most people here the war in gaza, most people here consider a ceasefire and hostage return agreement will stop that conflict from boiling over into a much wider regional all—out war. as you know, these talks are coming at a time of extremely high tension in the middle east. the us has been really pushing to get this deal across the line. the director of the cia is expected to participate in the talks. there has been a lot of urgent diplomacy going on in recent days. israel has sent a high—level delegation to the talks, among people represented our the chiefs of both the intelligence and security services. hamas says it will not participate either directly or indirectly. to date, it has never sent people to participate directly. the current stance is based on its protest about, as it says, benjamin netanyahu has introduced new conditions in addition to existing

proposals. they say that is not on. he denies that, but hamas will be kept informed by mediators, mediations led by qatar and egypt. those talks are expected to go on. it is hard to say what outcome we are likely to see. one of the unknowables here is the impact of this change of leadership at the top of hamas following the assassination of hamas following the assassination of the group as my political leader in tehran couple of weeks ago. we have seen a successor appointed in the shape of tsinghua, thought to be in hiding in gaza, thought to be a much more hard—line character than his predecessor. much more hard-line character than his predecessor.— his predecessor. thank you. we will kee ou his predecessor. thank you. we will keep you up-to-date _ his predecessor. thank you. we will keep you up-to-date with _ his predecessor. thank you. we will keep you up-to-date with progress | his predecessor. thank you. we will i keep you up-to-date with progress on keep you up—to—date with progress on those talks. let's go back to our top story.

hundreds of thousands of students in england, wales and northern ireland receiving their exam results this morning. 82 % of students have successfully got into their first choice university — an increase of 3% from last year. our correspondent nicky schiller is live at burnley college as students receive their results. absolutely, it has certainly been a morning of a lot of smiles and celebrations. the principal earlier said everyone here had got what they wanted or better, which is great. across the country, the percentage of people getting a and a stars in a—levels is up, highest since 2021. but there is a regional variation when it comes to those figures. they are higher in england than in wales and northern ireland. we heard from northern ireland education editor earlier and —— wales education

editor and they said it was expected. here is our ireland correspondent, chris page who is at new—bridge integrated college. about 65,000 students in northern ireland are getting their results today, some of them here at newbridge integrated college in loughbrickland in county down. i'm delighted to say i'm going to talk to tom, jack and lucy. firstly, tom. well, how have you been? how have you done? i'm very content with how i've done. i've got what i needed to get into my course. i'm going to do electronic engineering at ulster, which was my first choice, so i'm very happyjust to be in it. i got my email this morning about 8:15. like, before i got my results to be told i was in, which is great. took a lot of weight off my shoulders coming in, which was very, very needed. i was a bit nervous this morning, but i'm glad it's all sorted now. yeah, a big moment in anyone's life. so lots of emotions there, i'm sure. relief among them. yes, that would be the main one actually. yeah. well, many congratulations. and, jack, how's it

been for yourself? i'm absolutely ecstatic with my results, and i've got into my course that i wanted to do. i'm doing a degree apprenticeship in pwc and well, it's 112 ucas points and i was a bit nervous at the start with sort of physics and stuff, but i got my grades and i got the envelope and i've got in now, so i'm really, really happy with it. i'm happy with the day. yeah, i'm sure it feels like a major moment at the end of your time at school, the end of two years studying the end of many years of exams before then. it's been three solid years of exams, like, but i'm happy now that they're all sort of over, but sort of sad as well to say goodbye to some, some people, like. but i've made good friends and i will keep in contact with them. absolutely. well, very well done. and, lucy, what's the news for you? so i got the grades that i wanted. i'm pleasantly surprised, - i have to say, but i'm delighted. i'm going to do biological sciences.

i'll be doing two years - at belfast met, and then i'll be doing three years- at queen's university belfast. and i was studying biology, chemistry and drama, - quite hard hitting subjects, - but i'm delighted with my results. yeah, it's written all over your face, i have to say. yeah. and what was it like for you whenever you first saw the results in front of you this morning? i was gobsmacked, i have to say. but, you know, iwas like, i'll take it. - it was great. but, yeah, iworked hard regardless. it was tough. it was challenging. and i'm sure i'm not the only one that feels that way. _ but, you know, hard work pays off, so i'm delighted. - well, well done to all three of you. huge day for you all and all the very best for the next few years on yourjourney. and anderson's also with me, the principal here. well, it's a bit of a festival atmosphere, i suppose you could say — balloons are out and some tea and buns through in the school hall here. so what's this day like for you? well, it's a real cheer and celebrate vibe at newbridge. you know, we're an all—ability school, so it's about celebrating everyone's successes. so, yes, we have the balloons out, we have staff in and it's just a wonderfuljust celebration. and it's lovely to do that with parents and

with our students as well. and i'm incredibly proud of how they have all done. yeah. and we've heard from your students here all going to different destinations. so what do you make of the variety of choices that your pupils here at newbridge are making as they go forward into this next stage of their lives? yes, that's something we're very proud of. you know, we have 2a a—level subjects on offer, each vocational and traditional subjects, so catering for different learning styles. so that enables our students, regardless of ability or learning style, to progress and find their route. and that's what i'm particularly most proud of, that everyone has found a progression route that suits their learning style, their interests, and their career ambitions. so it's great. and that's what we're celebrating today. their progression routes. yeah. and finally, we've heard, obviously it's a nervous wait for the results for all pupils, and i'm guessing for teachers, you know, it is, too. what are the emotions like just in the run up to this day? yes, obviously with many staff

in today and we download the results yesterday in school. so myself, the nerves are brought down a wee bit because i've had the benefit of yesterday. but staff coming in today, they're so invested in our young people and have worked with them for seven years up to this point. so it's excitement, of course it is that bit of, you know, what's going to happen here, but i think the overall emotion isjust excitement, relief, as you've talked about, butjust genuine pride, how proud we are of our young people and we wish them so much success for the next stage in their career. well, congratulations to you and your staff, and thanks very much indeed for having us here today on bbc news. a few more statistics from northern ireland for you if you're interested. the most popular subject at a—level this year was maths. also, just over three in ten of the grades were the top a and a* grades. some of the students here are still here and they have been having their picture taken in front of the

balloons, they have a*s that they can hold up and we will see those on social media. a big day for students but also a big day filled the teachers as well who have got their students through the exams. let's speak now to maire thompson, headteacher at hazelwood integrated college in belfast. let's speak to hywel parry, headteacher at ysgol john bright in llandudno. we will start in northern ireland. how are your nerves today and the other teachers' at your school? my nerves are good, we were a little worried _ nerves are good, we were a little worried because we were returning to pre—pandemic stats that england returned — pre—pandemic stats that england returned last year. but in our school — returned last year. but in our school had an increase of 6% so we were _ school had an increase of 6% so we were relieved there was not a massive — were relieved there was not a massive dip as a result of the changes _ massive dip as a result of the chances. �* ., ., .,

changes. although in the overall fi . ures, changes. although in the overall figures, northern _ changes. although in the overall figures, northern ireland - changes. although in the overall figures, northern ireland and i changes. although in the overall. figures, northern ireland and wales in terms of the latter a and a* are down compared to england. do you think that is still a hangover from the pandemic and it is still going to take another year or so for those to take another year or so for those to completely bounce back? i am to completely bounce back? i am not sure. i to completely bounce back? i am not sure- i would — to completely bounce back? i am not sure. i would have _ to completely bounce back? i am not sure. i would have to _ to completely bounce back? i am not sure. i would have to have _ to completely bounce back? i am not sure. i would have to have more - to completely bounce back? i am not sure. i would have to have more in i sure. i would have to have more in depth _ sure. i would have to have more in depth look— sure. i would have to have more in depth look at it and straddle the different— depth look at it and straddle the different subjects to notice the difference. i think at the moment we are in— difference. i think at the moment we are in the _ difference. i think at the moment we are in the face of saying, how did we go. _ are in the face of saying, how did we go. did— are in the face of saying, how did we go, did the students get what they get, — we go, did the students get what they get, how will we help them and what is _ they get, how will we help them and what is the _ they get, how will we help them and what is the next age? once we have a more _ what is the next age? once we have a more in—depth look at the grades, it allows— more in—depth look at the grades, it allows us— more in—depth look at the grades, it allows us to — more in—depth look at the grades, it allows us to gather more knowledge from it _ allows us to gather more knowledge from it. , , ., allows us to gather more knowledge from it. , , . ., from it. yes, it is a day for the students _ from it. yes, it is a day for the students and _ from it. yes, it is a day for the students and families - from it. yes, it is a day for the students and families and - from it. yes, it is a day for the | students and families and you. generally across—the—board at your school, did you do as well as you had hoped? school, did you do as well as you had honed?— school, did you do as well as you had hoped? yes, we were actually

deliahted. had hoped? yes, we were actually delighted- we _ had hoped? yes, we were actually delighted. we had _ had hoped? yes, we were actually delighted. we had an _ had hoped? yes, we were actually delighted. we had an increase - had hoped? yes, we were actually delighted. we had an increase in l had hoped? yes, we were actually i delighted. we had an increase in our performance outcomes but it is not always _ performance outcomes but it is not always about that, it is making sure students _ always about that, it is making sure students are catered for if they don't _ students are catered for if they don't get — students are catered for if they don't get the results they had expected, and we would normally have a plan _ expected, and we would normally have a plan ana _ expected, and we would normally have a plan ana plan b prior to them leaving — a plan ana plan b prior to them leaving and we are there to make sure they — leaving and we are there to make sure they can get to where they need to get— sure they can get to where they need to get t0~ _ sure they can get to where they need to get to. plan a and a plan b. not everybody— to get to. plan a and a plan b. not everybody gets all the grades they wanted _ everybody gets all the grades they wanted and it's not the end of the world _ wanted and it's not the end of the world they— wanted and it's not the end of the world. they can go where they need to go. _ world. they can go where they need to go. irut— world. they can go where they need to go, but they might take a little longer— to go, but they might take a little longer and that is fine too. absolutely, we have been hearing it a lot, do not panic if you did not get what you wanted. we talk a lot about people going to university but not everyone will go to university. there are the other path is they can take down the vocationals. we have be taxed out today as well. what percentage of your students go down that traditional route versus some of the vocational courses? irate

of the vocational courses? we robabl of the vocational courses? we probably would have about half and half and _ probably would have about half and half and that has changed over the last number of years, probably due to costing — last number of years, probably due to costing and stuff. many of our students — to costing and stuff. many of our students are staying in northern ireiand — students are staying in northern ireland for university because it costs _ ireland for university because it costs 5000, but in england it potentially costs nine and you are paying _ potentially costs nine and you are paying accommodation on top. people are becoming more savvy about the cost and _ are becoming more savvy about the cost and are — are becoming more savvy about the cost and are looking at apprenticeships and opportunities for work— apprenticeships and opportunities for work experience that will give them _ for work experience that will give them a _ for work experience that will give them a different pathway to where they need to be. i don't think we have _ they need to be. i don't think we have the — they need to be. i don't think we have the same amount of students that are _ have the same amount of students that are aspiring to go to university that we had prior to the pandemic — university that we had prior to the pandemic i— university that we had prior to the pandemic. i think there is a much more _ pandemic. i think there is a much more balanced view of university and it is not— more balanced view of university and it is not viewed the same way as it would _ it is not viewed the same way as it would have — it is not viewed the same way as it would have been prior to that. that is a reall would have been prior to that. trust is a really interesting point. you think covid has had an impact on how students view how they go into those

locations rather than go down what used to see as the traditional route? ~ , ,., , used to see as the traditional route? ~ , , ., used to see as the traditional route? ~ , , , ., ,, route? absolutely, but i also think that costing _ route? absolutely, but i also think that costing has _ route? absolutely, but i also think that costing has played _ route? absolutely, but i also think that costing has played a - route? absolutely, but i also think that costing has played a big - that costing has played a big impact _ that costing has played a big impact. if you look at the new fiscai— impact. if you look at the new fiscal report injune, it talk impact. if you look at the new fiscal report in june, it talk about impact _ fiscal report in june, it talk about impact of— fiscal report in june, it talk about impact of poverty. we are 55% free school _ impact of poverty. we are 55% free school meals, high aspirations students, _ school meals, high aspirations students, but students are looking at the _ students, but students are looking at the cost — students, but students are looking at the cost of it and asking whether it is worth — at the cost of it and asking whether it is worth taking that route or could — it is worth taking that route or could they have a apprenticeship and working _ could they have a apprenticeship and working four days a week and getting paid, are _ working four days a week and getting paid, are there other opportunities? our students are becoming much more invested _ our students are becoming much more invested in— our students are becoming much more invested in looking at the options available — invested in looking at the options available to them and the option of university— available to them and the option of university is not always viewed as the irest— university is not always viewed as the best option for some of them. they— the best option for some of them. they are _ the best option for some of them. they are taking a much broader and more _ they are taking a much broader and more informed decision about finances _ more informed decision about finances. , , ., ~ finances. very interesting, thank ou for finances. very interesting, thank you forjoining — finances. very interesting, thank you forjoining us. _ finances. very interesting, thank you forjoining us. now - finances. very interesting, thank you forjoining us. now to - finances. very interesting, thank| you forjoining us. now to wales. can i pick up on that point review?

you think that is playing a part in wales as well, the amount of money that the students have become more fiscally savvy, thinking about what path they take? the fiscally sawy, thinking about what path they take?— path they take? the word savvy is exactly right- _ path they take? the word savvy is exactly right. it's _ path they take? the word savvy is exactly right. it's a _ path they take? the word savvy is exactly right. it's a huge - exactly right. it's a huge investment— exactly right. it's a huge investment for- exactly right. it's a huge i investment for somebody exactly right. it's a huge - investment for somebody at age exactly right. it's a huge _ investment for somebody at age 18 to commit _ investment for somebody at age 18 to commit to— investment for somebody at age 18 to commit to a _ investment for somebody at age 18 to commit to a three—year—old _ investment for somebody at age 18 to commit to a three—year—old longer i commit to a three—year—old longer course _ commit to a three—year—old longer course of— commit to a three—year—old longer course of study _ commit to a three—year—old longer course of study. with _ commit to a three—year—old longer course of study. with the - commit to a three—year—old longer. course of study. with the associated debt and _ course of study. with the associated debt and accommodation _ course of study. with the associated debt and accommodation comes - course of study. with the associated | debt and accommodation comes with it, debt and accommodation comes with it. there _ debt and accommodation comes with it. there are— debt and accommodation comes with it, there are more _ debt and accommodation comes with it, there are more degree _ debt and accommodation comes with it, there are more degree level- debt and accommodation comes with it, there are more degree level or. it, there are more degree level or friendships — it, there are more degree level or friendships available _ it, there are more degree level or friendships available and - it, there are more degree level or friendships available and it - it, there are more degree level or. friendships available and it becomes a less— friendships available and it becomes a less stigmatised _ friendships available and it becomes a less stigmatised route _ friendships available and it becomes a less stigmatised route to - friendships available and it becomes a less stigmatised route to take - friendships available and it becomes a less stigmatised route to take an i a less stigmatised route to take an apprenticeship _ a less stigmatised route to take an apprenticeship rather— a less stigmatised route to take an apprenticeship rather than - a less stigmatised route to take an apprenticeship rather than to - a less stigmatised route to take an apprenticeship rather than to go i a less stigmatised route to take an apprenticeship rather than to go to university. — apprenticeship rather than to go to university, which _ apprenticeship rather than to go to university, which has _ apprenticeship rather than to go to university, which has been - apprenticeship rather than to go to university, which has been a - university, which has been a traditional— university, which has been a traditional aspirational- university, which has been ai traditional aspirational route, university, which has been a - traditional aspirational route, and we are _ traditional aspirational route, and we are seeing— traditional aspirational route, and we are seeing more _ traditional aspirational route, and we are seeing more and - traditional aspirational route, and we are seeing more and more - traditional aspirational route, and - we are seeing more and more students consider— we are seeing more and more students consider those — we are seeing more and more students consider those options _ we are seeing more and more students consider those options realistically- consider those options realistically and opt _ consider those options realistically and opt for— consider those options realistically and opt for those _ consider those options realistically and opt for those opportunities - consider those options realisticallyl and opt for those opportunities that are often— and opt for those opportunities that are often also— and opt for those opportunities that are often also closer _ and opt for those opportunities that are often also closer to _ and opt for those opportunities that are often also closer to home - and opt for those opportunities that are often also closer to home and i are often also closer to home and therefore — are often also closer to home and therefore much _ are often also closer to home and therefore much more _ are often also closer to home and therefore much more affordable i are often also closer to home and i therefore much more affordable in therefore much more affordable in the current— therefore much more affordable in the current climate. _ therefore much more affordable in the current climate. [— therefore much more affordable in the current climate.— the current climate. i was going to ask that question, _ the current climate. i was going to ask that question, are _ the current climate. i was going to ask that question, are you - the current climate. i was going to ask that question, are you seeing l ask that question, are you seeing the students deciding to stay at

local universities if they decide to go down that route, maybe because they can stay—at—home and live with their parents? it is they can stay-at-home and live with their parents?— their parents? it is definitely a consideration _ their parents? it is definitely a consideration we _ their parents? it is definitely a consideration we are - their parents? it is definitely a consideration we are seeing i their parents? it is definitely a . consideration we are seeing much more _ consideration we are seeing much more than — consideration we are seeing much more than we _ consideration we are seeing much more than we would _ consideration we are seeing much more than we would have - consideration we are seeing much more than we would have seen i more than we would have seen certainly— more than we would have seen certainly ten _ more than we would have seen certainly ten years _ more than we would have seen certainly ten years ago. - more than we would have seen certainly ten years ago. here i more than we would have seen. certainly ten years ago. here we have _ certainly ten years ago. here we have got— certainly ten years ago. here we have got access _ certainly ten years ago. here we have got access to _ certainly ten years ago. here we have got access to great - have got access to great universities _ have got access to great universities within- have got access to great universities within an i have got access to great - universities within an hour's drive. 0ften _ universities within an hour's drive. 0ften with— universities within an hour's drive. often with some _ universities within an hour's drive. often with some courses, - universities within an hour's drive. often with some courses, there i universities within an hour's drive. i often with some courses, there are still lectures — often with some courses, there are still lectures online _ often with some courses, there are still lectures online and _ often with some courses, there are still lectures online and only - often with some courses, there are still lectures online and only in - still lectures online and only in some — still lectures online and only in some days _ still lectures online and only in some days a _ still lectures online and only in some days a week— still lectures online and only in some days a week and - still lectures online and only in some days a week and it - still lectures online and only in some days a week and it is - still lectures online and only in some days a week and it is a i still lectures online and only in - some days a week and it is a massive investment— some days a week and it is a massive investment to — some days a week and it is a massive investment to move _ some days a week and it is a massive investment to move to _ some days a week and it is a massive investment to move to another - some days a week and it is a massive investment to move to another city i investment to move to another city when _ investment to move to another city when you _ investment to move to another city when you can — investment to move to another city when you can predominantly - investment to move to another city i when you can predominantly commute to achieve _ when you can predominantly commute to achieve a _ when you can predominantly commute to achieve a similar— when you can predominantly commute to achieve a similar goal. _ when you can predominantly commute to achieve a similar goal. so _ to achieve a similar goal. personally, how are you to achieve a similar goal.“ personally, how are you feeling to achieve a similar goal._ personally, how are you feeling with the results? are you happy with how your school did?— your school did? incredibly happy, ve , ve your school did? incredibly happy, very. very proud- _ your school did? incredibly happy, very, very proud. no _ your school did? incredibly happy, very, very proud. no matter- your school did? incredibly happy, very, very proud. no matter how. your school did? incredibly happy, - very, very proud. no matter how many years— very, very proud. no matter how many years you _ very, very proud. no matter how many years you are _ very, very proud. no matter how many years you are a — very, very proud. no matter how many years you are a school— very, very proud. no matter how many years you are a school leader, - very, very proud. no matter how many years you are a school leader, you - years you are a school leader, you never _ years you are a school leader, you never sleep — years you are a school leader, you never sleep well _ years you are a school leader, you never sleep well the _ years you are a school leader, you never sleep well the night - years you are a school leader, you never sleep well the night beforel never sleep well the night before you see — never sleep well the night before you see your— never sleep well the night before you see your results _ never sleep well the night before you see your results and - never sleep well the night before you see your results and it - never sleep well the night before you see your results and it was i never sleep well the night beforel you see your results and it was no different _ you see your results and it was no different from _ you see your results and it was no different from me _ you see your results and it was no different from me here _ you see your results and it was no different from me here this - you see your results and it was no different from me here this week. incredihly— different from me here this week. incredibly proud _ different from me here this week. incredibly proud of _ different from me here this week. incredibly proud of our _ different from me here this week. j incredibly proud of our community here of— incredibly proud of our community here of the — incredibly proud of our community here of the dedication _ incredibly proud of our community here of the dedication of- incredibly proud of our community here of the dedication of the - here of the dedication of the students, _ here of the dedication of the students, the _ here of the dedication of the students, the support- here of the dedication of the students, the support of- here of the dedication of the - students, the support of parents and the real—

students, the support of parents and the real hard — students, the support of parents and the real hard work— students, the support of parents and the real hard work and _ students, the support of parents and the real hard work and investment. the real hard work and investment from _ the real hard work and investment from staff, — the real hard work and investment from staff, teaching _ the real hard work and investment from staff, teaching isn't - the real hard work and investmentl from staff, teaching isn't unpopular profession — from staff, teaching isn't unpopular profession we _ from staff, teaching isn't unpopular profession. we cannot— from staff, teaching isn't unpopular profession. we cannot work- from staff, teaching isn't unpopular profession. we cannot work from i profession. we cannot work from home. _ profession. we cannot work from home, we — profession. we cannot work from home, we cannot _ profession. we cannot work from home, we cannot do _ profession. we cannot work from home, we cannot do that, - profession. we cannot work from home, we cannot do that, it - profession. we cannot work fromj home, we cannot do that, it asks profession. we cannot work from - home, we cannot do that, it asks for us to— home, we cannot do that, it asks for us to work— home, we cannot do that, it asks for us to work all— home, we cannot do that, it asks for us to work all hours, _ home, we cannot do that, it asks for us to work all hours, and _ home, we cannot do that, it asks for us to work all hours, and to - home, we cannot do that, it asks for us to work all hours, and to see - us to work all hours, and to see that— us to work all hours, and to see that rewarding _ us to work all hours, and to see that rewarding great— us to work all hours, and to see that rewarding great outcomesl us to work all hours, and to see i that rewarding great outcomes and students _ that rewarding great outcomes and students achieving _ that rewarding great outcomes and students achieving their _ that rewarding great outcomes and students achieving their dreams i that rewarding great outcomes and i students achieving their dreams and their destinations, _ students achieving their dreams and their destinations, they— students achieving their dreams and their destinations, they are - their destinations, they are fantastic— their destinations, they are fantastic moments, - their destinations, they are fantastic moments, and - their destinations, they are fantastic moments, and we their destinations, they are - fantastic moments, and we are grateful— fantastic moments, and we are grateful for _ fantastic moments, and we are grateful for another _ fantastic moments, and we are grateful for another great - fantastic moments, and we arei grateful for another great result they hear — grateful for another great result they hear this _ grateful for another great result they hear this year. _ grateful for another great result they hear this year. —— - grateful for another great result they hear this year. —— results i grateful for another great result i they hear this year. —— results day here _ they hear this year. —— results day here at— they hear this year. —— results day here at this — they hear this year. —— results day here at this year. _ they hear this year. —— results day here at this year. we _ they hear this year. -- results day here at this year.— here at this year. we talked a little about _ here at this year. we talked a little about the _ here at this year. we talked a little about the impact - here at this year. we talked a little about the impact of - here at this year. we talked a i little about the impact of covert and this is the first year that wales have come in line with england and we have seen those adjustments and we have seen those adjustments and we have seen those adjustments and we have seen the number of a and ai, and we have seen the number of a and a* results down in wales. are you surprised about that? it a" results down in wales. are you surprised about that?— a" results down in wales. are you surprised about that? it was made clear by the _ surprised about that? it was made clear by the regulator _ surprised about that? it was made clear by the regulator that - surprised about that? it was made clear by the regulator that we - clear by the regulator that we should — clear by the regulator that we should expect _ clear by the regulator that we should expect the _ clear by the regulator that we should expect the grades - clear by the regulator that we should expect the grades to i clear by the regulator that we - should expect the grades to return to where _ should expect the grades to return to where they _ should expect the grades to return to where they were _ should expect the grades to return to where they were nationally - should expect the grades to return i to where they were nationally as the benchmark— to where they were nationally as the benchmark in — to where they were nationally as the benchmark in 2019 _ to where they were nationally as the benchmark in 2019 but _ to where they were nationally as the benchmark in 2019 but every- to where they were nationally as the benchmark in 2019 but every schooll benchmark in 2019 but every school and cohort — benchmark in 2019 but every school and cohort is— benchmark in 2019 but every school and cohort is different, _ benchmark in 2019 but every school and cohort is different, especially. and cohort is different, especially when _ and cohort is different, especially when dealing _ and cohort is different, especially when dealing with _ and cohort is different, especially

when dealing with smaller - and cohort is different, especially. when dealing with smaller numbers and cohort is different, especially- when dealing with smaller numbers at a-level_ when dealing with smaller numbers at a-level and _