good morning, thank you for being here. students in england, wales and northern ireland have started receiving their a—level and btec results. the admissions body ucas said 79% of students got into their first choice of university, down slightly on last year. more than 60 migrants are presumed dead after a fishing vessel was found drifting off the coast of cape verde in west africa. 38 survivors were rescued from the boat which left senegal more than a month ago. the family of a pregnant woman killed by a speeding driver have welcomed the review of his 12 year prison sentence. she died along with her unborn daughter when the man crashed into a car shortly after he found himself driving at 123 miles an hour. the conservative mp for dudley north has called for the creation of a cricket has law to protect historic pubs and building. it will be named after an 18th—century pub that was gutted by a fire and demolished without permission. so we are talking about a—levels and btec estimate, vocational courses that are more work—related. and students have studied btecs going into the world of work and some go on to university as well. and technical qualifications that they study on the job, which is great. while completing a university place. it is currently only offered to a limited number of schools and colleges. those to talk about, loads of advice. loads of opinions on the fundamentals about the philosophy of this. is this the best way? is there another way? when we discuss exams it is always a point so many of you make. is it a blunt instrument? wherever you are coming from and wherever you want to go bonus and text us. speaking this morning, the education secretary for england, julian keegan insisted exams are the fairest way to assess students and this is no right time to return to the pre—pandemic grading issues. you the pre-pandemic grading issues. you can't the pre—pandemic grading issues. 7m. can't compare them to last year or the two years previous. we are preparing them to compare to 2019. in terms of the cohort taking the exams this year, exams are the fairest way. everybody sits in the same place with the same content in the same conditions having to do the same exam. before we go into this we have to congratulate this cohort because they have been through such a lot. they have shown massive resilience, they have taken their exams and stepped up to the plate and they are going to do great because they will have access to as many opportunities, if not more than ever. ~ ., , ,., many opportunities, if not more than ever. ~ ., , , ever. another interesting point is the one byte _ ever. another interesting point is the one byte regional— ever. another interesting point is the one byte regional or- ever. another interesting point is the one byte regional or national| the one byte regional or national disparity as well. this is the first time because it returns to pre—covert levels of assessment. in england but not in northern ireland and wales. how will ucas and universities mitigate that disparity in our nations? get in touch, we have got some of the sides, customer success manager at ucas. lynn mckenna is the dean of education and society at the university of sunderland. kenny mccartney, a careers adviser, the education development trust. and helen in morton. let's go when helen first. good morning, how are you? i am very well, thank _ good morning, how are you? i am very well. thank you — good morning, how are you? i am very well, thank you very _ good morning, how are you? i am very well, thank you very much. _ good morning, how are you? i am very well, thank you very much. how- good morning, how are you? i am very well, thank you very much. how is - good morning, how are you? i am very well, thank you very much. how is it i well, thank you very much. how is it auoin in well, thank you very much. how is it going in your — well, thank you very much. how is it going in your house? _ well, thank you very much. how is it going in your house? i _ well, thank you very much. how is it going in your house? i have - well, thank you very much. how is it going in your house? i have got - going in your house? i have got three children, _ going in your house? i have got three children, the _ going in your house? i have got three children, the first - going in your house? i have got three children, the first lot - going in your house? i have got three children, the first lot of i three children, the first lot of a—level results this year. very nerve—racking. a particularly harder as you have alluded to with covid for the time. my daughter megan has set proper exams and i nipped out to take one of my other children to work this morning and got backjust after eight and checked to see if she was awake and heard a few cheers behind the bedroom door and opened it carefully worried about what the cheers were for, but they were tears of joy, cheers were for, but they were tears ofjoy, she got three bs, which is what she needed to go to newcastle. so i am absolutely delighted. what what she needed to go to newcastle. so i am absolutely delighted.- so i am absolutely delighted. what a ureat lace so i am absolutely delighted. what a great place to _ so i am absolutely delighted. what a great place to go. — so i am absolutely delighted. what a great place to go, what _ so i am absolutely delighted. what a great place to go, what a _ so i am absolutely delighted. what a great place to go, what a wonderful. great place to go, what a wonderful city, what a brilliant university. you must be so proud and she must be so excited. she you must be so proud and she must be so excited. ,, , , ., ., so excited. she is, she had an unconditional— so excited. she is, she had an unconditional officer -- - so excited. she is, she had an unconditional officer -- offerl so excited. she is, she had an - unconditional officer -- offer from unconditional officer —— offer from hull as well but she knew she was going to university and she really liked hull, but newcastle is a great city, fantastic students, they really embrace their students up there, so she was desperate to go. as a parent you worry. if i did a—levels and went to university and never before did i feel as worried as last night. she could tell me they went well but you just worry will stop i suspect this year particularly there were stories about them going back to 2019, is it fair? yes, terrifying. the? about them going back to 2019, is it fair? yes, terrifying.— fair? yes, terrifying. they have been through — fair? yes, terrifying. they have been through so _ fair? yes, terrifying. they have been through so much. - fair? yes, terrifying. they have been through so much. sittingl fair? yes, terrifying. they have - been through so much. sitting exams for the first time, as i said earlier on, talking about getting the collie wobbles, i remember that feeling, sitting in that hole. pens down, that moment. and looking at the exam paper and it is alljust a jumble in front of your eyes. you remember all that stuff. how did she prepare for doing it for the first time? do prepare for doing it for the first time? , ., prepare for doing it for the first time? ,., i. ~ ., prepare for doing it for the first time? i. ~ ., , prepare for doing it for the first time? ~ ., , ., ~ prepare for doing it for the first time? ~' ., , ., ~' ., , time? do you know, she worked really hard. m time? do you know, she worked really hard- my eldest _ time? do you know, she worked really hard. my eldest son _ time? do you know, she worked really hard. my eldest son is _ time? do you know, she worked really hard. my eldest son is doing _ time? do you know, she worked really hard. my eldest son is doing his - hard. my eldest son is doing his gcses at the same time so it was a stressful few weeks here. i really saw the difference between girls and boysin saw the difference between girls and boys in terms of revision. she got on with it, she had her coloured pens and making her nose on her laptop and things. my son, i was much more having to sit down and make him revise. he wanted to but just didn't quite know how to get on with it. it was the first time she had done proper exams and she had done really well, but nothing prepares you for that sitting the first one. that first exam, as you said, sitting it for the first time at a—levels at 18 it is terrifying and i still wake up in cold sweats three months out from having done exams. it three months out from having done exams. , ., , three months out from having done exams. , , i. ., ., ., exams. it stays with you for a long time. i exams. it stays with you for a long time- i have _ exams. it stays with you for a long time- i have a _ exams. it stays with you for a long time. i have a recurring _ exams. it stays with you for a long time. i have a recurring dream - exams. it stays with you for a long time. i have a recurring dream or. time. i have a recurring dream or nightmare about it that i cannot get hold of the book that i need before the exam that i am about to take. i haveit the exam that i am about to take. i have it at least a week. you made me really emotional when you are talking about the tears behind the door because i have had both sets of tears. 0n door because i have had both sets of tears. on one occasion i had one of mine on the ground thumping the floor and screaming with sadness. she got there but she had her own personal high standards, as they often do, and she didn't achieve what she wanted to achieve, but it was fine. and i have had and add—on saying, botched it. it can go both ways. saying, botched it. it can go both wa s. ~ . , saying, botched it. it can go both wa s. . ., , ., saying, botched it. it can go both was. ., , ., ~ ., ways. what is her name? megan. mean, if ways. what is her name? megan. megan. if you _ ways. what is her name? megan. megan, if you listen, _ ways. what is her name? megan. megan, if you listen, you're - megan, if you listen, you're probably not, you are probably out celebrating, can i say to you, fabulous, congratulations megan because she represents a cohort of our population of young people who have been through so much and when we were going through all that stuff i was thinking, oh, my goodness me, what about our young people in the midst of all this stuff? penny mccartney, it is something i want to throw to you, a careers adviser at the education development trust. young people have been through so much in recent years.— much in recent years. without a doubt. i much in recent years. without a doubt- i am _ much in recent years. without a doubt. i am definitely _ much in recent years. without a doubt. i am definitely seeing i much in recent years. without a doubt. i am definitely seeing an increase — doubt. i am definitely seeing an increase in— doubt. i am definitely seeing an increase in anxiety and mental health— increase in anxiety and mental health problems in our young people that i hadn't seen previously. 30 that i hadn't seen previously. so what that i hadn't seen previously. what are that i hadn't seen previously. sr what are today? what are your thoughts? it what are today? what are your thou . hts? , what are today? what are your thoughts?— what are today? what are your thou~hts? , . ., , thoughts? it is exciting that they are caettin thoughts? it is exciting that they are getting their— thoughts? it is exciting that they are getting their a-levels - thoughts? it is exciting that they are getting their a-levels after. are getting their a—levels after what they have been through. it is are getting their a-levels after what they have been through. it is a real achievement _ what they have been through. it is a real achievement for _ what they have been through. it is a real achievement for these - what they have been through. it is a real achievement for these young people _ real achievement for these young people who have sat these exams. it has come _ people who have sat these exams. it has come in — people who have sat these exams. it has come in time for them. it is an awful— has come in time for them. it is an awful lot _ has come in time for them. it is an awful lot of— has come in time for them. it is an awful lot of pressure to make these decisions _ awful lot of pressure to make these decisions because they are thinking ahout— decisions because they are thinking about the _ decisions because they are thinking about the rest of their lives. where is it going — about the rest of their lives. where is it going to go? if they don't get the results — is it going to go? if they don't get the results they hope for, then it could _ the results they hope for, then it could create panic and further anxiety — could create panic and further anxiety it— could create panic and further anxie . ., , ., ., ., anxiety. it would be great to hear from people _ anxiety. it would be great to hear from people who _ anxiety. it would be great to hear from people who went _ anxiety. it would be great to hear from people who went through i anxiety. it would be great to hear i from people who went through that panic and went through that anxiety, but it all turned out 0k. get panic and went through that anxiety, but it all turned out 0k.— but it all turned out 0k. get in touch because _ but it all turned out 0k. get in touch because it _ but it all turned out 0k. get in touch because it seems - but it all turned out 0k. get in touch because it seems like i but it all turned out 0k. get in| touch because it seems like the but it all turned out 0k. get in - touch because it seems like the end of the world but it is not. trio. touch because it seems like the end of the world but it is not.— of the world but it is not. no, it is not the _ of the world but it is not. no, it is not the end _ of the world but it is not. no, it is not the end of— of the world but it is not. no, it is not the end of the _ of the world but it is not. no, it is not the end of the world. - of the world but it is not. no, it| is not the end of the world. that of the world but it is not. no, it. is not the end of the world. that is another story. _ is not the end of the world. that is another story, another _ is not the end of the world. that is another story, another phone - is not the end of the world. that is another story, another phone in. l another story, another phone in. professor lynn mckenna, what does this mean? the fact in england exams have returned to pre—covert grading standards but not in northern ireland or wales. how do we address that disparity. a warm welcome to you. that disparity. a warm welcome to ou. . ~' that disparity. a warm welcome to ou. . ~ , ., that disparity. a warm welcome to ou. ., ~ , ., , , that disparity. a warm welcome to ou. ., _ you. thank you. firstly, can i start by congratulating _ you. thank you. firstly, can i start by congratulating all— you. thank you. firstly, can i start by congratulating all of— you. thank you. firstly, can i start by congratulating all of those - by congratulating all of those students who have achieved their results today. as we already discussed, this generation of students in particular deserve great credit for their achievements given all that they have experience in recent years. and credit also needs to go to our teachers who have supported those pupils through a very difficult time in their lives and also to their parents who have she read them on, now time to revise, supported them through tears and i am not doing this any more. there is a huge, big effort gone on in england to make sure that our pupils have been prepared for these exams. i think the disparity between the nations is an interesting question and i think one of the things that admissions teams in universities are very skilled at is our skilled professionals who can support anybody who rings the clearing hotline to make sure that we look at the context of the city, the nation, that they are coming from, and make sure that we provide the most appropriate advice to those students to get them into university if that is what they want to do. let me brina if that is what they want to do. let me bring in some of the sides, customer success manager at ucas. what a day for you guys. tell us what is going on. hi. what a day for you guys. tell us what is going on.— what a day for you guys. tell us what is going on. hi, thank you for havin: what is going on. hi, thank you for having me — what is going on. hi, thank you for having me on _ what is going on. hi, thank you for having me on the _ what is going on. hi, thank you for having me on the show. _ what is going on. hi, thank you for having me on the show. it - what is going on. hi, thank you for| having me on the show. it certainly is a busy— having me on the show. it certainly is a busy day— having me on the show. it certainly is a busy day with all of our advisors _ is a busy day with all of our advisors on the phone lines, ready to help _ advisors on the phone lines, ready to help students, take their inquiries _ to help students, take their inquiries and go through the next steps _ inquiries and go through the next steps and — inquiries and go through the next steps and all of the advice and guidance — steps and all of the advice and guidance on our website as well. it will hopefully help them identify as an individual what they need to do given— an individual what they need to do given their— an individual what they need to do given their current situation. you have not given their current situation. you have got to _ given their current situation. you have got to deal _ given their current situation. moi. have got to deal with a lot of emotional people as well and that in itself is a challenge. it is emotional people as well and that in itself is a challenge.— itself is a challenge. it is and one of my favourite _ itself is a challenge. it is and one of my favourite times _ itself is a challenge. it is and one of my favourite times of - itself is a challenge. it is and one of my favourite times of year - itself is a challenge. it is and one of my favourite times of year is l of my favourite times of year is beyond — of my favourite times of year is beyond the phones. there is such a mix of— beyond the phones. there is such a mix of emotion. a call from a delighted _ mix of emotion. a call from a delighted student who sometimes just want to— delighted student who sometimes just want to double—check, have i really -ot want to double—check, have i really got in? _ want to double—check, have i really got in? and — want to double—check, have i really got in? and also those who are disappointed. as already been said, the focus _ disappointed. as already been said, the focus is — disappointed. as already been said, the focus is on giving the individual steps they need to take and there — individual steps they need to take and there are so many options and choices— and there are so many options and choices if— and there are so many options and choices if they do find themselves needing _ choices if they do find themselves needing to use clearing. let choices if they do find themselves needing to use clearing.— choices if they do find themselves needing to use clearing. let me do a coule of needing to use clearing. let me do a couple of texts. _ needing to use clearing. let me do a couple of texts. fascinating. - needing to use clearing. let me do a couple of texts. fascinating. i - needing to use clearing. let me do a couple of texts. fascinating. i was i couple of texts. fascinating. i was born into a family of nine kids and i was the only one who didn't go to university, although i am now retired. at the age of 16 i started helping out my local bbc radio station in nottingham and worked my way up. in my career i have been a producer, presenter in radio, itv director of world championships bought and done equally as well as my brothers and sisters. that is from terry. it is great getting these really positive, life affirming, hopefultext. this, university was largely four years of waste of my life. i am teaching my coding and web design and i owed it web designs and work with household names. university rarely came up injob interviews, i maintain my own websites and it takes motivation to keep going and be self—taught. alex newcastle says, good point, never before have we been so interconnected with each other. the other thing it is worth reminding people of, samantha, is that whoever went for an interview was never asked about their a—level results? you know, whatever pathway, it is about choosing the right option for you. the previous caller, not only we have 29,000 clearing choices to look at, but also 8000 a apprenticeship vacancies. there are these different options and pathways and it is about taking a moment right now and deciding what is right for now, what do i want to do in five years? doing some of that aforethought and if they define themselves in a position where they were not expecting the outcome, this is their to re—evaluate. were not expecting the outcome, this is their to re-evaluate._ is their to re-evaluate. there are lots of different _ is their to re-evaluate. there are lots of different options - is their to re-evaluate. there are lots of different options out - is their to re-evaluate. there are l lots of different options out there. i put that to you professor mckenna, i put that to you professor mckenna, i did say to my girls with their varying degrees of success, when was anyone ever asked about their a—level results when they went for a job? it is massive on the day, but it drifts away into the mists of time, am i right?— it drifts away into the mists of time, am i right? you are right. i absolutely _ time, am i right? you are right. i absolutely agree. _ time, am i right? you are right. i absolutely agree. but _ time, am i right? you are right. i absolutely agree. but if - time, am i right? you are right. i absolutely agree. but if we - time, am i right? you are right. i absolutely agree. but if we think| absolutely agree. but if we think about— absolutely agree. but if we think about the — absolutely agree. but if we think about the value of going to university, it is more thanjust the a-level_ university, it is more thanjust the a—level results. we know that universities offer opportunities to increase — universities offer opportunities to increase social mobility, we know it benefits _ increase social mobility, we know it benefits the economy. for the individual— benefits the economy. for the individual is going to university, we know— individual is going to university, we know that graduates going to university, it enables them to find the job— university, it enables them to find the job they are really interested in. the job they are really interested in it— the job they are really interested in. it enables them to build skills that proved to be professionally valuable — that proved to be professionally valuable. and also, for those of us who have — valuable. and also, for those of us who have been first in a family to id who have been first in a family to go to— who have been first in a family to go to university, it has opened lots of doors _ go to university, it has opened lots of doors for— go to university, it has opened lots of doors. for me, i was the first in my family— of doors. for me, i was the first in my family to— of doors. for me, i was the first in my family to go to university, i never— my family to go to university, i never in — my family to go to university, i never in my— my family to go to university, i never in my wildest dreams would i ever thought i would be dean of the university— ever thought i would be dean of the university i— ever thought i would be dean of the university i trained to be a teacher in. ~ ., university i trained to be a teacher in. . ., ., , ., university i trained to be a teacher in_ . ., ., , ., " that in. what was that like? that wouldn't _ in. what was that like? that wouldn't have _ in. what was that like? that wouldn't have happened - in. what was that like? that wouldn't have happened if l in. what was that like? that wouldn't have happened if i | in. what was that like? that - wouldn't have happened ifi hadn't wouldn't have happened if i hadn't gone _ wouldn't have happened if i hadn't gone to— wouldn't have happened if i hadn't gone to university. i was a mature student, _ gone to university. i was a mature student, when i was 23. not that mature. — student, when i was 23. not that mature, but it felt mature at the time _ mature, but it felt mature at the time i_ mature, but it felt mature at the time. i have achieved such a lot in my career— time. i have achieved such a lot in my career because i went to university. my career because i went to university-— my career because i went to university. my career because i went to universi .~ ., ., ~ ., university. what was that like for our university. what was that like for yourfamily. _ university. what was that like for your family, that _ university. what was that like for your family, that you _ university. what was that like for your family, that you were - university. what was that like for your family, that you were the i university. what was that like for l your family, that you were the first person in yourfamily your family, that you were the first person in your family to go to uni? it was an interesting experience. my dad at _ it was an interesting experience. my dad at the _ it was an interesting experience. my dad at the time was sort of saying, you are _ dad at the time was sort of saying, you are giving up paid employment to id you are giving up paid employment to -oto you are giving up paid employment to go to university for four years to train _ go to university for four years to train to— go to university for four years to train to be — go to university for four years to train to be a _ go to university for four years to train to be a teacher? he found it really— train to be a teacher? he found it really strange. i would say the women — really strange. i would say the women in _ really strange. i would say the women in my family were very supportive and very behind me and, you can _ supportive and very behind me and, you can do — supportive and very behind me and, you can do this, you are clever, you are good _ you can do this, you are clever, you are good enough to go to university. but i are good enough to go to university. but i have _ are good enough to go to university. but i have to — are good enough to go to university. but i have to say, when i first joined — but i have to say, when i first joined university and i came to the university— joined university and i came to the university of sunderland to do my first degree, i felt... i felt like i first degree, i felt... i felt like i didn't— first degree, i felt... i felt like i didn't belong. i felt old at 23, because — i didn't belong. i felt old at 23, because there were a lot of 18—year—olds around. i had imposter syndrome _ 18—year—olds around. i had imposter syndrome i— 18—year—olds around. i had imposter syndrome, i absolutely did not think i syndrome, i absolutely did not think i deserved _ syndrome, i absolutely did not think i deserved to be there because i didn't— i deserved to be there because i didn't have an a—level, i came to the access— didn't have an a—level, i came to the access route. i worked full—time as an _ the access route. i worked full—time as an nursery— the access route. i worked full—time as an nursery nurse and i went to college _ as an nursery nurse and i went to college two — as an nursery nurse and i went to college two evenings a week to do this access — college two evenings a week to do this access course. the head teacher i this access course. the head teacher i worked _ this access course. the head teacher i worked for— this access course. the head teacher i worked for at the time gave me a wednesday afternoon off to do my gcse maths, which was one of the entry— gcse maths, which was one of the entry requirements. and for me, joining _ entry requirements. and for me, joining university through that route — joining university through that route made me feel that i hadn't guite _ route made me feel that i hadn't quite achieved because i didn't have a-levels _ quite achieved because i didn't have a—levels. but within, i would say, two months — a—levels. but within, i would say, two months of being at university, i realised _ two months of being at university, i realised i_ two months of being at university, i realised i did belong and i deserved that place — realised i did belong and i deserved that place. i have gone on, i have a masters _ that place. i have gone on, i have a masters degree from newcastle university, a doctorate from durham university, _ university, a doctorate from durham university, i— university, a doctorate from durham university, i am a professor. university, a doctorate from durham university, lam a professor. i have 'ust university, iam a professor. i have just been— university, lam a professor. i have just been awarded an mbe for services — just been awarded an mbe for services to education and i didn't think— services to education and i didn't think i_ services to education and i didn't think i was— services to education and i didn't think i was good enough to go to university — think i was good enough to go to universi . , ., ., , ., university. there you are, everyone. what about — university. there you are, everyone. what about that? _ university. there you are, everyone. what about that? wow. _ university. there you are, everyone. what about that? wow. similar- university. there you are, everyone. what about that? wow. similar to i what about that? wow. similar to l nne, i what about that? wow. similar to lynne. i didn't _ what about that? wow. similar to lynne, i didn't have _ what about that? wow. similar to lynne, i didn't have the _ what about that? wow. similar to lynne, i didn't have the a-level i lynne, i didn't have the a—level traditions, i did access to higher education. did my degree through the open university and i am now completing a masters and i am in my 50s. completing a masters and i am in my 505. i completing a masters and i am in my 50s. i think there is so much expectation, you have to do a levels, you have to go to university at 18, i didn't hit university until my late 20s. i was told in the 19805, my late 20s. i was told in the 1980s, when i went to school, i couldn't go to university, i wasn't clever enough. and to hear lynn's journey, is inspirational. to hear as a careers adviser, if you want to do it, it is not the end of the world if you don't do it at 18, you have the rest of your life, you can do a degree whenever you want to, it is your choice. lynn, thank you for sharing. is your choice. lynn, thank you for sharinu. , ,., , is your choice. lynn, thank you for sharinu. , , .., is your choice. lynn, thank you for sharinu. , ., is your choice. lynn, thank you for sharinu. _, , ., , ., sharing. everybody come and share, aet sharing. everybody come and share, net in sharing. everybody come and share, get in touch- — sharing. everybody come and share, get in touch. there _ sharing. everybody come and share, get in touch. there is _ sharing. everybody come and share, get in touch. there is loads - sharing. everybody come and share, get in touch. there is loads i - sharing. everybody come and share, get in touch. there is loads i want i get in touch. there is loads i want to ask you, tenney, i will in a second. we have someone in stafford and lee in norwich. lee. second. we have someone in stafford and lee in norwich.— and lee in norwich. lee, how are ou? i and lee in norwich. lee, how are you? i am — and lee in norwich. lee, how are you? i am good. _ and lee in norwich. lee, how are you? i am good, thank— and lee in norwich. lee, how are you? i am good, thank you, - and lee in norwich. lee, how are you? i am good, thank you, howl and lee in norwich. lee, how are i you? i am good, thank you, how are you? iam good, thank you, how are you? i am good, thank you, how are ou? , , , ., , you? very well, tell us your story. i have received _ you? very well, tell us your story. i have received my _ you? very well, tell us your story. i have received my results - you? very well, tell us your story. i have received my results this - i have received my results this morning. it was very scary but i am going off to university, which is exciting. going off to university, which is excitina. ., ., , . exciting. fantastic, congratulations. i exciting. fantastic, i congratulations. what exciting. fantastic, - congratulations. what is that exciting. fantastic, _ congratulations. what is that moment like, did you get them online or did you get a text message, just that second before you got them and the second before you got them and the second before you sew them, that is a pretty terrifying second in life, isn't it? it a pretty terrifying second in life, isn't it? , , ., , isn't it? it is terrifying. it was made even — isn't it? it is terrifying. it was made even more _ isn't it? it is terrifying. it was made even more scary - isn't it? it is terrifying. it was i made even more scary because i isn't it? it is terrifying. it was - made even more scary because i went to get them in person and they had them in piles by last name and my name is on the wrong pile. so for a good three orfour name is on the wrong pile. so for a good three or four minutes, i name is on the wrong pile. so for a good three orfour minutes, i had to try and find my results. it was terrifying. i received them and i was so reluctant to want to open them, but i did and i was so pleased i did. ., , ., ., them, but i did and i was so pleased i did. ., i. ., ., i. i did. the moment you found out you were auoin i did. the moment you found out you were going to — i did. the moment you found out you were going to go _ i did. the moment you found out you were going to go where _ i did. the moment you found out you were going to go where you - i did. the moment you found out you were going to go where you wanted | i did. the moment you found out you | were going to go where you wanted to go? it were going to go where you wanted to to? ., , , , . go? it was 'ust pure excitement. i don't go? it wasjust pure excitement. i don't know _ go? it wasjust pure excitement. i don't know how _ go? it wasjust pure excitement. i don't know how to _ go? it wasjust pure excitement. i don't know how to explain - go? it wasjust pure excitement. i don't know how to explain it. - go? it wasjust pure excitement. i don't know how to explain it. you| don't know how to explain it. you can not help but smile. not all of my friends are in the same situation. you know, ifeel terrible for wanting to celebrate, but... know, you did what you did a new achieved what you achieved, you can celebrate. it is an interesting point, when your close friends, those that are in your friendship group and did not achieve what they wanted to achieve. what was it like, had you sat on exams before? he. had you sat on exams before? no, this was my _ had you sat on exams before? no, this was my first _ had you sat on exams before? no, this was my first lot _ had you sat on exams before? no, this was my first lot of formal exams. i sat gcses in 2021 when they were teacher assessed. i sat about 80 exams that were an hour—long. some of my friends would have found the papers online and had them on their phone of the laptops, it wasn't formal. it was a very different experience, we didn't do a whole lot of marks. so i felt a little bit unprepared, i will say that. but it is what it is and i am happy with how it turned out. where are ou happy with how it turned out. where are you going _ happy with how it turned out. where are you going to _ happy with how it turned out. where are you going to go? _ happy with how it turned out. where are you going to go? university - happy with how it turned out. where are you going to go? university of. are you going to go? university of art in london. _ are you going to go? university of art in london. i'm _ are you going to go? university of art in london. i'm going _ are you going to go? university of art in london. i'm going to - are you going to go? university of art in london. i'm going to do - art in london. i'm going to do costume design, hopefully. you have to find somewhere _ costume design, hopefully. you have to find somewhere to _ costume design, hopefully. you have to find somewhere to live, _ costume design, hopefully. you have to find somewhere to live, that - costume design, hopefully. you have to find somewhere to live, that is - costume design, hopefully. you have to find somewhere to live, that is a i to find somewhere to live, that is a tough call financially, you have quite a life paying it back, but it will be worth it.— quite a life paying it back, but it will be worth it. that is the hope, all the stress _ will be worth it. that is the hope, all the stress of _ will be worth it. that is the hope, all the stress of a-levels - will be worth it. that is the hope, all the stress of a-levels and - will be worth it. that is the hope, all the stress of a-levels and the | all the stress of a—levels and the stress of uni, hopefully it will pay off. ~ ., stress of uni, hopefully it will pay off. . ., ., stress of uni, hopefully it will pay off. ., ., , ., ., stress of uni, hopefully it will pay off. ., ., ., ., off. what a brilliant thing to do. is it something _ off. what a brilliant thing to do. is it something you _ off. what a brilliant thing to do. is it something you have - off. what a brilliant thing to do. is it something you have alwaysj is it something you have always wanted to do, have you always had that particular talent for costume design? i that particular talent for costume desi . n? �* ., ., that particular talent for costume desian? �* ., ., , design? i didn't learn to sew until the first lockdown. _ design? i didn't learn to sew until the first lockdown. but _ design? i didn't learn to sew until the first lockdown. but i - design? i didn't learn to sew until the first lockdown. but i always i the first lockdown. but i always wanted to do design for theatre and film. i was already interested in that. when i learned to sew, ijust was so focused on learning and the future, teaching myself, i kept working really hard and i ended up choosing that as a career path. i did a—level textiles, so i worked a lot on my question during that. that is amazing- — lot on my question during that. that is amazing- let _ lot on my question during that. that is amazing. let me _ lot on my question during that. that is amazing. let me throw that to penny, a career adviser, for you guys now, it is about saying yes, you can. when we went to our careers advisers a long time ago in prehistoric times, it was all too often, no, you can't, don't be ridiculous. that is completely beyond your abilities, but what a ludicrous thing to want to be. it is a lot better now, isn't it? would you be able to say to somebody, that is your skill, your talent, to say to somebody, you are good at that, have you thought about costume design? because you have to come up with the idea is to inspire young people, penny? with the idea is to inspire young eole, penn ? ., ., ., ., , ., people, penny? congratulations, that is amazinu people, penny? congratulations, that is amazing and _ people, penny? congratulations, that is amazing and it _ people, penny? congratulations, that is amazing and it is _ people, penny? congratulations, that is amazing and it is a _ people, penny? congratulations, that is amazing and it is a really _ is amazing and it is a really competitive course as well. you must have some _ competitive course as well. you must have some real talent to do costume design _ have some real talent to do costume design and _ have some real talent to do costume design and good luck for the future. we focus _ design and good luck for the future. we focus on — design and good luck for the future. we focus on the individual and what they want— we focus on the individual and what they want to do and we support them through— they want to do and we support them through thatjourney. and also thinking outside the box. amira, good morning. how are you? that is irrelevant, how are you? i am doing well. how _ that is irrelevant, how are you? i am doing well. how is _ that is irrelevant, how are you? i am doing well. how is it - that is irrelevant, how are you? i am doing well. how is it going? i that is irrelevant, how are you? i. am doing well. how is it going? tell us more. am doing well. how is it going? tell us more- i — am doing well. how is it going? tell us more- i got— am doing well. how is it going? tell us more- i got my — am doing well. how is it going? tell us more. i got my results _ am doing well. how is it going? tell us more. i got my results this - us more. i got my results this morninu us more. i got my results this morning online _ us more. i got my results this morning online and _ us more. i got my results this morning online and i - us more. i got my results this morning online and i came . us more. i got my results this. morning online and i came into school to see everyone and my school had a celebration breakfast, so i am there right now. i am coming from there. ., , ., _ there right now. i am coming from there. ., , ., ., there. can i be nosy and ask what ou not there. can i be nosy and ask what you got and _ there. can i be nosy and ask what you got and what _ there. can i be nosy and ask what you got and what is _ there. can i be nosy and ask what you got and what is next? - there. can i be nosy and ask what you got and what is next? of- there. can i be nosy and ask what i you got and what is next? of course, so i you got and what is next? of course, soi not you got and what is next? of course, so i not a" you got and what is next? of course, so i got a“ in — you got and what is next? of course, so i got a" in history _ you got and what is next? of course, so i got a" in history and _ you got and what is next? of course, so i got a" in history and english i so i got a* in history and english and politics. iwill so i got a* in history and english and politics. i will be studying international relations and history next year at the lse. that is my plan for next year, well this coming september, not next year. so that is my plan. yes. september, not next year. so that is my plan- yes-— my plan. yes. your country needs ou. we my plan. yes. your country needs you- we are _ my plan. yes. your country needs you. we are looking _ my plan. yes. your country needs you. we are looking for _ my plan. yes. your country needs you. we are looking for a - my plan. yes. your country needs you. we are looking for a bright i my plan. yes. your country needs i you. we are looking for a bright new generation of politicians to get us out of the mire and looking at this, history, politics and what was the other one?— history, politics and what was the | other one?_ and other one? english literature. and then international _ other one? english literature. and then international relations, i other one? english literature. and then international relations, you i then international relations, you are perfect material. what do you want to do? the are perfect material. what do you want to do?— are perfect material. what do you want to do? ., ., ., , ., want to do? the initial target was a la er but want to do? the initial target was a lawyer but i — want to do? the initial target was a lawyer but i have _ want to do? the initial target was a lawyer but i have done _ want to do? the initial target was a lawyer but i have done some i want to do? the initial target was a lawyer but i have done some work. lawyer but i have done some work experience over the last two years which makes me think i want to work for a think tank perhaps or perhaps a political adviser, buti definitely don't think i could become a politician myself. don't dismiss it, _ become a politician myself. don't dismiss it. i _ become a politician myself. don't dismiss it, i am _ become a politician myself. don't dismiss it, i am your _ become a politician myself. don't dismiss it, i am your career i become a politician myself. don't dismiss it, i am your career advisor here. go all the way, we need you. i love that, as think tank. i have talked to a lot of people from think tanks. have anyone ever come to you and said i want to work for a think tank, penny. and said i want to work for a think tank. penny-— tank, penny. no, that would be a first. congratulations _ tank, penny. no, that would be a first. congratulations on - tank, penny. no, that would be a first. congratulations on your- first. congratulations on your results. _ first. congratulations on your results, that is incredible. international relations, what made you choose that? this is a curious side _ you choose that? this is a curious side of— you choose that? this is a curious side of me — you choose that? this is a curious side of me. so you choose that? this is a curious side of me— side of me. so i did a little olitics side of me. so i did a little politics and _ side of me. so i did a little politics and there - side of me. so i did a little politics and there are i side of me. so i did a little politics and there are two. politics and there are two components which i found interesting and paper three was global politics and paper three was global politics and ifound and paper three was global politics and i found that so interesting. and paper three was global politics and ifound that so interesting. it was like everything about it was so interesting and i could tell that is what i wanted to do. but i wanted to do it alongside history. that is where my heart lies. but i am excited to study over the next few years. am excited to study over the next few ears. ~ ., , ., am excited to study over the next few years-— few years. where are you going? london school _ few years. where are you going? london school of _ few years. where are you going? london school of economics. i few years. where are you going? | london school of economics. 0h, few years. where are you going? i london school of economics. oh, wow. an august institution. absolutely brilliant. a*, a, a. we now have got the overall results for the a—levels. just over 27% of exams were marked at the highest day of a star grade. that is down from more than 36% last year. to explain more francis readers here. why the big four? it francis readers here. why the big four? , ., , francis readers here. why the big four? ,., , , francis readers here. why the big four? , ., , , . francis readers here. why the big four? , , . ~ ., four? it is a bit complex. we know of course this _ four? it is a bit complex. we know of course this year's _ four? it is a bit complex. we know of course this year's18-year-oldsl of course this year's18—year—olds got teacher assessed grades for their gcses because of the pandemic. it is the first time they are taking the proper exams, we have heard about that and i don't think anyone is underestimating what that means. if we look at the results today, the top a—level results in england, wales and northern ireland have fallen for a second year running, so about 27% in wales will be a* or a. that is closer to what it was in 2019 before covid hit. to put this in perspective there is this general wide plan to try to bring grades back to pre—pandemic levels and that is going back to these teacher assessed grades because there was a spike in grades through the pandemic when exams are council, everything was done on the teacher assessment instead. there is also a bit of a disparity. this year the drop in grades is being felt a bit more keenly in england, so top grades are only about a percent higher than before the pandemic, unlike in wales and northern ireland, seven higher. this approach to qualification grading this year is not the same across the uk unlike in previous years. england's exams watchdog 0fqual has reassured students there is protection built into this process. that is quite key, so that students should achieve the grades they would have done if the pandemic hadn't happened. and of course the universities know this. it is hadn't happened. and of course the universities know this.— universities know this. it is not an exact science. _ universities know this. it is not an exact science. no, _ universities know this. it is not an exact science. no, and _ universities know this. it is not an exact science. no, and that i universities know this. it is not an exact science. no, and that is i universities know this. it is not an exact science. no, and that is the j exact science. no, and that is the auestion exact science. no, and that is the question we _ exact science. no, and that is the question we have _ exact science. no, and that is the question we have asked. - exact science. no, and that is the question we have asked. how i exact science. no, and that is the question we have asked. how do | exact science. no, and that is the i question we have asked. how do you go about deciding the difference between if you are in wales as opposed to england, how does a university make that decision? we have asked that question, i don't know yet. that is what we are currently querying because there is that disparity. things have been done differently. there is one exam board across wales and northern ireland and in england it is different. difficult.- ireland and in england it is different. difficult. and we are heafina different. difficult. and we are hearing some _ different. difficult. and we are hearing some great _ different. difficult. and we are hearing some great stories i different. difficult. and we are| hearing some great stories this morning, great insights as well. there might be somebody who did the same as you did last year who got where they want to go but who can't go where you want to go. that where they want to go but who can't go where you want to go.— where they want to go but who can't go where you want to go. that is the bi thin. go where you want to go. that is the big thing- it — go where you want to go. that is the big thing- it is _ go where you want to go. that is the big thing. it is not _ go where you want to go. that is the big thing. it is not the _ go where you want to go. that is the big thing. it is not the same - go where you want to go. that is the big thing. it is not the same and i go where you want to go. that is the big thing. it is not the same and we | big thing. it is not the same and we have seen this throughout the years, that it have seen this throughout the years, thatitis have seen this throughout the years, that it is not always the same every year. what we are being reassured by is there has been softening so it is relative. but there is a big move to try to go back to pre—pandemic, try to get everything to normal. i feel for those students who are sitting their first big exams for the first time. yes, we are being reassured that they are looking at this and there should not be unfairness. that first exam. — there should not be unfairness. that first exam. do _ there should not be unfairness. that first exam, do you _ there should not be unfairness. that first exam, do you remember that feeling? j first exam, do you remember that feelin: ? .., first exam, do you remember that feelin: ? .. i. first exam, do you remember that feelin: ? ,, ., feeling? i can tell you now, ifi had known _ feeling? i can tell you now, ifi had known i — feeling? i can tell you now, ifi had known i would _ feeling? i can tell you now, ifi had known i would be - feeling? i can tell you now, ifi had known i would be sitting i feeling? i can tell you now, if i i had known i would be sitting here with you 20 years later, i would not have done chemistry a—level. i think thatis have done chemistry a—level. i think that is fair to say. i have done chemistry a-level. i think that is fair to say.— that is fair to say. i am sure it comes in _ that is fair to say. i am sure it comes in handy. _ that is fair to say. i am sure it comes in handy. this - that is fair to say. i am sure it comes in handy. this is i that is fair to say. i am sure it. comes in handy. this is relevant, the association of colleges and universities say the government must be aware that different year groups have been graded differently, so it is a matter of instilling that awareness in employers as well. this is jeff awareness in employers as well. this isjeff barton, the general secretary of the asco. it is imperative they engage with employers associations and provide advice for employers to use so they understand. and universities have to understand. and universities have to understand the context? yes. understand. and universities have to understand the context?— understand the context? yes, of course and _ understand the context? yes, of course and i _ understand the context? yes, of course and i think— understand the context? yes, of course and i think they - understand the context? yes, of course and i think they do. - understand the context? yes, of l course and i think they do. largely they say that people from a particular nation tend to go to a university within that nation as well, so if you are from england you are more likely to go to a university in england, although that is not always the case. the universities are taking this into consideration but it is an important question. it is really difficult for students to know where it is. but it is not all lost. if you haven't quite got the grade that you want you will get the college to help you and you can speak to the university and you can speak to the university and asked these questions. you are empowered to us university that question. ask what the other options are. . . question. ask what the other options are. ., ., ._ , question. ask what the other options are. ., ., , ., , are. harangue, maybe that is too stron: a are. harangue, maybe that is too strong a word- — are. harangue, maybe that is too strong a word. be _ are. harangue, maybe that is too strong a word. be forceful. - are. harangue, maybe that is too strong a word. be forceful. make | strong a word. be forceful. make your point. strong a word. be forceful. make your point-— strong a word. be forceful. make our oint. ., , , ., ., your point. that is it. yes, and for me personally _ your point. that is it. yes, and for me personally if— your point. that is it. yes, and for me personally if i _ your point. that is it. yes, and for me personally if i had _ your point. that is it. yes, and for me personally ifi had no - your point. that is it. yes, and for me personally if i had no at - your point. that is it. yes, and for me personally if i had no at 18 - your point. that is it. yes, and for. me personally if i had no at 18 what i know now and the option to ask, it would be a very different situation. i luckily did get my first choice of university but i was one of those kids who would be considered, we talk about the attainment gap, i would have been one of those kids who would have been considered on a lower income and that again is really important. there has always been this talk about the pandemic widening the attainment gap for those in the uk and 25,000 students have been accepted, but compare that with well over 76,000 students from advantaged backgrounds and that is twice the amount. this data strongly shows the challenges for most disadvantaged students do still exist and it demonstrates the effort needed to continue to address these imbalances. �* ., needed to continue to address these imbalances-— imbalances. don't not chemistry decrees. imbalances. don't not chemistry degrees. margaret _ imbalances. don't not chemistry degrees. margaret thatcher. - imbalances. don't not chemistry i degrees. margaret thatcher. yes, . uite. degrees. margaret thatcher. yes, uuite. it degrees. margaret thatcher. yes, quite- it is — degrees. margaret thatcher. yes, quite. it is 9:38am. _ apologies for being late with the news but we just got those figures from francis. here is the news. top a—level results in england, wales and northern ireland have fallen substantially for a second year running with 27.2% of all grades marked at a* or a, close to where it was in 2019 in line with the government was back plan to bring grades back down to pre—pandemic levels. the government has confirmed that nhs england will cut the number of targets on waiting times for cancer patients from october next year. it will replace the two—week target for patients to see a specialist after a gp referral. the equality and human rights commission has accused the government of making slow progress in improving the lives of disabled people. ministers say they have invested £2 billion to get sick and disabled people back into work. all residents in one of the largest cities in canada's foreigners have been asked to evacuate because wildfires. people in yellowknife, the capital of the northwest territories, have been told to relocate to alberta by friday. that is the news. manchester city have won the uefa super cup for the first time after beating seville on penalties in athens. the match finished 1—1. manager pep guardiola says city will now target the club world cup in saudi arabia in december so they can complete the full set of trophies available. manchester united say no decision has been made about mason greenwood's future. charges again the twin euro forward including attempted rape and assault were dropped in february. liverpool are in talks with stuttgart over the signing of the japan midfielder. the 30—year—old made 33 bundesliga appearances last season scoring five goals and registering four assists. novak djokovic eased to victory in the cincinnati open tennis. the 23 times grand slam champion had been able to complete in the us over covid protocols that rule for unvaccinated foreign travellers have been relaxed and the us open starting 11 days' time. this exam results today. we got that news, we got the overall results for this year was my a levels, just over 20% of exams were marked at the highest a or a* great, that is down from 36% last year. france's read was there to explain the reasons for the fall. let's get reaction from peru —— professor alan mckenna. what peru -- professor alan mckenna. what do ou peru -- professor alan mckenna. what do you think? — peru -- professor alan mckenna. what do you think? we _ peru —— professor alan mckenna. ernst do you think? we expected this. going back to pre—pandemic levels it was a government agenda and 0fqual are making sure that students' individual circumstances are being taken into account and there are mechanisms in place to make sure that grades are appropriate. i think what i would say to those students who are perhaps a bit disappointed that they didn't get an a or a*. please don't be, don't be disappointed, you have achieved really well if you got a b or ac. that is something to really celebrate. forthose that is something to really celebrate. for those students who perhaps haven't got the grades that they expected, please ring clearing hotlines. speak to your local university. make sure that you explain your circumstances because there is flexibility in the system. that is something that people are not often aware with of. they open the results and think that is it, i am done. don't panic, pick up the phone, speak to somebody, a skilled professional on the clearing hotline and they will talk you through your options. we and they will talk you through your 0 tions. ~ u, , and they will talk you through your 0 tions. ~ h, , , and they will talk you through your 0 tions. ~ u, , , ., and they will talk you through your otions. ~ , , ., ., options. we will carry this on after ten o'clock— options. we will carry this on after ten o'clock on _ options. we will carry this on after ten o'clock on radio _ options. we will carry this on after ten o'clock on radio only, - options. we will carry this on after ten o'clock on radio only, so - options. we will carry this on after ten o'clock on radio only, so get . options. we will carry this on afterj ten o'clock on radio only, so get in touch with us. loads of different angles coming in on this, not least experiences on the day and we are going to get one of those right now. thank you for getting in touch with us. how is your house this morning? hello, i am ve aood your house this morning? hello, i am very good and — your house this morning? hello, i am very good and l— your house this morning? hello, i am very good and i am — your house this morning? hello, i am very good and i am so _ your house this morning? hello, i am very good and i am so excited. - your house this morning? hello, i am very good and i am so excited. my . very good and i am so excited. my children, they have got results. one of my daughters got a place at university and she is with me. my son got a in all his subjects. they are with me and they can share their feelings. are with me and they can share their feelinas. ., ., , , ., ., feelings. hello, what is your name? m name feelings. hello, what is your name? my name is — feelings. hello, what is your name? my name is lzvush — feelings. hello, what is your name? my name is bush era _ feelings. hello, what is your name? my name is bush era and _ feelings. hello, what is your name? my name is bush era and i - feelings. hello, what is your name? my name is bush era and i finish - feelings. hello, what is your name? j my name is bush era and i finish my -ap my name is bush era and i finish my gap year— my name is bush era and i finish my gauyearand— my name is bush era and i finish my gap yearandl my name is bush era and i finish my gap year and i got a—levels in french— gap year and i got a—levels in french and medicine. my brother also -ot french and medicine. my brother also got one _ french and medicine. my brother also got one of— french and medicine. my brother also got one of his a—level results and -ot got one of his a—level results and got an— got one of his a—level results and got an a — did you want to be a doctor, is it something you have held in your heart for a long time?— something you have held in your heart for a long time? yes, that is wh i heart for a long time? yes, that is why i took— heart for a long time? yes, that is why i took a _ heart for a long time? yes, that is why i took a gap — heart for a long time? yes, that is why i took a gap year _ heart for a long time? yes, that is why i took a gap year because - heart for a long time? yes, that is why i took a gap year because i i why i took a gap year because i didn't— why i took a gap year because i didn't get— why i took a gap year because i didn't get in the first time. with a lot of— didn't get in the first time. with a lot of perseverance and patience, but i _ lot of perseverance and patience, but i am — lot of perseverance and patience, but i am really happy with the results — but i am really happy with the results and i am excited to start in september. we results and i am excited to start in september-— september. we didn't get in the first time. _ september. we didn't get in the first time, reapplied _ september. we didn't get in the first time, reapplied so - september. we didn't get in the first time, reapplied so it - september. we didn't get in the first time, reapplied so it shows| first time, reapplied so it shows you, if a first you don't succeed, try and try again. you, if a first you don't succeed, try and try again-— you, if a first you don't succeed, try and try again. what did you get toda ? i try and try again. what did you get today? i got _ try and try again. what did you get today? i got three _ try and try again. what did you get today? i got three as _ try and try again. what did you get today? i got three as in _ try and try again. what did you get today? i got three as in chemistry| today? i got three as in chemistry and maths — today? i got three as in chemistry and maths a—level. today? i got three as in chemistry and maths a-level. congratulations. can i speak — and maths a-level. congratulations. can i speak to _ and maths a-level. congratulations. can i speak to your _ and maths a-level. congratulations. can i speak to your brother? - can i speak to your brother? basically, i did a—level maths in one year— basically, i did a—level maths in one year and _ basically, i did a—level maths in one yearand i_ basically, i did a—level maths in one year and i did _ basically, i did a—level maths in one yearand i did my— basically, i did a—level maths in one year and i did my nas - basically, i did a—level maths in| one year and i did my nas exam basically, i did a—level maths in - one year and i did my nas exam and i -ot one year and i did my nas exam and i gota— one year and i did my nas exam and i gota in— one year and i did my nas exam and i gota in maths— one year and i did my nas exam and i got a in maths and _ one year and i did my nas exam and i got a in maths and a _ one year and i did my nas exam and i got a in maths and a in _ one year and i did my nas exam and i got a in maths and a in computer- got a in maths and a in computer science — got a in maths and a in computer science. , ., , ., , , , science. this household is bursting with brains- _ science. this household is bursting with brains. what _ science. this household is bursting with brains. what do _ science. this household is bursting with brains. what do you _ science. this household is bursting with brains. what do you want - science. this household is bursting with brains. what do you want to l science. this household is bursting i with brains. what do you want to do? that is a problem because i was trying _ that is a problem because i was trying to— that is a problem because i was trying to aim _ that is a problem because i was trying to aim for— that is a problem because i was trying to aim for computer - that is a problem because i was . trying to aim for computer science in a top _ trying to aim for computer science in a top university _ trying to aim for computer science in a top university like _ trying to aim for computer science in a top university like imperial. in a top university like imperial but they— in a top university like imperial but they require _ in a top university like imperial but they require a*— in a top university like imperial but they require a�* in - in a top university like imperial but they require a�* in maths, l in a top university like imperiall but they require a�* in maths, so in a top university like imperial. but they require a�* in maths, sol am just— but they require a�* in maths, sol am just a — but they require a�* in maths, sol am just a hit_ but they require a�* in maths, sol am just a bit worried. _ but they require a�* in maths, sol am just a bit worried. but - but they require a�* in maths, sol am just a bit worried. but at - but they require a�* in maths, sol am just a bit worried. but at the. am just a bit worried. but at the same _ am just a bit worried. but at the same time, _ am just a bit worried. but at the same time, i'nr_ am just a bit worried. but at the same time, i'm grateful- am just a bit worried. but at the same time, i'm grateful for- am just a bit worried. but at the same time, i'm grateful for myl same time, i'm grateful for my results — same time, i'm grateful for my results. , , ., ., results. yes, still to come through. samantha. — results. yes, still to come through. samantha, what _ results. yes, still to come through. samantha, what do _ results. yes, still to come through. samantha, what do you _ results. yes, still to come through. samantha, what do you say - results. yes, still to come through. samantha, what do you say to - results. yes, still to come through. samantha, what do you say to him| results. yes, still to come through. l samantha, what do you say to him on that particular issue he pointed out, what a great family and thank you for getting in touch with us. great excitement in the household, samantha, understandably? understandably, congratulations to her getting her medicine place, what an achievement. the perseverance to reapply, to make sure she can achieve that goal. in terms of looking at the future, it is great and you have a result to think about computer science for the future. universities have a whole range of entry requirements. sometimes it is about exploring the other options. there are so many courses available and if you are in year 12 and you have some initial exam results and planning your next steps for year 13 or year two at college even, make use of this time to think about those. explore a really broad options at different universities. have the ones you are aspirational for and have the ones you are aspirational forand aiming at, have the ones you are aspirational for and aiming at, but also look at other options and use the tools we have got. we have a quiz as well, just picking up a question from early on how do we decide on our career path and thinking about the costume design question, our career quiz, is there to give them insight and broaden their horizons and give them opportunities that you might not always think about when you are in lower sixth or year 12. really start researching those options and echoing what penny said as the career advisor, speak to universities and colleges now. speak to them if you are thinking about what to apply to next year, bearing in mind you know your results this year. find out what their advice is. we forget universities and colleges want to speak to students, they want to speak to them in the research stage at exhibitions and fairs. they want to help students understand if the university place is right for them. they are humans, pick up the phone and if you are currently in the middle of results and are disappointed, echoing advice already mentioned, phone your choices and have those discussions. but if you are thinking about next year or having a gap year, absolutely get in contact and speak with the places you are interested in going to. ishiellll you are interested in going to. well done again. — you are interested in going to. well done again, fantastic. do you want to pay tribute to your mum for her support as well? {lil to pay tribute to your mum for her support as well?— support as well? of course, thank ou so support as well? of course, thank you so much _ support as well? of course, thank you so much to — support as well? of course, thank you so much to our _ support as well? of course, thank you so much to our mum - support as well? of course, thank you so much to our mum for- you so much to our mum for supporting us all these years, giving — supporting us all these years, giving us _ supporting us all these years, giving us tuition and extra support throughout our whole time in education. none of this could have been _ education. none of this could have been done — education. none of this could have been done without her and we are really. _ been done without her and we are really, really grateful to her. and in our— really, really grateful to her. and in our coming years of education we know— in our coming years of education we know she _ in our coming years of education we know she will always be there for us and we _ know she will always be there for us and we want to pay tribute to her as well~ _ and we want to pay tribute to her as well. . ~ , ., and we want to pay tribute to her as well. . ~ i. ,., and we want to pay tribute to her as well. . ~ i. . ., ,., well. thank you so much for your advice as well. _ well. thank you so much for your advice as well. good _ well. thank you so much for your advice as well. good luck - well. thank you so much for your advice as well. good luck with i well. thank you so much for your i advice as well. good luck with your applications _ advice as well. good luck with your applications for _ advice as well. good luck with your applications for next _ advice as well. good luck with your applications for next year. - advice as well. good luck with your applications for next year. good i applications for next year. good luck. applications for next year. good luck- thank _ applications for next year. good luck. thank you _ applications for next year. good luck. thank you so _ applications for next year. good luck. thank you so much. - applications for next year. good luck. thank you so much. what| applications for next year. good l luck. thank you so much. what a lovely family- — luck. thank you so much. what a lovely family. we _ luck. thank you so much. what a lovely family. we have _ luck. thank you so much. what a lovely family. we have someone| luck. thank you so much. what a i lovely family. we have someone in epsom, leo and someone in high wycombe. liam, you have an important point to make, make it? yes. wycombe. liam, you have an important point to make, make it?— point to make, make it? yes, thank ou for point to make, make it? yes, thank you for having _ point to make, make it? yes, thank you for having me. _ point to make, make it? yes, thank you for having me. congratulationsl you for having me. congratulations to everybody getting their results today and good luck to those in need today and good luck to those in need to go through clearing and get to where they need to be. i wanted to highlight there are thousands of people receiving their vocational qualifications today as well. be it btec or other bodies. they are often missed from the conversation in leading newspapers and programmes such as yours, where a—levels are highlighted quite a lot but the students i have been teaching for the last 16 years, maybe they are forgotten about a little bit. ijust want to highlight that they are getting their results today and hopefully getting into their university places as well. penny, do ou want university places as well. penny, do you want to — university places as well. penny, do you want to speak— university places as well. penny, do you want to speak to _ university places as well. penny, do you want to speak to liam - university places as well. penny, do you want to speak to liam about. you want to speak to liam about this, it is an important point? penny mccartney? is she going to come back? i think the zoom has frozen. which was a problem for remote learning i am sure, along the way. liam, iam glad remote learning i am sure, along the way. liam, i am glad you made the point. what about the general issue about what young people have been through over the past few years? we are through over the past few years? , are still seeing the aftermath of covid and remote learning and obviously students not being in school or a college environment. i think we will still see that for a few years to come with just the way it affected them at all stages of their primary and secondary education. even in the last few years we have seen it affect them in different ways, depending on what age they were when covid hit. yes. age they were when covid hit. yes, le . a age they were when covid hit. yes, legacy with — age they were when covid hit. yes, legacy with a _ age they were when covid hit. yes, legacy with a long _ age they were when covid hit. yes, legacy with a long tail. _ age they were when covid hit. yes, legacy with a long tail. i _ age they were when covid hit. yes, legacy with a long tail. i think we have penny without the frozen zoom. hello, can you hear me ok? did have penny without the frozen zoom. hello, can you hear me 0k?- hello, can you hear me 0k? did you hear liam's — hello, can you hear me 0k? did you hear liam's point? _ hello, can you hear me 0k? did you hear liam's point? liam, _ hello, can you hear me 0k? did you hear liam's point? liam, what - hello, can you hear me 0k? did you hear liam's point? liam, what do i hello, can you hear me 0k? did you | hear liam's point? liam, what do you teach? i teach — hear liam's point? liam, what do you teach? i teach digital— hear liam's point? liam, what do you teach? i teach digital media. - hear liam's point? liam, what do you teach? i teach digital media. that - teach? i teach digital media. that is an interesting _ teach? i teach digital media. that is an interesting subject - teach? i teach digital media. that is an interesting subject and - teach? i teach digital media. thatj is an interesting subject and quite relevant _ is an interesting subject and quite relevant for today, digital media. i totally— relevant for today, digital media. i totally agree with the point you are making, _ totally agree with the point you are making, it — totally agree with the point you are making, it btec is the equivalent of three _ making, it btec is the equivalent of three a—levels and vocationally based, — three a—levels and vocationally based, so _ three a—levels and vocationally based, so sometimes for an employer, having _ based, so sometimes for an employer, having a _ based, so sometimes for an employer, having a btec is important because of the _ having a btec is important because of the skills they learn. sometimes they go— of the skills they learn. sometimes they go out on work placement, they have employer talks.— they go out on work placement, they have employer talks. there we are, a bit of digital — have employer talks. there we are, a bit of digital media _ have employer talks. there we are, a bit of digital media sometimes - have employer talks. there we are, a | bit of digital media sometimes comes in very handy. she bit of digital media sometimes comes in very handy-— in very handy. she makes a good oint. in very handy. she makes a good point- they _ in very handy. she makes a good point- they do — in very handy. she makes a good point. they do have... _ in very handy. she makes a good point. they do have... it - in very handy. she makes a good point. they do have... it is - in very handy. she makes a good point. they do have... it is the i point. they do have... it is the same of three a—levels, so distinction, distinction, distinction, distinction, distinction on a btec is the same as three a—levels and employers do look favourably on creative subjects because my students have spent two years focused on the one subject. often there portfolios will be a bit broader. . ~ , ., often there portfolios will be a bit broader. . ~' , ., often there portfolios will be a bit broader. . ~ , ., . ., broader. thank you so much for caettin broader. thank you so much for getting in _ broader. thank you so much for getting in touch. _ broader. thank you so much for getting in touch. we _ broader. thank you so much for getting in touch. we have - broader. thank you so much for getting in touch. we have had i broader. thank you so much for i getting in touch. we have had the data for a—levels and we have had some of the figures for sea levels and btec, results for those also being handed out. you have been texting about them and in terms of t levels, in the second year of results and based on formal assessments, the overall pass rate is 94.5%, just over 60% received a merit or above. very well done to those people. the btec, just over 200,000 students are receiving their level 3 qualification today. 27,000 in applied science, 23,000 in health and social care, around 3a,000 in business and 16,000 in it and computing. so a quick one from you, liam, what do you reckon? l computing. so a quick one from you, liam, what do you reckon?— liam, what do you reckon? i hope they have — liam, what do you reckon? i hope they have all _ liam, what do you reckon? i hope they have all done _ liam, what do you reckon? i hope they have all done very _ liam, what do you reckon? i hope they have all done very well. - liam, what do you reckon? i hope they have all done very well. i - they have all done very well. i think it is a stepping stone just to let students know it doesn't necessarily matter what grade you get as long as you get to the next stone on yourjourney, that is all that matters, nobody looks back at what you got last time, they look at where you are now and where you are going next. where you are now and where you are auoin next. ~ , where you are now and where you are aoian next. ~ , where you are now and where you are going next-— going next. absolutely right, i was t ina to going next. absolutely right, i was trying to articulate _ going next. absolutely right, i was trying to articulate that _ going next. absolutely right, i was trying to articulate that and - going next. absolutely right, i was trying to articulate that and you i trying to articulate that and you did it brilliantly. our call in epsom, good morning and your house today? epsom, good morning and your house toda ? , ., , ., epsom, good morning and your house toda ? , ., ,., epsom, good morning and your house today?— from - epsom, good morning and your house today?— from you? i today? yes, tears of 'oy. from you? well, today? yes, tears of 'oy. from you? wen. eveenery — today? yes, tears of 'oy. from you? well, everyone, my i today? yes, tears of joy. from you? well, everyone, my husband, i today? yes, tears ofjoy. from you? i well, everyone, my husband, myself. what happened? it well, everyone, my husband, myself. what happened?— what happened? it has been a long wait and my — what happened? it has been a long wait and my son — what happened? it has been a long wait and my son was _ what happened? it has been a long wait and my son was quite - what happened? it has been a long wait and my son was quite keen i what happened? it has been a long wait and my son was quite keen to | what happened? it has been a long i wait and my son was quite keen to go to warwick university to do history. today we got the news he has been accepted and he will be packing his bag to leave the nest, ultimately. packing his bags to leave the nest, how do you feel about that? sad. how do you feel about that? sad, es. it how do you feel about that? sad, yes- it has _ how do you feel about that? sad, yes. it has come _ how do you feel about that? sad, yes. it has come around - how do you feel about that? sad, yes. it has come around far- how do you feel about that? ’s—lc yes. it has come around far too quickly, it seems like yesterday i was nearly ready to give birth to him and he we are, getting ready for him and he we are, getting ready for him to fly the nest. it is mixed emotions, i am him to fly the nest. it is mixed emotions, iam happy him to fly the nest. it is mixed emotions, i am happy for him, but sad for me. it emotions, i am happy for him, but sad for me— sad for me. it goes like that, doesnt sad for me. it goes like that, doesn't it. — sad for me. it goes like that, doesn't it, so _ sad for me. it goes like that, doesn't it, so quickly. - sad for me. it goes like that, doesn't it, so quickly. you i sad for me. it goes like that, l doesn't it, so quickly. you got sad for me. it goes like that, i doesn't it, so quickly. you got the results today, described the scenario in your house? well, we had to ao to scenario in your house? well, we had to go to the — scenario in your house? well, we had to go to the school _ scenario in your house? well, we had to go to the school and _ scenario in your house? well, we had to go to the school and pick - scenario in your house? well, we had to go to the school and pick up - scenario in your house? well, we had to go to the school and pick up the i to go to the school and pick up the envelope. he said, i am to go to the school and pick up the envelope. he said, iam not to go to the school and pick up the envelope. he said, i am not opening it in front of everyone else, so we had to walk to the morrisons car park which was another ten minutes walk, holding this envelope in our hand. ~ , �* , ., walk, holding this envelope in our hand. ~ , �* ., hand. why didn't you open it on the wa to the hand. why didn't you open it on the way to the morrisons _ hand. why didn't you open it on the way to the morrisons car _ hand. why didn't you open it on the way to the morrisons car park? i i way to the morrisons car park? i said to him, if you don't want to open it in front of your friends, why don't we sit in the park? no, he wanted to open it in the car, in the car park. so it was the longest ten minute walk of my life. mr; car park. so it was the longest ten minute walk of my life. my goodness. 0 en it, minute walk of my life. my goodness. open it. open — minute walk of my life. my goodness. open it. open it _ minute walk of my life. my goodness. open it, open it now! _ minute walk of my life. my goodness. open it, open it now! tear— minute walk of my life. my goodness. open it, open it now! tear it - minute walk of my life. my goodness. open it, open it now! tear it open. i open it, open it now! tear it open. exactly. so we finally opened the envelope and... exactly. so we finally opened the envelope and. . ._ exactly. so we finally opened the i envelope and. . ._ he envelope and... what did it say? he didn't aet envelope and... what did it say? he didn't get the _ envelope and... what did it say? he didn't get the grades _ envelope and... what did it say? he didn't get the grades that _ envelope and... what did it say? he didn't get the grades that he i didn't get the grades that he needed, but i said to him click on the ucas website, because we have been told if you don't necessarily meet the requirements, sometimes you can still get through. he did that and there was another queue and we had to wait another eight minutes. again, it felt like the longest eight minutes of my life, but i proceeded to drive home. finally, it came through and it was confirmed he got his place at warwick university. so we are very happy. lots of mixed emotions and next week we have the youngest one getting his gcse results. ~ ., ., youngest one getting his gcse results._ double l youngest one getting his gcse - results._ double whammy, results. what a time. double whammy, double whammy- _ results. what a time. double whammy, double whammy. that _ results. what a time. double whammy, double whammy. that was _ results. what a time. double whammy, double whammy. that was more i results. what a time. double whammy, double whammy. that was more dramaj double whammy. that was more drama in our life double whammy. that was more drama in your life this — double whammy. that was more drama in your life this morning _ double whammy. that was more drama in your life this morning than _ double whammy. that was more drama in your life this morning than in - in your life this morning than in the line of duty, incredible. incredible, incredible. but he is happy, thank you. incredible, incredible. but he is happy. thank you-— incredible, incredible. but he is happy, thank you. thank you for callina us happy, thank you. thank you for calling us this _ happy, thank you. thank you for calling us this morning, - happy, thank you. thank you for calling us this morning, a i happy, thank you. thank you for. calling us this morning, a brilliant story. your experience this morning, wherever you are, your thoughts on this, the practicalities of it and the thoughts on your philosophy, educational professionals, get in touch. young people, get in touch. maybe you went through it a few years ago, let's hearfrom maybe you went through it a few years ago, let's hear from you as well. let'sjust years ago, let's hear from you as well. let's just give you some text messages as well. shout out to my daughter, abby. she nailed her a—levels and she is off to university in lincoln. great. yeah, we are carrying on on the radio in the next hour, so you can take us with you where ever you want to go. it is going to be interesting because i am looking at some of the calls, absolutely amazing stuff coming in. once again, congratulations to all those who have done their results today and it was really interesting hearing from that lady there, the eight minute wait as they got through to clearing to find out whether there had been a place and he got there. he has got to warwick to study history. we say goodbye to our viewers on bbc two and on bbc news, who are leaving us now. live from london. this is bbc news. dozens of migrants are feared dead as their boat capsizes off cape verde. it's a—level results day — the moment thousands of students have been waiting for to find out their end of school examinations grades. the names of the first victims of maui's wildfires are released ahead ofjoe biden's visit to hawaii next week. and dates for donald trump's first court appearance and trial are proposed following accusations that he interfered with the last presidential election in georgia. hello, a very warm welcome to you. i'm frankie mccamley. more than 60 people are feared dead after a boat carrying migrants was found off cape verde in west africa. 38 people including children have been rescued. it's thought they were aiming to travel to europe via the spanish canary islands. the boat was found drifting about three hundred kilometres from cape verde. those on board are thought to have come from senegal. pictures show boats arriving back in the port on the island of sal with survivors being helped ashore, some on stretchers. officials in senegal say they are making arrangements to bring survivors home. they have been giving more details about the rescue.

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