it was maths, i understand she _ to our experts? it was maths, i understand she can _ to our experts? it was maths, i understand she can reset, - to our experts? it was maths, i understand she can reset, butl to our experts? it was maths, i - understand she can reset, but then there's pressure, alongside doing

what she's going to do anyway. she has got onto the course by the skin of her teeth. i don't understand what they mean when they say they want to stop the grades inflating, are they marked in a different way? 7 are they marked in a different way? ? reichert x are they marked in a different way? ? reichert _ ? reichert x richard -- richard exolained _ ? reichert x richard -- richard explained this _ ? reichert x richard -- richard explained this for _ ? reichert x richard -- richard explained this for us. _ ? reichert x richard -- richard explained this for us. the - ? reichert x richard -- richard explained this for us. the issue j ? reichert x richard -- richard i explained this for us. the issue of grade inflation, can you take us through it again in 30 seconds? it is worth doing because it is central to the story this morning. thea;r is worth doing because it is central to the story this morning. they want the same proportion _ to the story this morning. they want the same proportion of— to the story this morning. they want the same proportion of students - to the story this morning. they want the same proportion of students in l the same proportion of students in 2019 that — the same proportion of students in 2019 that got a great four to get a grade _ 2019 that got a great four to get a grade four— 2019 that got a great four to get a grade four this year and have adiusted _ grade four this year and have adjusted the marking to make that happen _ adjusted the marking to make that happen. mission accomplished for the department for education, they have -ot department for education, they have got down _ department for education, they have got down to that level. it does not help your — got down to that level. it does not help your daughter. when she goes back into _ help your daughter. when she goes back into college to get onto her course, — back into college to get onto her course, she will be taking maths

again— course, she will be taking maths again in— course, she will be taking maths again in that case if she has not -ot again in that case if she has not got the — again in that case if she has not got the grade four. that is ok, not to be _ got the grade four. that is ok, not to be disheartened, a child's brain will change — to be disheartened, a child's brain will change so much between 14 and 19, will change so much between 14 and 19. they— will change so much between 14 and 19, they might be really good at maths _ 19, they might be really good at maths next year, theyjust have to click _ maths next year, theyjust have to click it _ maths next year, theyjust have to click it is — maths next year, theyjust have to click. it is about practice for maths _ click. it is about practice for maths go— click. it is about practice for maths. go to your local college, get onto the _ maths. go to your local college, get onto the course, take the maths reset _ onto the course, take the maths reset class — onto the course, take the maths reset class seriously, do all the practice, — reset class seriously, do all the practice, and hopefully you'll get there _ practice, and hopefully you'll get there next year.— practice, and hopefully you'll get there next year._ in i practice, and hopefully you'll get - there next year._ in terms there next year. thank you. in terms of appeals. — there next year. thank you. in terms of appeals. we _ there next year. thank you. in terms of appeals. we can — there next year. thank you. in terms of appeals, we can ask _ there next year. thank you. in terms of appeals, we can ask baz, - there next year. thank you. in terms of appeals, we can ask baz, it's - there next year. thank you. in terms of appeals, we can ask baz, it's not. of appeals, we can ask baz, it's not the case for kelly, but for some parents thinking of appealing this year, i guess parents will say what about the pandemic? what about strike action genmark this has affected my child. but everyone would say that, if they are

appealing. would say that, if they are appealing-— would say that, if they are auuealin. ., , , ,, , appealing. the appeals process is -rotected appealing. the appeals process is protected and _ appealing. the appeals process is protected and safeguarded - appealing. the appeals process is protected and safeguarded for. appealing. the appeals process is i protected and safeguarded for when they think there has been an issue with the marking of the exam, or an administrative error, at the examination board, that would be the process to take through an appeal. if you want to appeal, the first stage for a teacher or school is to request a copy of the examination paper, have a look at it and see whether there is something there that raises questions. there may be a possibility to apply for a remark, but you have to pay for that. appeals can become messy and complicated and there are other pass preferable. to complicated and there are other pass referable. ., ., .. preferable. to our caller in nottingham. _ preferable. to our caller in nottingham, triplet - preferable. to our caller in nottingham, triplet boys, | preferable. to our caller in l nottingham, triplet boys, all getting the results. it must be mayhem. getting the results. it must be ma hem. . . . getting the results. it must be mahem. ,,, m getting the results. it must be

ma hem. , '. ., mayhem. this is a difficult day for any parent. _ mayhem. this is a difficult day for any parent. but — mayhem. this is a difficult day for any parent, but when _ mayhem. this is a difficult day for any parent, but when you - mayhem. this is a difficult day for any parent, but when you have i mayhem. this is a difficult day for| any parent, but when you have got three _ any parent, but when you have got three sets — any parent, but when you have got three sets of results, and they are all very— three sets of results, and they are all very different to each other. top. _ all very different to each other. top, middle and bottom if that makes sense _ top, middle and bottom if that makes sense you _ top, middle and bottom if that makes sense. you have to support everyone and see — sense. you have to support everyone and see where you're going to channel— and see where you're going to channel their energy, and see where you're going to channeltheir energy, came and see where you're going to channel their energy, came out good, i channel their energy, came out good, i have _ channel their energy, came out good, i have been— channel their energy, came out good, i have been on the phone and the results _ i have been on the phone and the results are — i have been on the phone and the results are only coming through, i am only— results are only coming through, i am onlyjust taking it in. you build up am onlyjust taking it in. you build up for— am onlyjust taking it in. you build up for this— am onlyjust taking it in. you build up for this day over primary, secondary, somehow, as a parent, you feel it's _ secondary, somehow, as a parent, you feel it's a _ secondary, somehow, as a parent, you feel it's a reflection on you, on how— feel it's a reflection on you, on how hard — feel it's a reflection on you, on how hard you supported your children _ how hard you supported your children. people can be very judgmental. if the child has not done _ judgmental. if the child has not done as— judgmental. if the child has not done as well, you can blame the parents — done as well, you can blame the parents i— done as well, you can blame the parents. i don't know, is a difficult _ parents. i don't know, is a difficult world we live in. how did the net difficult world we live in. how did they get on? _ difficult world we live in. how did they get on? my _ difficult world we live in. how did they get on? my medal— difficult world we live in. how did they get on? my medal triplet i difficult world we live in. how did | they get on? my medal triplet has done extremely _ they get on? my medal triplet has done extremely well. _ they get on? my medal triplet has done extremely well. i _ they get on? my medal triplet has done extremely well. i was - they get on? my medal triplet has done extremely well. i was the i they get on? my medal triplet has i done extremely well. i was the most nervous _ done extremely well. i was the most nervous for— done extremely well. i was the most

nervous for him. but the grades has changed _ nervous for him. but the grades has changed drastically, they hardly got any schooling, it was like a lottery about _ any schooling, it was like a lottery about how — any schooling, it was like a lottery about how much support you got from your school _ about how much support you got from your school. their school was very good _ your school. their school was very good they — your school. their school was very good. they did their best. during covid-19. — good. they did their best. during covid-19. i— good. they did their best. during covid—19, i was getting so many emails — covid—19, i was getting so many e—mails from the school to make sure the kids— e—mails from the school to make sure the kids were — e—mails from the school to make sure the kids were working, it was covid-19. _ the kids were working, it was covid—19, it was very hard to motivate _ covid—19, it was very hard to motivate them. i'm not a qualified teacher, _ motivate them. i'm not a qualified teacher, the school, they go there for a _ teacher, the school, they go there for a reason, to get going from professionals, as a parent, there is only so— professionals, as a parent, there is only so much— professionals, as a parent, there is only so much you can do. you try your— only so much you can do. you try your best — only so much you can do. you try your best-— only so much you can do. you try our best. , ._ your best. they will find their way, want the? this _ your best. they will find their way, want the? this is _ your best. they will find their way, want the? this is the _ your best. they will find their way, want the? this is the point. - your best. they will find their way, want the? this is the point. the i want the? this is the point. the grades are one thing and that will push onto another thing and before long, you will look down at them and think they are all doing brilliantly and you will be very proud. it

sounds like you're putting in the effort yourself, you should be very proud too. thank very much indeed. doctor rebecca has joined proud too. thank very much indeed. doctor rebecca hasjoined us, head of policy at the sutton trust. good morning. remind us what the sutton trust is. latte morning. remind us what the sutton trust is. ~ . . . ., , trust is. we are a charity championing _ trust is. we are a charity championing social- trust is. we are a charity - championing social mobility, trust is. we are a charity _ championing social mobility, looking out educational inequality can impact young people. trier? impact young people. very interesting _ impact young people. very interesting point _ impact young people. very interesting point from - impact young people. very interesting point from our| impact young people. very interesting point from our last caller, this being an assessment on her children, a lot of parents will identify with what she is saying, it feeling like this is an assessment on them as a parent as well. and the support that they have given and enable their children to do well or otherwise in their exams. what enable their children to do well or otherwise in their exams. what she was sa in: otherwise in their exams. what she was saying about — otherwise in their exams. what she was saying about the _ otherwise in their exams. what she was saying about the impact - otherwise in their exams. what she was saying about the impact of - otherwise in their exams. what she was saying about the impact of the | was saying about the impact of the pandemic as well and her experience to try and motivate her child during that, we know that experiences during the pandemic were really

different between different young people. while many parents try to help, some of them will not have been able to for various reasons, some young people were not given a laptop to learn from even at the end of the school closures. last year we saw that reflected in the attainment gap with gcse returns, the widest it has been since 2011. we are not going to know what happened today, that comes out in a few months. that is one of the worries, the attainment gap may have continued to stay wider than it was pre—pandemic. that is not going to be easy to crack that nut. that requires sustained support and investment. absolutely, one of the things the government has done since the pandemic has introduced the national tutoring programme which had been there to try and give students tutoring to help them catch up. but there has not been enough cash going

into it, schools have had to put up their own money, a lot of schools have not taken it out for that reason, it has not been available to all the children that need it, tutoring is a great evidence back intervention which can help to close the attainment gap. we need to see a plan from government to put the national tutoring programme on a long—term fitting with enough funding to be able to help to close the attainment gap.— funding to be able to help to close the attainment gap. thank you very much to the — the attainment gap. thank you very much to the head _ the attainment gap. thank you very much to the head of _ the attainment gap. thank you very much to the head of research - the attainment gap. thank you very much to the head of research and l much to the head of research and policy at the sutton trust. this message, this year's gcs students have had multiple difficulties and challenges. teacher absence, teacher strikes, covid—19 gaps to deal with, it is shocking they have not been supported by the government and exam board and have made them scapegoats to their system which is how the project. let's talk to joan to their system which is how the project. let's talk tojoan in lincolnshire. and toby is 16 and is

in northampton. we have been hearing about plenty of people who have not done as well as expected. how did it go for you this morning? i done as well as expected. how did it go for you this morning?— go for you this morning? i got a seven in history, _ go for you this morning? i got a seven in history, a _ go for you this morning? i got a seven in history, a six - go for you this morning? i got a seven in history, a six in - go for you this morning? i got a l seven in history, a six in english, maths and five in science. i got a u mark in spanish, the subjects i needed, i did well in. i’m mark in spanish, the sub'ects i needed, i did well in. i'm trying to remember — needed, i did well in. i'm trying to remember what _ needed, i did well in. i'm trying to remember what it _ needed, i did well in. i'm trying to remember what it felt _ needed, i did well in. i'm trying to remember what it felt like. - needed, i did well in. i'm trying to remember what it felt like. i - needed, i did well in. i'm trying to remember what it felt like. i got l remember what it felt like. i got three a, two b, 3ci remember the relief. can you describe it to us? it was amazing. you walk into school, and you can barely walk on your legs you are shaking. and you

look at when you see the result, it is a weight off your shoulders. a massive sigh of relief. we have had 12 weeks since we did the exams and you try to forget about it but the last two weeks it plays on your mind. and for that to finally stop, all the hard work to pay off, it is amazing. all the hard work to pay off, it is amazinu. �* , ., all the hard work to pay off, it is amazinu. �* i. . ., ., amazing. and then you have to go throu . h it amazing. and then you have to go through it again _ amazing. and then you have to go through it again in _ amazing. and then you have to go through it again in a _ amazing. and then you have to go through it again in a couple - amazing. and then you have to go through it again in a couple of- through it again in a couple of years. best of luck, thank you for talking to us, i am glad it has gone well for you. talking to us, i am glad it has gone well foryou. not talking to us, i am glad it has gone well for you. not such good news for you with your daughter, what has happened? you can talk to our experts if you like and you can ask questions. latte experts if you like and you can ask cuestions. ~ ., �* ~' ., experts if you like and you can ask cuestions. ., �* ,, ., , experts if you like and you can ask cuestions. ,, ., , , questions. we don't know, she is robabl questions. we don't know, she is probably picking _ questions. we don't know, she is probably picking up _ questions. we don't know, she is probably picking up her _ questions. we don't know, she is probably picking up her results i probably picking up her results right— probably picking up her results right now, my telephone miggle and i might— right now, my telephone miggle and i might disappear. —— might go. two

lockdown— might disappear. —— might go. two lockdown is— might disappear. —— might go. two lockdown is at school, myself and my partner— lockdown is at school, myself and my partner are _ lockdown is at school, myself and my partner are both at work on, she works— partner are both at work on, she works in— partner are both at work on, she works in a — partner are both at work on, she works in a care home, i work for a food _ works in a care home, i work for a food producer, we were out of the house _ food producer, we were out of the house all— food producer, we were out of the house all day every day during covid-i9~ _ house all day every day during covid—19. she was alone in her room. it covid—19. she was alone in her room. it affected _ covid—19. she was alone in her room. it affected her massively. we couldn't — it affected her massively. we couldn't get her to go out afterwards, and going to school was afterwards, and going to school was a battle _ afterwards, and going to school was a battle every day. she was crying every _ a battle every day. she was crying every day, — a battle every day. she was crying every day, she went, she did it, her confidence — every day, she went, she did it, her confidence took a massive blow. we spoke _ confidence took a massive blow. we spoke to— confidence took a massive blow. we spoke to the school, they said she needed _ spoke to the school, they said she needed pastoral care, there was no liaising _ needed pastoral care, there was no liaising with the parents. to say what _ liaising with the parents. to say what we — liaising with the parents. to say what we could do. she liaising with the parents. to say what we could do.— what we could do. she is a key examle what we could do. she is a key example of— what we could do. she is a key example of someone - what we could do. she is a key example of someone who - what we could do. she is a key. example of someone who really what we could do. she is a key - example of someone who really had problems as a result of what we have seen over the past years including covid—19. do you look at this whole idea of managing grades inflation

and you think, hang on a minute, she has being picked on again. truth? and you think, hang on a minute, she has being picked on again.— has being picked on again. why is it happening? — has being picked on again. why is it happening? not— has being picked on again. why is it happening? not everyone _ has being picked on again. why is it happening? not everyone suffered | happening? not everyone suffered like she _ happening? not everyone suffered like she did. there are some stories out there _ like she did. there are some stories out there of— like she did. there are some stories out there of people succeeding. for everyone _ out there of people succeeding. for everyone who succeeded, there was someone _ everyone who succeeded, there was someone who didn't get what they wanted _ someone who didn't get what they wanted. yes, that phone call, if she rings _ wanted. yes, that phone call, if she rings up _ wanted. yes, that phone call, if she rings up and — wanted. yes, that phone call, if she rings up and she is crying, i will know— rings up and she is crying, i will know she — rings up and she is crying, i will know she has not got what she wanted — know she has not got what she wanted. do know she has not got what she wanted. ,, . know she has not got what she wanted. i. . . , ., know she has not got what she wanted. ,, . . , ., ., wanted. do you have a question for the experts? _ wanted. do you have a question for the experts? no. — wanted. do you have a question for the experts? no, not _ wanted. do you have a question for the experts? no, not really, - wanted. do you have a question for| the experts? no, not really, people are answering _ the experts? no, not really, people are answering questions _ the experts? no, not really, people are answering questions as - the experts? no, not really, people are answering questions as we - the experts? no, not really, people are answering questions as we go i are answering questions as we go along _ are answering questions as we go along ? — are answering questions as we go along. ? all all are answering questions as we go along- ? al— along. ? all all the best to your daughter. _ along. ? all all the best to your daughter, thank— along. ? all all the best to your daughter, thank you _ along. ? all all the best to your daughter, thank you very - along. ? all all the best to your| daughter, thank you very much. melanie, we have about one minute. i know it's not very long, what do you want to say? for

know it's not very long, what do you want to say?— want to say? for everybody out there, it want to say? for everybody out there. it is _ want to say? for everybody out there, it is never _ want to say? for everybody out there, it is never too _ want to say? for everybody out there, it is never too late, - want to say? for everybody out there, it is never too late, i- want to say? for everybody out there, it is never too late, i amj want to say? for everybody out i there, it is never too late, i am 51 years old, i went back to school two years old, i went back to school two years ago, and i went to my local college, walk into your local college, walk into your local college, i did an assessment, i did my gcse english and my level one maths, this past year i have done my gcse maths. i havejust got my results this morning, i passed, i have done access to higher education and i am going to university in september. it is never too late! please do not think that everything is over if you did not pass, there is over if you did not pass, there is always tomorrow. put one foot in front of the other, if i can do it, anybody can do it. maths was not my strong point. man anybody can do it. maths was not my strong point-— strong point. man is a lovely ositive strong point. man is a lovely positive message _ strong point. man is a lovely positive message to - strong point. man is a lovely positive message to end - strong point. man is a lovely i positive message to end with. melanie, thank you very much. good

luck. thank you and farewell to richard brennan and baz, the former head of policy at the centre for education and youth. thank you very much to you. time to say goodbye to viewers on bbc news and bbc two. thank you for your company. we are continuing conversation on radio 5 live.

live from london, this is bbc news. yevgeny prigozhin — the wagner boss who led a failed mutiny in russsia — is presumed dead after a plane crash near moscow. meanwhile, president putin addresses the brics summit via video link but fails to mention the plane crash. happiness for some, but gcse exam pass rates in england, wales and northern ireland fall for a second year running. and the first republican presidential debate saw passionate clashes between eight rivals. they discussed the economy and the absent frontrunner, donald trump. the conduct is beneath the office of president. when it comes to whether president trump should serve or not, i trust the american people. let them vote, let them decide. this election is not - about january 6th of 2021.

you're watching bbc news, i'm gareth barlow.