ceasefire talks in the war in gaza are due to resume. british supply tanks were used in the ukraine russian incursion. and signs of growth, the economy grew by 0.6% between april and june. taylor swift returns to wembley stadium for the final leg of her �*eras tour�* in the uk. it's a huge day for the hundreds of thousands of students in england, wales and northern ireland receiving their exam results this morning. we're beginning to see some statistics based on this year's exam results — starting with university places. 82% of students have successfully got into their first choice university — an increase of 3% from last year.

top a—level results have risen for the first time since 2021 — with just under 28% of all grades marked at a star or a. that's up from 27.2 % last year. our correspondent nicky schiller is live at burnley college as students receive their results. good afternoon. it is sending out here at the university, not quite so many people, there is a bit of confetti on the floor. throughout the morning, we have seen the hundreds of students here coming in, collecting their envelope, opening it up and seeing what grades they have got. we have talked about the figures, the a—levels, now those are the a star and a are up to about, a high since 2021, we also have t—level results out in england, and

then there are more vocational qualifications, those are the btec national also out. the students here do a range of those different courses. we will talk to some of them in a little while. i want to show you what it was like at o'clock this morning. when i arrived just after seven o'clock, there were hundreds of students here. the couege hundreds of students here. the college had given them breakfast and coffee and they were sitting around talking. all i have to say, very nervous at that point because they were allowed to open the envelopes at eight o'clock this morning. i want to show you what it was like here in burnley at eight o'clock this morning. take a look at this. eight, seven, six, five, four, three, two, one! cheering

yes, a lot of relief, you saw a very relieved mother hugging her son, congratulating him because we often forget, it is not only the students who are getting the results, it is also their families as well who have seen them through all of their studies. it has a big moment for them. i have to say, here in burnley, the majority, in fact, all of the students got what they wanted. 0f of the students got what they wanted. of course, some students may not have done as well as they were expecting. 0thers not have done as well as they were expecting. others may have done better. that is where the system called ucas comes in. i have described this morning as the dating service between students and university. what they have is around 30,000 courses that are available from universities across the country. at one o'clock today, the

lines will open and the website will open and students will be able to confirm their place is universities or if they have not done quite well as expected, see if there is another course on offer, and the same applies if they have done better. they may want to see if there is a better course at a different university that they could go to. that system kicks in at one o'clock. lots of people will use it today, but the actual ucas service is open until october, it is not a massive panic. this year, we have been hearing, unlike in some years where there was a scarcity of courses, and there was a scarcity of courses, and there was a lot of competition, it is actually a buyers market in a way this year. 30,000 courses and the universities are wanting to attract the students, they need the students for the money that they get from them. we have heard that a lot of them. we have heard that a lot of the universities are offering incentives to try and entice students to go and study with them. but i have to say a lot of the

experts we have spoken to also telling the students don't get enticed necessarily by those offers, you need to go on a course that you want. and that is probably key to all of this. it is about what you want to do in the future? we talked about a—levels, some people will also at this point decide to go down also at this point decide to go down a vocational route, that would be an apprenticeship, we have spoken to some since today who have done a btec course and have an apprenticeship in plumbing that they are going to go and learn a trade. there were others who have done btec who will go on to university done the vocational route whether it be sports therapy or in the arts. a lot going on. the government comes out on days like this and talks about those statistics. we have been talking to the education secretary, bridget phillipson. this is what she said about the results today. it liars said about the results today. it has been fantastic _ said about the results today. it has been fantastic to _ said about the results today. it has been fantastic to join _ said about the results today. it has been fantastic to join with - said about the results today. it 1:3 been fantastic to join with young people today collecting their results and to celebrate their

amazing success. they have shown enormous resilience in the face of lots of disruption and it's a really important day for them. i also want to pay tribute to the amazing teachers and staff who have supported them along the way. we could not do it without the amazing people who work in education. i am so pleased with what the young people have secured. to hear that they have got great options that lie ahead of them. for those young people who have not achieved what they needed, there is lots of support and that is out there and people should make sure they are reaching out and getting the help they need. reaching out and getting the help the need. . , , they need. inequalities still remain, with _ they need. inequalities still remain, with london - they need. inequalities still remain, with london and i they need. inequalities still. remain, with london and the south—east doing really well, and the midlands and the north, do you hope to address that?— the midlands and the north, do you hope to address that? today is about celebratin: hope to address that? today is about celebrating the _ hope to address that? today is about celebrating the achievements - hope to address that? today is about celebrating the achievements of - celebrating the achievements of young people but i recognise the gaps we have seen under the conservative government where it comes to regional differences are stark and that gap is widening. there is not a lot we need to do. i

want to make sure as education secretary that we break down those barriers to opportunity for our young people, that where you are from does not determine what you can go to achieve in life. sadly, that is still too often the case. that is what goes on in our schools, and want to make sure we have billing teachers in front of the crash and supporting our young people but it is also about the wider question is that too many of our families are facing at the moment, child poverty is one area where as a government we is one area where as a government we are is one area where as a government we are determined to make progress on driving down the numbers. do are determined to make progress on driving down the numbers.— driving down the numbers. do you want to see _ driving down the numbers. do you want to see those _ driving down the numbers. do you want to see those changes, - driving down the numbers. do you want to see those changes, how l driving down the numbers. do you l want to see those changes, how can this be practical?— this be practical? universe is a billin: this be practical? universe is a billing option. _ this be practical? universe is a billing option, there _ this be practical? universe is a billing option, there are - this be practical? universe is a billing option, there are a - this be practical? universe is a. billing option, there are a range this be practical? universe is a - billing option, there are a range of opportunities from a to work for for young people. when you look at the stark differences between regions, i see no reason why young people from the north—east are less likely to go to university than london and the south—east. they are no less talented. we did it turn that i do

not think that you are form should determine what you can achieve. we need to make progress on this after 14 need to make progress on this after 1a years where we have seen that gap opening up. that 14 years where we have seen that gap oenin: u-. . .,, 14 years where we have seen that gap o-eninuun. . ., opening up. that was the education secretary bridget _ opening up. that was the education secretary bridget phillipson - opening up. that was the education secretary bridget phillipson talking| secretary bridget phillipson talking about the political side of it. todayit about the political side of it. today it is all really about the human side. students getting the results. teachers who have seen them through all of their courses and exams also getting the results. joint by ruth, you are one of the tutors here. just as a teacher, what is it like an exam results they? i5 is it like an exam results they? i3 really nerve—racking, but it's very exciting and thrilling for the students, just to be here to celebrate with them for all of their incredible hard work that they have done, it's really wonderful, it's a privilege. done, it's really wonderful, it's a rivileue. ,, , ., ., ., , privilege. students have done really well this year. _ privilege. students have done really well this year, haven't _ privilege. students have done really well this year, haven't they? - privilege. students have done really well this year, haven't they? such l privilege. students have done really well this year, haven't they? such a j well this year, haven't they? such a man absolutely, we are so impressed

by the results, equally by their resilience and the hard work they have shown. resilience and the hard work they have shown-— resilience and the hard work they have shown. , ., , ., , have shown. during their two years to achieve the _ have shown. during their two years to achieve the results. _ have shown. during their two years to achieve the results. this - have shown. during their two years to achieve the results. this cohortl to achieve the results. this cohort had one to achieve the results. this cohort had gone through _ to achieve the results. this cohort had gone through covid-19 - to achieve the results. this cohort had gone through covid-19 and i to achieve the results. this cohort i had gone through covid-19 and their had gone through covid—19 and their education career, they had to fight that. do you think we have come through with flying colours? it is a testament to _ through with flying colours? it is a testament to them _ through with flying colours? it is a testament to them and _ through with flying colours? it is a testament to them and also - through with flying colours? it is a testament to them and also to - through with flying colours? it is a| testament to them and also to the incredible teachers that support them along the way, to build them back up, to build that confidence, improve that resilience, and get them feeling really positive about them feeling really positive about the future and about what is ahead of them. ~ ., ., i. the future and about what is ahead of them. ~ ., ., ,, the future and about what is ahead ofthem. ~ ., ., | the future and about what is ahead i of them._ i teach of them. what do you teach? i teach erformin: of them. what do you teach? i teach performing arts- _ of them. what do you teach? i teach performing arts- i— of them. what do you teach? i teach performing arts. i would _ of them. what do you teach? i teach performing arts. i would never- of them. what do you teach? i teach performing arts. i would never have | performing arts. i would never have cuessed. performing arts. i would never have guessed- did _ performing arts. i would never have guessed. did you _ performing arts. i would never have guessed. did you do _ performing arts. i would never have guessed. did you do that _ performing arts. i would never have guessed. did you do that as - performing arts. i would never have guessed. did you do that as a - guessed. did you do that as a student or what media decide to get into teaching performing arts? i studied a—levels and trained at guildford school of acting and musical theatre and had a fulfilling

career until my next fulfilling career until my next fulfilling career as a performing arts tutor. i am thrilled. career as a performing arts tutor. i am thrilled-— career as a performing arts tutor. i am thrilled. ., ~ ,, , . ., am thrilled. thank you very much for our hard am thrilled. thank you very much for your hard work— am thrilled. thank you very much for your hard work in _ am thrilled. thank you very much for your hard work in getting _ am thrilled. thank you very much for your hard work in getting the - your hard work in getting the students through. you do performing arts. i students through. you do performing arts. ., ., ., students through. you do performing arts. ., . ., ., arts. i do a lot of. behind-the-scenes. arts. i do a lot of- behind-the-scenes. i do arts. i do a lot of— behind-the-scenes. i do the behind—the—scenes. i do the lighting, _ behind—the—scenes. i do the lighting, the sound, planning and directing — lighting, the sound, planning and directing of pieces. you lighting, the sound, planning and directing of pieces.— lighting, the sound, planning and directing of pieces. you decided not to no down directing of pieces. you decided not to go down what — directing of pieces. you decided not to go down what some _ directing of pieces. you decided not to go down what some people - directing of pieces. you decided not| to go down what some people would see as a traditional a—level route. why? i see as a traditional a-level route. wh ? ., , ., ~ ., ~ , why? i lasted one week at a-levels, it was not the _ why? i lasted one week at a-levels, it was not the atmosphere _ why? i lasted one week at a-levels, it was not the atmosphere for - why? i lasted one week at a-levels, it was not the atmosphere for me. . why? i lasted one week at a-levels, it was not the atmosphere for me. i | it was not the atmosphere for me. i came _ it was not the atmosphere for me. i came to _ it was not the atmosphere for me. i came to performing arts because my friend _ came to performing arts because my friend dead — came to performing arts because my friend dead performing arts centre must _ friend dead performing arts centre must come and see if i liked it and if not. _ must come and see if i liked it and if not. drop— must come and see if i liked it and if not, drop it. i am must come and see if i liked it and if not, drop it. lam here. and i passed — if not, drop it. i am here. and i assed. ., ,, . if not, drop it. i am here. and i assed. ., . , passed. you pass, that is the main thin. passed. you pass, that is the main thing- what _ passed. you pass, that is the main thing. what was _ passed. you pass, that is the main thing. what was last _ passed. you pass, that is the main thing. what was last night - passed. you pass, that is the main

thing. what was last night lie? - passed. you pass, that is the main | thing. what was last night lie? four btec, we thing. what was last night lie? four btec, we get _ thing. what was last night lie? four btec, we get given _ thing. what was last night lie? four btec, we get given hints as to what we've _ btec, we get given hints as to what we've got — btec, we get given hints as to what we've got i— btec, we get given hints as to what we've got. i was fine. i happily had a normal— we've got. i was fine. i happily had a normal night.— we've got. i was fine. i happily had a normal night. what are you going to do now? — a normal night. what are you going to do now? i'm _ a normal night. what are you going to do now? i'm going _ a normal night. what are you going to do now? i'm going to _ a normal night. what are you going to do now? i'm going to guildford | to do now? i'm going to guildford school of acting _ to do now? i'm going to guildford school of acting for _ to do now? i'm going to guildford school of acting for theatre - school of acting for theatre production, i am going to do lighting, _ production, i am going to do lighting, sound, i production, i am going to do lighting, sound, lam going production, i am going to do lighting, sound, i am going to help with states — lighting, sound, i am going to help with states and everything behind—the—scenes. with states and everything behind-the-scenes.- with states and everything behind-the-scenes. what is your long-term _ behind-the-scenes. what is your long-term objective? _ behind-the-scenes. what is your long-term objective? i _ behind-the-scenes. what is your long-term objective? i want - behind-the-scenes. what is your long-term objective? i want to l behind-the-scenes. what is your| long-term objective? i want to be behind-the-scenes. what is your. long-term objective? i want to be a long-term ob'ective? i want to be a director, i long-term objective? i want to be a director, i want _ long-term objective? i want to be a director, i want to _ long-term objective? i want to be a director, i want to direct. _ long-term objective? i want to be a director, i want to direct. the - long-term objective? i want to be a director, i want to direct. the red . director, i want to direct. the red on the _ director, i want to direct. the red on the stage are movies? i would like to— on the stage are movies? i would like to direct musicals, i would like to direct musicals, i would like to— like to direct musicals, i would like to he — like to direct musicals, i would like to be more on—screen. did like to direct musicals, i would like to be more on-screen. did you think that is _ like to be more on-screen. did you think that is where we _ like to be more on-screen. did you think that is where we will - like to be more on-screen. did you think that is where we will see - like to be more on-screen. did you think that is where we will see a i think that is where we will see a lot more coming in in terms of c61?

have you seen the marvel movies? it is the _ have you seen the marvel movies? it is the area _ have you seen the marvel movies? it is the area where the industry is evolving — is the area where the industry is evolving at— is the area where the industry is evolving at the moment with the c61 and the _ evolving at the moment with the c61 and the writing especially because of stuff _ and the writing especially because of stuff like that, it is nice to see — of stuff like that, it is nice to see the — of stuff like that, it is nice to see the industry going in a positive wav _ see the industry going in a positive wa . y ., see the industry going in a positive wa. . ., way. enjoy your celebrations and congratulations, _ way. enjoy your celebrations and congratulations, thank _ way. enjoy your celebrations and congratulations, thank you - way. enjoy your celebrations and congratulations, thank you for i way. enjoy your celebrations and i congratulations, thank you for your time. we have a teacher and a student giving their views of the fact that they have, both of them, really well in the results. we come back to this every time we have done exam results over the years, the advice is do not panic. if you have not got the results you wanted, do not got the results you wanted, do not panic. i have seen on the bbc news website where they are answering questions, people asking questions, can i go through clearing if i didn't get the results i wanted? how do i do a reset? all of that can be done. we are proof that

it works out in the end. yes, i think so. keep moving forward and keep a cool head. that is absently right and it's very good advice. in qatar there aren't many talks trying to reach a ceasefire in gaza and the release of hostages. the united states are sending senior negotiators, hamas will not be at the table even indirectly. it accuses the prime minister of israel of adding new condition to earlier proposals. the talks are at the time of heightened tension in the region following the assassination of the hamas political leader, ismail haniyeh, last month, this was his funeral in qatar. the other big development is the number of palestinians killed by the israeli offensive in gaza has passed the 40,000 mark. that is a quote to the

health ministry in the hamas run territory. it does not distinguish between civilians and combatants. the war began after hamas fighters stormed into southern israel on october seventh, killing about 1,200 people and seizing 251. israel says more than 300 of its soldiers have died in the fighting since. barbara plett usher reports?— and a warning — viewers may find some details in the following report upsetting. it took ali two months to dig his family out of the wreckage of their home. he was only one who is in strike. translation: i could see my father under the rubble. but i could not extract him at first because he was under cement and the ceiling had collapsed. he decomposed in front of my eyes. my mother's body was inside the house, but when i try to see her, ifelt the house, but when i try to see her, i felt smothered and the house, but when i try to see her, ifelt smothered and had the house, but when i try to see her, i felt smothered and had to leave. he is looked after by his grandfather. in a shelter for orphans and widows. carrying on with

the task of living, his mother, father, brotherand the task of living, his mother, father, brother and two sisters are among the 40,000 reported killed in the gaza war. the number is overwhelming. each law says it will and individual grief. experienced again and again and places that are supposed to be safe. israel says it hit civilian infrastructure because hamas is operating there. hamas says it is not. the international community condemn civilian deaths. and the killing goes on. more than ten months of war have turned gaza into a destruction zone, displace most of its people, many are sick and hungry. in the southern city of khan younis they have been forced to flee a continually shifting from mine. we are tired of this life, she

says, death is better than this. death is a constant presence. this man has his family and everything he could carry with him, but there graveyard was the only space he could find in a shrinking humanitarian zone. translation: we have fled from dying to be among the dead. we are the living dead. the truth is, no one really knows what to say. back at the shelter, the orphans have been given another chance at life. how much of a chance, though, without at least a ceasefire? the future looks as dangerous as the present. let's talk to jenny let's talk tojenny hill who is in tel aviv. it is apparent as a journalist cannot access that so it's very difficult to get an accurate picture there, but the

figures that we see emerging from the health ministry in gaza add weight to the need to strike a peace deal. , ., ., weight to the need to strike a peace deal. , . . ., , deal. they are a horrifying reminder as if it were — deal. they are a horrifying reminder as if it were needed, _ deal. they are a horrifying reminder as if it were needed, of— deal. they are a horrifying reminder as if it were needed, of the - as if it were needed, of the terrible human cost of this war. as you say, israel does not allow internationaljournalists like the bbc into gaza to report freely. we are dependent on the work of local journalist. we cannot independently verify these figures. it is worth the pointing out whilst they are given to us by the hamas run ministry of health, the world health organization considers them to be credible, although israel does regularly dispute them. 40,000 deaths represents around 1.7% of the population of the gaza strip. and this latest development will no doubt lent extra urgency to the work of the negotiators gathering in doha

hoping to get a ceasefire and horses return deal agreed.— hoping to get a ceasefire and horses return deal agreed. hamas is absent from the talks. _ return deal agreed. hamas is absent from the talks, and _ return deal agreed. hamas is absent from the talks, and saying _ return deal agreed. hamas is absent from the talks, and saying that - from the talks, and saying that benjamin netanyahu has introduced extra conditions to what is on the table. do we know anything about what those conditions are? it’s what those conditions are? it's important _ what those conditions are? it's important to — what those conditions are? it�*s important to note that hamas has not actually taken part directly and any new negotiations to date. they have usually done so indirectly, and our understanding is that mediators will be getting messages back to representatives of the group, by qatar and egypt. you are right, hamas has accused benjamin netanyahu of adding extra conditions to existing proposals. our understanding is they will be a problem for negotiators because they talk about potentially who controls

the corridor, the strip of land of gaza right up against the egyptian border and potential restrictions on the movement of displaced palestinian civilians back into the north of gaza. the us has been pushing really hard for these talks. we have seen a lot of diplomacy going on in the last days. the head of the cia, william burns, is expected to attend some of the sessions. israel has sent a very high level delegation including the chief of its intelligence and security services. the world is watching and waiting and perhaps those most intently keeping an eye on what is happening in doha are the families of the israeli hostages still held in gaza and of course palestinian civilians for him every day as a matter of survival. what day as a matter of survival. what could iran _ day as a matter of survival. what could iran bring _ day as a matter of survival. what could iran bring to _ day as a matter of survival. what could iran bring to this? - day as a matter of survival. what could iran bring to this? as - day as a matter of survival. what could iran bring to this? as we i could iran bring to this? as we know, the urgency is in part also because of the threat of some form

of director indirect attack on israel by iran in the wake of the assassination that alleges in tehran. is it a question of buying time? .,, tehran. is it a question of buying time? ., . ., , ,, ., time? those negotiators know the stakes are extremely _ time? those negotiators know the stakes are extremely high. - time? those negotiators know the l stakes are extremely high. thinking is that a and horses return deal might stop the war in gaza from spilling out into a regional war. that is because there is a school of thought that if iran might be persuaded not to carry out its threat of an attack on israel, it is not only iran, it is hezbollah. that's right for the time being appears to be on hold if some diplomats are to be believed. whilst these talks are ongoing. if they are not successful, the concern is iran

might go ahead and make good on its threat to carry out what the us were estimating to be a significant set of attacks. the stakes are extremely high. one of the other things that are not known is what the hamas position is likely to be given the change at the top of its leadership, and the assassination of ismail haniyeh in tehran meant the political leadership has passed to send my mac who is believed to be in gaza and considered to be a much more hardline figure than his assessor. more hardline figure than his assessor-— more hardline figure than his assessor. ., ~ , ., ., ., , assessor. thank you for “oining us from tel aviv. * assessor. thank you forjoining us from tel aviv. hundreds - assessor. thank you forjoining us from tel aviv. hundreds of - assessor. thank you forjoining us i from tel aviv. hundreds of students are receiving their exam results this morning, 82% of students have successfully got into the fresh out of university and that is an increase of 3% from last year. our correspondent has been watching events keenly and rolling with the

punches at mplly college as students have been receiving their results. in the last couple of minutes, one student came up to me and asked where do i get my results, thinking i was a member of staff. i pointed him on the right direction. four out of five students who want to go on to university have got the course that they wanted and in the next hour, the whole system that allows universities and students to link together opens at one o'clock. duncan kennedy is at ucas hq, a busy day for everyone there.— day for everyone there. incredibly bus . it's day for everyone there. incredibly busy- it's an _ day for everyone there. incredibly busy. it's an underestimation. - day for everyone there. incredibly i busy. it's an underestimation. what you can see behind me is a fraction of the people who take calls being put through the mail this morning with thousands of phone calls coming through. there is anotherflaw with thousands of phone calls coming through. there is another flaw of telephone operators above and below. 100 people here at ucas alone taking phone calls from students, putting

the next step forward. the universities themselves will also be taking thousands of phone calls from students contacting them directly. why is it going on? that is because some students may not have done quite as well as expected with their exams, others might have done better, others might simply want to change their minds and not go with their original university. and that means they go through system of clearing. students being attached to available courses, there are 30,000 courses available, lots of choice, to get an idea what that should be doing to take us through it all, we have got the chief executive of ucas here today. your busiest day of the year. there are about 40 minutes from clearing going live, what is your message to students at this point? your message to students at this oint? ,. , ,. point? the same message we give students all _ point? the same message we give students all year, _ point? the same message we give students all year, most _ point? the same message we give students all year, most of - point? the same message we give students all year, most of them i point? the same message we give i students all year, most of them have a plan _ students all year, most of them have a plan b. _ students all year, most of them have a plan b. if_ students all year, most of them have a plan b, if you're thinking about changing — a plan b, if you're thinking about changing your mind, take out the plan b. _ changing your mind, take out the plan b, talk to your parents, talk to those — plan b, talk to your parents, talk to those who have been advising you,

do your— to those who have been advising you, do your research, that is our main message, — do your research, that is our main message, and you can telephone our wonderful— message, and you can telephone our wonderful staff here who are taking phone _ wonderful staff here who are taking phone calls, talk to the universities you are interested in, and from — universities you are interested in, and from one o'clock today, you can add a _ and from one o'clock today, you can add a different choice if that is what _ add a different choice if that is what you — add a different choice if that is what you want to do onto your ucas account _ what you want to do onto your ucas account the — what you want to do onto your ucas account. the other thing i would say is clearing _ account. the other thing i would say is clearing opens at one o'clock and downline _ is clearing opens at one o'clock and downline schools this evening. it's a process— downline schools this evening. it's a process that is open until october _ a process that is open until october. you do not have to make a decision— october. you do not have to make a decision in— october. you do not have to make a decision in a — october. you do not have to make a decision in a rash if you don't want to, you _ decision in a rash if you don't want to, you can— decision in a rash if you don't want to, you can take your time. 30,000 courses available, _ to, you can take your time. 30,000 courses available, that's _ to, you can take your time. 30,000 courses available, that's a - to, you can take your time. 30,000 courses available, that's a daunting | courses available, that's a daunting choice for students about where to 90, choice for students about where to go, it may be a change of location, a change of course, what criteria should they be applying to this process? put should they be applying to this rocess? , ., , ., . ., . process? put yourself forward to a course on a _ process? put yourself forward to a course on a subject _ process? put yourself forward to a course on a subject that _ process? put yourself forward to a course on a subject that you - process? put yourself forward to a course on a subject that you are i course on a subject that you are passionate _ course on a subject that you are passionate about, that you want to spend _ passionate about, that you want to spend at _ passionate about, that you want to spend at least three years studying. that is— spend at least three years studying. that is the _ spend at least three years studying. that is the golden test. the research _ that is the golden test. the research shows that students who pick a _ research shows that students who pick a thing that they love are most likely—

pick a thing that they love are most likely to _ pick a thing that they love are most likely to enjoy the course, to succeed _ likely to enjoy the course, to succeed and to go on to be successful. stick with the thing you really _ successful. stick with the thing you really love — successful. stick with the thing you really love. ? you might have been going _ really love. ? you might have been going to _ really love. ? you might have been going to one — really love. ? you might have been going to one place, and now you're going _ going to one place, and now you're going to _ going to one place, and now you're going to another place, it is going to be _ going to another place, it is going to be for— going to another place, it is going to be for the students. we going to another place, it is going to be for the students.— to be for the students. we have exert to be for the students. we have expert staff _ to be for the students. we have expert staff here _ to be for the students. we have expert staff here to _ to be for the students. we have expert staff here to help, - to be for the students. we have expert staff here to help, they l to be for the students. we have i expert staff here to help, they are accustomed to these conversations, make use of the ucas help that is available. we make use of the ucas help that is available. ~ ~ ., :: , ., available. we know 40% of universities _ available. we know 40% of universities are _ available. we know 40% of universities are in - available. we know 40% of universities are in difficultl universities are in difficult financial situations, there will be chasing the students because there were one of the student fees, they could be offering gimmicks, can you tell us what students should look out for? to get something dangled in front of them by these universities. the class of 2024, these are the first students who had externally assessed gcses after their pandemic, they have done phenomenally well in their a—level and other results today. this is a really smart cohort. they know what they're

doing. they can talk to all of the experts and they can talk to their teachers and advisers. ucas staff here. take advice from those you trust and choose the course you are passionate about. you trust and choose the course you are passionate about.— trust and choose the course you are passionate about. you are proud that disadvantaged _ passionate about. you are proud that disadvantaged students _ passionate about. you are proud that disadvantaged students are - passionate about. you are proud that disadvantaged students are going - passionate about. you are proud that disadvantaged students are going to | disadvantaged students are going to be going through the system this year. what is the message on that? it's wonderful news, record numbers of disadvantaged students accepting and being offered a university place today. that is great for the nation. everyone working in education cares about that and it's fantastic. i'm delighted to see so many uk 18—year—old secure their first choice place. 18-year-old secure their first choice place.— 18-year-old secure their first choice place. 18-year-old secure their first choice lace. j~ , ., _ choice place. 82% compared to 7996 last ear. choice place. 8296 compared to 7996 last year- that _ choice place. 8296 compared to 7996 last year. that has _ choice place. 8296 compared to 7996 last year. that has gone _ choice place. 8296 compared to 7996 last year. that has gone up. - choice place. 8296 compared to 7996 last year. that has gone up. great i last year. that has gone up. great for them. what are your call handlers who are talking behind us, want anything to chance when they ring up? i want anything to chance when they rinu u - ? .., �* want anything to chance when they rinuu? �* , ., , want anything to chance when they rinnu? , ., , ring up? i can't summarise so many different conversations, _ ring up? i can't summarise so many different conversations, but - ring up? i can't summarise so many different conversations, but i - ring up? i can't summarise so many different conversations, but i have i different conversations, but i have had conversations with students

today, i have spoken to students from all saints academy in cheltenham who are going to go on, a degree apprentice who is going to do aerospace, young who is wanting to be a journalist, like year, going off to study musical theatre, and to future lawyer and they are so excited about the next steps. thank ou ve excited about the next steps. thank you very much. _ excited about the next steps. thank you very much. i— excited about the next steps. thank you very much, i met _ excited about the next steps. thank you very much, i met the _ excited about the next steps. thankj you very much, i met the journalist, she was talking to get the results she was talking to get the results she wanted, others, less fortunate, will have to make some choices, the lines for clearing up at one o'clock, it does not close today or anything like that, you have got until october the 21st, but what ucas have warned, this is a competitive business, some of those top courses will go quickly, the idea is to get your ideas lined up, contact the universities, get a short list and when clearing opens from one o'clock, get on those decisions. sooner rather than later, although you have a couple of months

until all those places are finally gone. i have been meaning to ask you all morning, did you get the results you want it when you did your exams? yes, it took a lot of hard work, it was a long time ago, black—and—white days. i got what i wanted. it was stressful. some of my family did better than me deadly years. there was a lot of competition within the family. it is a stressful situation. i can remember all those years ago, not sleeping the night before. it turned out all right on the morning, but there's a lot of people going through the wringer right now. this place is proof of saying, there is a lot of choice open, it is not over, if you did not get what you want, you can go forward in life and get these other courses that are available and you will a great time doing as well. available and you will a great time doing as well-—

doing as well. very good advice. duncan at _ doing as well. very good advice. duncan at ucas _ doing as well. very good advice. duncan at ucas hq, _ doing as well. very good advice. duncan at ucas hq, clearing - doing as well. very good advice. i duncan at ucas hq, clearing opens doing as well. very good advice. - duncan at ucas hq, clearing opens at one o'clock. we have got lots of help and advice on the bbc news website, they have been doing your questions answered, but if i don't have the right results, can i still go through clearing? how do i do research? you will find that on the bbc news website. armoured vehicles have been seen inside russia. ukraine's president has said his country's troops have advanced well into russia's region and russia says it will set up evacuation routes. ukraine says it'll set up evacuation routes for civilians in the areas that it's captured, allowing them to go to russia or to ukraine. vladimir putin has vowed to expel the ukrainian troops from his country. the uk's ministry of defence says ukraine has a clear right to use british weapons for self—defence

and that does not preclude operations inside russia. a former nato analyst is with us. patrick, what do you make of the fact that challenger two tanks have been seen as part of this incursion into russia?— into russia? good afternoon, it is to be expected. _ into russia? good afternoon, it is to be expected, really. _ into russia? good afternoon, it is to be expected, really. we - into russia? good afternoon, it is to be expected, really. we have l to be expected, really. we have already seen from day one, some of the ukrainian brigades were using german infantry fighting vehicles, the us striker vehicles, and given another one of the units which has been trained in the uk, the 82nd air assault brigade, uses the challenger, it was a matter of time. that has been confirmed now. we will see how it goes. the challenger two is slightly different from the us and german tanks, there is a more

accurate barrel.