which sank off sicily. the search continues for the one person still missing. gcse results have been released — with the pass rate falling for a third year running. democrats get a pep—talk from coach tim walz — as kamala harris�*s running mate — rallies the crowd to act now. and in the last hour its been confirmed that the first drug to slow the progression of early—stage alzheimer's won't be available on the nhs because it's too expensive. the first drug to slow the progression of early—stage alzheimer's won't be available on the nhs because health—assessment body nice says the benefits are too small to justify the costs. in trials — lecanemeb was shown to slow cognitive decline by about a quarter in patients in the early stages of the disease. but nice said there was a significant cost to the treatment.

with me is our medical editor — fergus walsh. this has been a long—awaited decision, and an unusual decision, they came up with the decision to reject lecanemeb at the same moment as the drug has been licensed. so it has been deemed safe and effective by the medicines regulator, so across the uk it will be available privately and will continue to be used in medical trials. the sting in the tale is that the health assessment body says the benefits are too small when you set aside the costs. ., , ., , ., costs. could you put it into perspective. _ costs. could you put it into perspective, the _ costs. could you put it into perspective, the idea - costs. could you put it into perspective, the idea that| costs. could you put it into i perspective, the idea that the benefits are too small? it was seen

as a breakthrough? it benefits are too small? it was seen as a breakthrough?— as a breakthrough? it is, charities have said it— as a breakthrough? it is, charities have said it is _ as a breakthrough? it is, charities have said it is a _ as a breakthrough? it is, charities have said it is a defining - as a breakthrough? it is, charitiesj have said it is a defining moment. the reason why it is a big deal is that there has never been a drug before with alzheimer's that has convincingly slowed the progress of the disease. so, lecanemeb tackles the disease. so, lecanemeb tackles the underlying mechanism that drives alzheimer's, the builder of the sticky proteins called amyloid in the brain. it strips the brain of it. but it also comes with side effects that disrupt the brain and can cause brain bleed and brain swelling, some of which can be serious. then there is the cost. you have to go to a clinic every two weeks to have an hour—long infusion. you need regular monitoring with mri scans and there is great difficulty in getting assessed, you have to haveit in getting assessed, you have to have it checked that it is there in your brain. one charity, alzheimer's

research uk said it was a bittersweet moment. there are 27 other drugs in the pipeline. we will look back on this as an historic moment, even though the drug is not available. . ~ moment, even though the drug is not available. ., ~ , ., moment, even though the drug is not available. . ~' , ., ., moment, even though the drug is not available. ., ~ , ., ., ., figures out in the past half hour show that gcse passes across the whole of england, wales and northern ireland have fallen for a third year running. the overall pass rate is now 67.6%. that's down from 68.2% last year. the students sitting their gcses this time were in their first year of secondary school when the covid lockdowns began. as we can see in this graph, during the pandemic grades were determined by teachers, with higher overall marks being given. today's results show a fall back towards pre—pandemic levels. let's speak to our correspondent nicky schiller, who is at a school in gorton, in manchester.

good to have you again. welcome to the colleue good to have you again. welcome to the college here _ good to have you again. welcome to the college here in _ good to have you again. welcome to the college here in gorton _ good to have you again. welcome to the college here in gorton in - the college here in gorton in manchester. this is the place where they have been taking their pictures. congratulations, class of 2024. pictures. congratulations, class of 202a. there are still a few students collecting results. they come in and you can see that there is a table that says the surname. this pile, earlier on, was full. there are a few students, i wonder if they have been lying in and will come later to collect their results. these results are the gcse results in england, wales and northern ireland. we also have some btec results as well, the more vocational qualifications. there are also a few thousand cambridge nationals out as well today. it is the gcse is that we are focusing on because, as you mentioned, the pass rate has fallen for a third year. that was expected

because of the covid pandemic. this lot of students, they are 15 and 16 years old, year 11. when they first started secondary education, it was just as covid was starting, which meant they went to remote learning and they lived there secondary education through covid and in the shadow of covid. indian between years, the all of that and they were teacher assessed. this is the first year that most of those changes have been taken away. there were just a couple for the maths test in england that stayed. they are roughly comparable to the 2019 figures and they are about the same. let's get more detail on those results and what they mean across england, wales and northern ireland. our education reporter vanessa clark has been looking into the figures. if we step back and look _ looking into the figures. if we step back and look at _ looking into the figures. if we step back and look at the _ looking into the figures. if we step back and look at the national - back and look at the national picture — back and look at the national picture at the moment, in england we have seen_ picture at the moment, in england we have seen a _ picture at the moment, in england we have seen a little bit of a drop,

similar— have seen a little bit of a drop, similar to — have seen a little bit of a drop, similar to last year, 4.4%. in wales, — similar to last year, 4.4%. in wales, that is about 3.5%. northern ireiand, _ wales, that is about 3.5%. northern ireiand, it _ wales, that is about 3.5%. northern ireiand, it is— wales, that is about 3.5%. northern ireland, it is about 4.6%, the steepest _ ireland, it is about 4.6%, the steepest drop. this was expected. if we cast_ steepest drop. this was expected. if we cast our— steepest drop. this was expected. if we cast our minds back to 2021, exams _ we cast our minds back to 2021, exams were cancelled, teachers assess _ exams were cancelled, teachers assess the grades and they were a little bit _ assess the grades and they were a little bit higher. there has been a concerted — little bit higher. there has been a concerted effort to bring the results — concerted effort to bring the results back down. last year we saw a steeper— results back down. last year we saw a steeper drop in england. we expect that this _ a steeper drop in england. we expect that this year in wales and northern irelarrd _ that this year in wales and northern irelarrd we _ that this year in wales and northern ireland we will see a bigger drop than england. wales, 2.8%, northern iretand, _ than england. wales, 2.8%, northern ireland, 4.6%. the tech results are out as— ireland, 4.6%. the tech results are out as well — ireland, 4.6%. the tech results are out as well. if we think about regional— out as well. if we think about regional disparities, that is something else that is coming out this morning. if we look at london, it remains— this morning. if we look at london, it remains the place where students -et it remains the place where students get the _ it remains the place where students get the biggest results, and the gap between _ get the biggest results, and the gap between the highest places like london — between the highest places like london and the north—east and the west— london and the north—east and the west midlands, that is widening, it

is about— west midlands, that is widening, it is about 10%, that difference. a lot of people _ is about 10%, that difference. a lot of people will be stepping back and saying. _ of people will be stepping back and saying, what is going on there? that is an interesting _ saying, what is going on there? trust is an interesting point which we will take up a little bit later. as is always the case when there are exam results, we have politicians who talk about it, the schools minister catherine mckinnell has been commenting on the results. here is what she had to say. this a is what she had to say. as a government. _ is what she had to say. as a government, we _ is what she had to say. as a government, we are - is what she had to say. is a. government, we are absolutely committed to ensuring every young person gets the opportunities, no matter where they live, no matter the background they come from, we know that is a big task. but it is what we are committed to delivering on. we have seen the results today and the results last week, and they are not spread evenly across the country. but i think we have to praise this cohort of young people who have overcome enormous challenges over the lastjourney they have been on in their secondary education, and really recognise the achievements of both them and the teachers and schools that have supported them through it. that is

the schools _ supported them through it. that is the schools minister. _ supported them through it. that is the schools minister. there - supported them through it. that is the schools minister. there is - the schools minister. there is a regional variation in the figures. the steepest drop has actually been in northern ireland stop let's go to our ireland correspondent chris page in dungannon. our ireland correspondent chris page in dungannon— our ireland correspondent chris page in duncannon. ., . ., in dungannon. good morning. we have been hosted — in dungannon. good morning. we have been hosted this _ in dungannon. good morning. we have been hosted this morning _ in dungannon. good morning. we have been hosted this morning here - in dungannon. good morning. we have been hosted this morning here at - been hosted this morning here at saint patrick's academy in dungannon in county tyrone, and the results rush and relief largely over. an hour ago there were teachers at these desks and several hundred pupils here to pick up their brown envelopes. they were wanting to get the news as early as they could. now many of them are enjoying a good breakfast with family and friends, to mark what is a huge day in their lives. across northern ireland, 32,000 students are getting their gcse and vocational qualifications grades today. that gcse, 31% of entries received the top grades.

that is a drop, compared with last year and the year before. it is not unexpected because the example here always had a plan to bring the grades back in line with the levels before the covid pandemic, the best comparison, they said, was really 2019, when 30.5% of entries got those top grades. we are roughly in the same ballpark. when we look at entries receiving great c or higher, 80 to 2.7%, of about 0.5% on 2019. it means, when viewed through the pasta grades, northern ireland is doing better than england and wales on the whole. that is a point made by the education minister in the devolved government, who has said that the results are testament to the hard work of students and

teachers. a few more interesting statistics for you, maths and english language results have been better, both of 2% in terms of the proportion is receiving a or a*. and also, a rise of 4% in the total number of students entering gcses this year. that is in line with a pretty rapid increase in the school age population in northern ireland, which has comparatively young populations, compared with many other parts of the uk. indeed, the mathematicians amongst us will be poring over those figures. they will be much analysed by teachers, by people in positions of authority in education, looking at what they might mean for the future, looking at how academic performance is going across northern ireland in general by officials and in the department for education, and by politicians

also. for now, for pupils and staff, the likes of saint patrick's academy, it is a day to focus on pupils and what they have achieved. some will inevitably be disappointed. it is a day of life choices and a day of high emotions. how did you do in your exams? it's how did you do in your exams? it�*s interesting, it does bring it all back, you feel not sin your stomach. it's 25 years this year since i received my a—level results, so it might mean 27 kids gcse, and i seem to remember doing all right, though you still get memories coming back, even some recurring dreams, as i was saying to the principle, sometimes i wake up thinking it is the morning of a particular exam and i don't

know enough. the experiences do stick with you for the rest of your life. i suppose what teachers have been saying to people is here today, those that have done really well and may be those who have not done as well as they expected, these exams do not completely define you, they are important and you have worked hard for them, but there is plenty more still to come in life. that's very much as a message around well—being and emotional health that is increasingly important over the years since you and i were doing our exams. i years since you and i were doing our exams. , , ._ ., exams. i remember in my day that used to post _ exams. i remember in my day that used to post everybody's - exams. i remember in my day that used to post everybody's results . exams. i remember in my day that| used to post everybody's results on a wall so everybody could look at it and i am old enough to have done 0 levels. the students today are who we are focusing on, it is one of those life moments as chris said and as i have been saying. you remember it for the rest of your life. joining me some of the student in gorton. deborah is here. what

subject have you done? i did the core subjects. — subject have you done? i did the core subjects, history, _ subject have you done? i did the core subjects, history, statistics| core subjects, history, statistics and computer science, and spanish. abs, and computer science, and spanish. a lot of people won't realise, now you have to do maths and english, don't you? have to do maths and english, don't ou? �* ,. . have to do maths and english, don't ou? . ,. . ., , ~ you? and i did science as well. and i not all 9 you? and i did science as well. and i got all 9 and _ you? and i did science as well. and i got all 9 and two _ you? and i did science as well. and i got all 9 and two 8s. _ you? and i did science as well. and i got all 9 and two 8s. a lot - you? and i did science as well. and i got all 9 and two 8s. a lot of - i got all 9 and two 8s. a lot of --eole i got all 9 and two 8s. a lot of people will— i got all 9 and two 8s. a lot of people will remember- i got all 9 and two 8s. a lot of people will remember it - i got all 9 and two 8s. a lot of people will remember it was l people will remember it was previously a down to e, then in england it changed to a number and 9 is the top grade. how did you sleep last night? to is the top grade. how did you sleep last niuht? ., , ., , last night? to be honest, i was fine. last night? to be honest, i was fine- you _ last night? to be honest, i was fine. you are _ last night? to be honest, i was fine. you are cool _ last night? to be honest, i was fine. you are cool as _ last night? to be honest, i was fine. you are cool as a - last night? to be honest, i was. fine. you are cool as a cucumber. what do you _ fine. you are cool as a cucumber. what do you want _ fine. you are cool as a cucumber. what do you want to _ fine. you are cool as a cucumber. what do you want to do _ fine. you are cool as a cucumber. what do you want to do next? - fine. you are cool as a cucumber. what do you want to do next? i i fine. you are cool as a cucumber. i what do you want to do next? i am auoin to what do you want to do next? i am going to go — what do you want to do next? i am going to go to _ what do you want to do next? i am going to go to college, _ what do you want to do next? i —n going to go to college, do biology, chemistry and maths. that a going to go to college, do biology, chemistry and maths.— going to go to college, do biology, chemistry and maths. at a level? you decided to go — chemistry and maths. at a level? you decided to go down _ chemistry and maths. at a level? you decided to go down that _ chemistry and maths. at a level? you decided to go down that route. - decided to go down that route. long—term, where do you think you will be? long-term, where do you think you will be? ,, , ., , _, long-term, where do you think you will be? ,, , ., , ., will be? studying to become an

anaesthesiologist. _ will be? studying to become an anaesthesiologist. good - will be? studying to become an anaesthesiologist. good luck. l will be? studying to become an i anaesthesiologist. good luck. how did ou anaesthesiologist. good luck. how did you sleep _ anaesthesiologist. good luck. how did you sleep last _ anaesthesiologist. good luck. how did you sleep last night? - anaesthesiologist. good luck. how did you sleep last night? not - anaesthesiologist. good luck. how did you sleep last night? not the l did you sleep last night? not the best, but it _ did you sleep last night? not the best, but it was _ did you sleep last night? not the best, but it was still _ did you sleep last night? not the best, but it was still 0k. - did you sleep last night? not the best, but it was still 0k. what i best, but it was still 0k. what sub'ect best, but it was still 0k. what subject have _ best, but it was still 0k. what subject have you _ best, but it was still 0k. what subject have you done? - best, but it was still 0k. what subject have you done? i - best, but it was still 0k. what subject have you done? i did l best, but it was still 0k. what l subject have you done? i did my best, but it was still 0k. what - subject have you done? i did my core sub'ects at subject have you done? i did my core subjects at their _ subject have you done? i did my core subjects at their history, _ subjects at their history, statistics and business, and spanish _ statistics and business, and spanish. | statistics and business, and sanish. ., , statistics and business, and sanish. , ,, statistics and business, and sanish. , , ., spanish. i was useless as statistics and failed, — spanish. i was useless as statistics and failed, how— spanish. i was useless as statistics and failed, how did _ spanish. i was useless as statistics and failed, how did you _ spanish. i was useless as statistics and failed, how did you do? - spanish. i was useless as statistics and failed, how did you do? i - spanish. i was useless as statistics and failed, how did you do? i got l and failed, how did you do? i got three 6s, seven _ and failed, how did you do? i got three 6s, seven 8s _ and failed, how did you do? i got three 65, seven 85 island and failed, how did you do? i got three 65, seven 85 i5land one 9. the 65 three 65, seven 85 i5land one 9. the 6s were _ three 65, seven 85 i5land one 9. the 6s were a _ three 65, seven 85 i5land one 9. the 6s were a bit — three 65, seven 85 i5land one 9. the 65 were a bit of a let down but i was overalt— 65 were a bit of a let down but i was overall happy. 6s were a bit of a let down but i was overall happy.— 6s were a bit of a let down but i was overall happy. what do you want to do next? — was overall happy. what do you want to do next? i— was overall happy. what do you want to do next? i am _ was overall happy. what do you want to do next? i am going _ was overall happy. what do you want to do next? i am going to _ was overall happy. what do you want to do next? i am going to go - was overall happy. what do you want to do next? i am going to go to - to do next? i am going to go to colleue to do next? i am going to go to college to _ to do next? i am going to go to college to study _ to do next? i am going to go to college to study biochemistry i to do next? i am going to go to l college to study biochemistry and maths _ college to study biochemistry and maths and i would like to be a dentist — maths and i would like to be a dentist. ~ . maths and i would like to be a dentist. . ., ., i, , maths and i would like to be a dentist. . . ., i, , ., dentist. we have analyses we all 'ust, a dentist. we have analyses we all just, a dentist, _ dentist. we have analyses we all just, a dentist, no _ dentist. we have analyses we all just, a dentist, no journalists - dentist. we have analyses we all| just, a dentist, no journalists yet. just, a dentist, nojournalists yet. what did you study? i just, a dentist, no journalists yet. what did you study?— just, a dentist, no journalists yet. what did you study? i study the core

sub'ects, what did you study? i study the core subjects. as — what did you study? i study the core subjects, as well— what did you study? i study the core subjects, as well as _ what did you study? i study the core subjects, as well as business - what did you study? i study the core subjects, as well as business and - subjects, as well as business and catering. subjects, as well as business and caterina. ~ . ., subjects, as well as business and caterina. ~ . . ., subjects, as well as business and caterina. . . ., catering. what are you hoping to do? hoinu to catering. what are you hoping to do? hoping to go — catering. what are you hoping to do? hoping to go to _ catering. what are you hoping to do? hoping to go to college _ catering. what are you hoping to do? hoping to go to college and - catering. what are you hoping to do? hoping to go to college and study - hoping to go to college and study psychology, sociology and business. you have decided to go down the route of a—levels, because some people might going to be tech and vocational, but you decided you wanted to do a—levels? we have spoken about how your generation, when you first started your secondary school education, covid hit. how do you think that has affected you over the years that you have now done the exams and come out the other end?— the other end? having covid, a gap in the year. — the other end? having covid, a gap in the year. it _ the other end? having covid, a gap in the year, it motivated _ the other end? having covid, a gap in the year, it motivated me - the other end? having covid, a gap in the year, it motivated me to - the other end? having covid, a gap| in the year, it motivated me to push harder because of the years that i missed and wanted to work harder to help make people proud as well as myself. help make people proud as well as m self. ~ . , ., help make people proud as well as m self. ~ . ,. , help make people proud as well as m self. ~ . , | help make people proud as well as. myself-_ i study myself. what did you study? i study the core subjects, _ myself. what did you study? i study the core subjects, business, - the core subjects, bu5ine55, fashion, _ the core subjects, bu5ine55, fashion, spanish and history. the core subjects, business, fashion, spanish and history. again, nice subjects. _ fashion, spanish and history. again, nice subjects, how _ fashion, spanish and history. again,

nice subjects, how did _ fashion, spanish and history. again, nice subjects, how did you _ fashion, spanish and history. again, nice subjects, how did you do? - fashion, spanish and history. again, nice subjects, how did you do? i - nice 5ubject5, how did you do? i think i did well. nice subjects, how did you do? i think i did well. how— nice subjects, how did you do? i think i did well. how will- nice subjects, how did you do? i think i did well. how will you - think i did well. how will you celebrate? _ think i did well. how will you celebrate? i— think i did well. how will you celebrate? i have _ think i did well. how will you celebrate? i have a - think i did well. how will you celebrate? i have a holiday l think i did well. how will you - celebrate? i have a holiday booked. triple science sounds difficult to be, how did you do? i got triple science sounds difficult to be, how did you do?— triple science sounds difficult to be, how did you do? i got all 9s, 8 and 7. be, how did you do? i got all 9s, 8 and 7- some _ be, how did you do? i got all 9s, 8 and 7. some of— be, how did you do? i got all 9s, 8 and 7. some of them _ be, how did you do? i got all 9s, 8 and 7. some of them i _ be, how did you do? i got all 9s, 8 and 7. some of them i wanted - be, how did you do? i got all 9s, 8 i and 7. some of them i wanted higher, but overall i did well.— but overall i did well. where do you see yourself — but overall i did well. where do you see yourself going _ but overall i did well. where do you see yourself going next? _ but overall i did well. where do you see yourself going next? planning | but overall i did well. where do you | see yourself going next? planning to do to college — see yourself going next? planning to do to college to _ see yourself going next? planning to do to college to do _ see yourself going next? planning to do to college to do a-levels - see yourself going next? planning to do to college to do a-levels in i do to college to do a—levels in maths, physics and psychology. xyour maths, physics and psychology. your lonu-term maths, physics and psychology. your long-term career, _ math5, physics and psychology. your long—term career, what do you hope? i don't know, maybe architecture, but it could change. we i don't know, maybe architecture, but it could change.— i don't know, maybe architecture, but it could change. we were talking to chris about _ but it could change. we were talking to chris about the _ but it could change. we were talking to chris about the psychological- to chris about the psychological impact of exams. particularly it has

certainly changed from when chris and i were at school, because social media has come along and there was a lot more pressure on young people, for example to post on social media their results. let's talk to laura bunter, from the mental health charity young minds. it is a difficult day for these 15 and 16—year—olds. pm difficult day for these 15 and 16-year-olds._ difficult day for these 15 and 16- ear-olds. . ., ., ., 16-year-olds. an emotional day, i want to firstly _ 16-year-olds. an emotional day, i want to firstly say _ 16-year-olds. an emotional day, i want to firstly say good _ 16-year-olds. an emotional day, i want to firstly say good luck i 16-year-olds. an emotional day, i want to firstly say good luck and l want to firstly say good luck and well done to everybody, all of the young people getting results today. it's a big moment, but also so important to remember that the results do not define you, there is a lot of pressure on young people, the pressure they put on themselves or from family and friends, or what they see around them. but there are 70 different pass open. wejust heard about so many different routes that young people we have been speaking to are taking. they can

take many different courses and directions, so it's important to remember that it's not all about exam results.— remember that it's not all about exam results. that is quite hard, when ou exam results. that is quite hard, when you are _ exam results. that is quite hard, when you are 15 _ exam results. that is quite hard, when you are 15 and _ exam results. that is quite hard, when you are 15 and 16. - exam results. that is quite hard, when you are 15 and 16. how i exam results. that is quite hard, i when you are 15 and 16. how much do parents play a part in recognising the mental health pressure all of their kids? . , , ., their kids? parents tell us that exams can _ their kids? parents tell us that exams can be _ their kids? parents tell us that exams can be very _ their kids? parents tell us that exams can be very stressful i their kids? parents tell us that. exams can be very stressful and their kids? parents tell us that i exams can be very stressful and can be a time of intense pressure. some of that stress is to be expected, and there are ways to support and manage that. but young people are also growing up in such a tough context, and increasing pressure, and we have heard about the context of growing up and learning through covid, the cost of living crisis, climate crisis, the increased scrutiny around social media and what that brings to young people. it can be a really high—pressure time

difficult time. we are seeing record numbers of young people struggling with mental health. it is hard for carers and parents to see the young person in your life, going through a time that can be stressful. so we really advised parents to be that trusted adults, provide the support for a young person, talk to them about it, perhaps while they are doing something they are enjoying, and accept their feelings. and if they have not got the results they wanted all they are disappointed, listen and accept their feelings, but perhaps reserve judgment and solutions to really give that time for it. then there are options as well, you can talk to school, careers advisers, there are different ways you can support young people to take footpaths if the results are not what they wanted. there is more on the young minds website. joining me is angela, the

assistant head and also in charge of pastoral care. mental health for these young students is really important now, isn't it? absolutely, it's important _ important now, isn't it? absolutely, it's important for _ important now, isn't it? absolutely, it's important for everybody - important now, isn't it? absolutely, it's important for everybody but i it's important for everybody but even more so for the younger generation. they have to navigate through quite a lot, there is pressure and stress, and also the unrealistic influence that does not necessarily help when people are developing and growing, trying to find themselves. haifa developing and growing, trying to find themselves.— developing and growing, trying to find themselves. how hard is it for staff to put — find themselves. how hard is it for staff to put that _ find themselves. how hard is it for staff to put that into _ find themselves. how hard is it for staff to put that into perspective i staff to put that into perspective when the kids when they see all of that extra pressure on social media? it's just about having an open and honest support of conversation, non—judgemental conversations, looking at what they aspire to be, how they think they are going to get there, but also managing their time on social media, managing expectations and being really clear that not everything is going to be easy. nerves are normal and anxieties of the nut can be addressed, and making sure mental health and the mental well—being stays at the forefront of everything we do here, whether that be in the

classroom were outside of the classroom. and ensuring the supporters tailored to meet the need of the young person is also key. not one model fits all. haifa of the young person is also key. not one model fits all.— one model fits all. how have the students done _ one model fits all. how have the students done here _ one model fits all. how have the students done here today? i one model fits all. how have the students done here today? they| one model fits all. how have the i students done here today? they have done fantastic _ students done here today? they have done fantastic and _ students done here today? they have done fantastic and it's _ students done here today? they have done fantastic and it's been _ students done here today? they have done fantastic and it's been a - students done here today? they have done fantastic and it's been a day i done fantastic and it's been a day of mixed emotions, some tears of myself. it's nice to get them to this point. each year group has their own journey and path, this point. each year group has their ownjourney and path, but today we have seen lots of happy faces, well—deserved. eight and nine results, and they have done great, they are ready for that next step of a—levels, whatever it might be that they want to do, they are ready for that next chapter in their lives. how hard is it for the staff, do you get nervous, can you sleep before the exam results? knowing the effort you have put in?— you have put in? there is definitely an element— you have put in? there is definitely an element of— you have put in? there is definitely an element of nerves, _ you have put in? there is definitely an element of nerves, we - you have put in? there is definitely an element of nerves, we want i you have put in? there is definitely i an element of nerves, we want them to do well. we have a motto about trusting the process and the team ethos. we could not do ourjob without young people, they could not get to where they get to without us.

it's definitely a team effort and there is anxiety on both parts. we get the results of the day before so we are able to look and see how things have gone as a school. but also for individuals that we work closely with, how they have done and whether there next steps are right for them, and how we support them in starting somewhere in september. are starting somewhere in september. are ou 5tarting somewhere in september. are you going to starting somewhere in september. are you going to celebrate yourself tonight, big sigh of relief? absolutely, a well—deserved cup of tea somewhere. it has been a early morning start. as always, i am immensely proud of the work that goes on and i am absolutely committed to young people and making the absolute most for the young people that we serve. you the absolute most for the young people that we serve.— the absolute most for the young people that we serve. you are in a uuite a people that we serve. you are in a quite a deprived _ people that we serve. you are in a quite a deprived area, _ people that we serve. you are in a quite a deprived area, doesn't i people that we serve. you are in a | quite a deprived area, doesn't have an impact? quite a deprived area, doesn't have an im act? ., quite a deprived area, doesn't have an imact? ., ., quite a deprived area, doesn't have an impact?— quite a deprived area, doesn't have an imact? ., ., ., , ., an impact? some of our families are not as fortunate. _ an impact? some of our families are not as fortunate. families _ an impact? some of our families are not as fortunate. families will i an impact? some of our families are not as fortunate. families will face i not as fortunate. families will face challenges, and we are a large

school, we have a motto that if you are struggling, come forward and we will do what we can with the means we have available, we can signpost support services. it's about getting the best for our young people. we will pick up on that, in terms of the regional divide and the differences. carl is from the sutton trust, they work to remove social barriers. thank you forjoining us on bbc news. how concerned are you in terms of the exam results that london and the south—east gets better results than other parts of the country?— better results than other parts of the country? better results than other parts of the count ? ., ., ., , ., the country? london have been at the to of the the country? london have been at the top of the pack— the country? london have been at the top of the pack for _ the country? london have been at the top of the pack for a _ the country? london have been at the top of the pack for a number - the country? london have been at the top of the pack for a number of - top of the pack for a number of years, but the advantage has increased since the pandemic, moving away from other regions. it's a great new story for london, their schools used to be quite poorly performing 25 years ago. what we

need to do is that we need to see the increases and improvements that happen in london. we need to see those extended to other regions over the next few years. otherwise the cats are going to continue to widen. they follow through in terms of chancesin they follow through in terms of chances in life and success, once you leave education. that is bad for the uk as a whole. i you leave education. that is bad for the uk as a whole.— the uk as a whole. i was reading some figures _ the uk as a whole. i was reading some figures saying _ the uk as a whole. i was reading some figures saying that - the uk as a whole. i was reading i some figures saying that obtaining five gcses including maths and english has a lifelong impact on earnings and the economy. absolutely, gcse results, they don't necessarily define you for your life but they are very important in terms of getting to the next steps, getting onto a—levels or into vocational training, into apprenticeships. it's really important to get that basis to gcses, and in particular passes in english and maths. for those that don't pass english and maths, they

often get stuck in a cycle of repeats after the age of 16. it's very difficult to move on. that is something we need to look up because lots of young people, thousands of young people every year are caught repeating these exams, and the vast majority of them never actually end “p majority of them never actually end up passing. that holds them back in the long term in terms of their prospects, and we need to find other ways around that in terms of offering other types of functional skills qualifications, particularly around maths, to allow people to progress to apprenticeships in the workplace and other options. thank ou ve workplace and other options. thank you very much- _ workplace and other options. thank you very much. there _ workplace and other options. thank you very much. there are _ workplace and other options. thank you very much. there are also i workplace and other options. thank you very much. there are also btecs out, the vocational qualifications, some of those out today. you can get much more on the results on the bbc news website and app. there is a special live page and running with

input from the education team, and we have nice pictures of people celebrating around the country. they will be taking questions at 11.30. if you have any questions about exam results and what to do next, if you did not quite get the results you wanted, you can e—mail us. you can get more on the bbc website. you are what you bbc news. time for a check on the weather. the met office has named the low pressure system coming our way tonight as storm lillian, moving in later. at the moment we have a weather front weakening all the time, pushing down towards the south—east. that is taking cloud and patchy light rain, and strong wind with it. behind it it will still be blustery conditions, a lot of dry weather, bright skies, sunny intervals and some showers. strong wind prevails across the west. even

inland, we are looking at gusty conditions. temperatures today ranging from around about 1k in the north, to a high of 21 in parts of the south—east and eastern england. as we head through the evening and overnight, we have a dry start and then we start to see the heavy rain coming in. by the end of the night, strengthening wind, gales through the irish sea. very windy across northern england in particular, windy across the rest of england and wales as well. stormed lillian could affect the m6 and the mm, because the longer strong winds will have heavy rain. tomorrow, that pulled away into the north sea, we have a cook of rain across eastern scotland. the other end of the rain pushes away from the south—east. the wind uses a touch and then we are looking brighter skies, not as windy to the afternoon. blustery showers coming in across the north and west.

temperatures 13 or 23. moving on, as we move into friday night, we have this system coming up from the south. that looks like it could have clipped a part of wales, central, southern and south—eastern england before it moves away. that could move a little further north or south, so it is one to watch. this is what we think at the moment, the rain are slow to clear the south—east. hide it, a lot of dry weather. showery outbreaks of rain coming in on a strengthening wind across the north west. temperatures, 14 across the north west. temperatures, 1a or 20 degrees. as we head into the weekend. they, bright and breezy, there will be some rain around. as we head into monday, the bank holiday for some of us, for england and wales, mostly dry. for scotland and northern ireland, rain coming in later.

live from london. this is bbc news. a fifth body is recovered from the luxury yacht which sank off sicily. the search continues for the one

person still missing. gcse exam results in england, wales and northern ireland are released — with the pass rate falling for the third year running. democrats get a pep—talk from coach tim walz — as kamala harris�*s running mate — rallies the crowd to act now. we've got 76 days. that's nothing. there'll be time to sleep when you're dead. we're going to leave it on the field. and confirmation that the first drug to slow the progression of early—stage alzheimer's won't be available on the nhs because it's too expensive. hello. our top story, divers have been searching the wreck of a superyacht that sank off sicily on monday. they have now recovered

a fifth body. it brings the death toll to six.