Pupils are jubilant after GCSE grades rose for a second year in a row, with top marks given to one in five entries – but pass rates for English and maths have dropped again to their lowest in a decade.
Boys are closing in on the lead that girls have had since 1989, with the gap reducing again this year to its narrowest point since 2000.
As hundreds of thousands of pupils picked up their GCSE results this morning, 22 per cent were awarded at least 7 or A, up from 21.9 per cent last year.
It means GCSE grading still remains higher than pre-pandemic levels, as in 2019 the proportion was just 20.8 per cent.
While every UK nation apart from Scotland takes GCSEs, England now uses the grades 9 to 1, while Wales and Northern Ireland still use A* to G.
Grade 7 is roughly equivalent to A and grade 4 is broadly equivalent to C.
In 2024, 21.8 per cent of entries were at least 7/A, while in 2023 it was 22 per cent.
In England, the proportion graded 9 – considered to be a high A*, was 5 per cent, down from 5.1 last year and equal to 5 per cent in 2024.
Iris Hamilton-Potter hugs her mother after receiving her GCSE results at Llanishen High School, Cardiff
Coleen Rooney posted a picture of her son Kai on X with the caption: ‘GCSE results day!! Super proud of you Kai. Great results especially with a busy schedule, all passed and a place in 6th form!! We love you’
Nasser Hamid, 20, studying at Suffolk New College after fleeing war-torn Sudan, said it was ‘one of the proudest moments in my life’ passing maths and English.
Pupils celebrate their GCSE results at Leeds Grammar School, in Leeds, Yorkshire
Pupils collect their GCSE results at the Ark Greenwich Free School, Woolwich, south London
Freya Ter-Berg Walkom (right) collects their GCSE results at the Ark Greenwich Free School, Woolwich, south London
A student smiles with her results at Llanishen High School in Cardiff
Pupils collect their GCSE results at Egglescliffe School, in Eaglescliffe, North Yorkshire
Pupils collect their GCSE results at the Ark Greenwich Free School, Woolwich, south London
Students open their GCSE results at Llanishen High School in Wales
Pupils collect their GCSE results at the Ark Greenwich Free School, Woolwich, south London
Students open their GCSE results at Llanishen High School, Cardiff
Florence Davies (L) looks at her results at Llanishen High School in Cardiff
Pupils collect their GCSE results at the Ark Greenwich Free School, Woolwich, south London
Iris Hamilton-Potter (L) and friend Poppy Plant pose for a photograph after receiving their GCSE results at Llanishen High School in Cardiff
Poppy Plant (second to left) receives her GCSE results at Llanishen High School, Cardiff
Pupils collect their GCSE results at the London Nautical School in Waterloo, London
The figures were published by the Joint Council for Qualifications (JCQ), which represents GCSE exam boards.
Most of the pupils receiving GCSE results this morning were in Year 5 when schools closed because of Covid-19, meaning their secondary education was not disrupted by the height of the pandemic.
Across all nations, 67.3 per cent of pupils achieved grade 4/C or above, down from 67.4 per cent in 2025.
Grade 4/C is considered a ‘standard pass’ and is a basic requirement for many employers and universities.
By subject, 60 per cent passed in English language, down from 60.2 per cent last year – and 57.3 passed maths, down from 58.3 per cent last year. These pass rates are the lowest in a decade.
This is the second year pass rates have dropped in these subjects – likely caused by older pupils resitting them having previously failed to pass.
This year saw a rise in the number of 17-year-olds taking both subjects.
In England, pupils who do not secure at least a grade 4 in English and/or maths GCSE are required to retake the subjects during post-16 education.
However, the Government is introducing a ‘basic skills’ alternative qualification for over-16s who fail, which in future people who score very low will be able to take instead.
This morning, the Education Secretary Lucy Powell pledged to crack down on the ‘pernicious’ system of GCSE resits which sees youngsters fail repeatedly.
She told The Times she wanted to end the resit ‘treadmill of failure’ which sees about 200,000 teenagers in England fail in both subjects repeatedly and never achieve the pass mark.
And she said more of those who receive a 2 or below are expected to be steered towards new stepping-stone qualifications called ‘Level 1s’.
She later added on BBC Radio 4’s Today programme: ‘I’m going to be bringing in a new stepping stone qualification, as we’re calling it, a level one… in maths and in English, so that there is an additional qualification that young people can work towards. And I want to work with employers to make sure that that qualification is credible, is respected, and that employers see that as sufficient or more than sufficient for young people to go on to do things like an apprenticeship in construction or health and social care.’
Meanwhile, boys are doing better than last year – while girls are doing worse.
Some 19.6 per cent of boys got 7/A, compared with 24.4 per cent of girls – a gap of 4.8 percentage points.
Last year, 19.4 per cent of boys got 7/A, compared with 24.5 per cent of girls – a 5.1 percentage point gap.
Ms Powell said: ‘Good luck to everyone receiving your results today, and huge thanks to the teachers and families who have helped to get you here.
‘Whatever that piece of paper says, you should be proud of the hard work and commitment you’ve put in, and excited about what comes next.
‘We will ensure every child has access to high-quality options whether that’s academic, vocational, technical, creative or a mix.
‘Everyone should have the chance to follow the path that’s right for them and build a successful career.’
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The figures also revealed regional divides widening, raising concerns that some areas of the country are being left behind.
The gap in top grades between London – the best performing region – and the North East – the worst performing – has widened to a record high of 10.9 percentage points up from 10.6 last year.
In north-west England, 18.9 per cent of entries received grade 7 or above, up slightly from 18.8 per cent in 2025.
The gap between London and the North West has widened to 9.7 points from 9.6 in 2025, close to the recent record of 9.9 points in 2024.
In London 28.6 per cent of entries were graded at 7/A or above, while in the North West it was 18.9 per cent.
There has also been a widening of the gap between London and both the East and West Midlands, to the largest size since at least 2010.
In the East Midlands, 18.2 per cent of entries received grade 7 or above, 10.4 points behind London (up from 10.3 points in 2025), while in the West Midlands it was 18.3 per cent of entries, 10.3 points behind London (up from 9.9).
The regional patterns are more varied for GCSE entries awarded grade 4 or above.
London again has the highest rate at 71.7 per cent, up from 71.6 per cent in 2025, but here it is the West Midlands that has the lowest figure, at 62.4 per cent, down from 62.9 per cent.
South-west England saw the largest percentage-point drop, falling from 69.1 per cent to 68.3 per cent.
The gap has narrowed between the capital and north-east England, from 6.7 points to 6.5, with the North East seeing a rise in entries awarded grade 4 or above from 64.9 per cent to 65.2 per cent.
This year, JCQ is publishing results for each local authority for the first time.
Those figures show that although London has the highest regional rate for GCSEs awarded grade 7 or above, at 28.6 per cent, the local rates across the capital vary from a low of 19.0 per cent in Havering to a high of 43.4 per cent in Richmond upon Thames – a difference of 24.4 percentage points.
Local rates for top GCSE grades span an even greater range in north-west England, from 8.3 per cent in Knowsley to 39.7 per cent in Trafford, while eastern England has the greatest range of all, from a low of 10.2 per cent in Castle Point to a high of 53.5 per cent in Cambridge: a difference of 43.4 percentage points.
Lee Elliot Major, professor of social mobility at the University of Exeter, said: ‘It is a damning indictment of 21st-century Britain that where you happen to grow up has such a profound impact on your educational and life chances.
Pupils collect their GCSE results at Harper Green School in Farnworth, Bolton
Pupils Hester Petransky and Isabella Bruce at St Gabriel’s School in Newbury react with excitement and relief as they receive their GCSE results
Pupils collect their GCSE results at the London Nautical School in Waterloo, London
Pupil Susanna Dat at St Gabriel’s School in Newbury
Pupils celebrate their GCSE results at Leeds Grammar School, in Leeds, Yorkshire
Pupils Belle Bosham and Susanna Dat at St Gabriel’s School in Newbury
Pupils Ellie Anns, Isabella Bruce, Izzy Phillips, Belle Bosham, Susanna Dat and Luci Tedeschi at St Gabriel’s School in Newbury
Pupils collect their GCSE results at Harper Green School in Farnworth, Bolton
Sophia Forshaw who received seven 9s, one 8 and two 7s in her GCSEs, at The Grammar School at Leeds in Leeds
Pupils collect their GCSE results at Harper Green School in Farnworth, Bolton
I’m Alastair McCall, one of the UK’s leading data journalists and Editor of the Daily Mail University Guide.
I’ve spent years crunching the data to understand what makes a university stand out – from teaching quality and student experience to graduate salaries and career prospects. I’ve ranked every university in Britain, so whether you’re applying yourself or you’re a parent helping your child, I can show you which universities are best for your subject, where graduates earn the most, and much more.
‘Something is fundamentally amiss when children with the same talents and potential face such different prospects simply because of where they happen to live.
‘England’s educational divide is a story of London increasingly pulling away from much of the rest of the country.
‘But these broad regional divides conceal an even more troubling geography of opportunity: sometimes a few streets, or a different postcode, can make the difference between a life of opportunity and a life of overlooked talent.’
Chris Zarraga, director of Schools North East, added: ‘There is not a North-South divide in the quality of schools, nor in the talent, potential or aspirations of young people.
‘There is a structural divide in the circumstances and opportunities surrounding them. The regional results table is a map of that divide, not a map of school quality.
‘Schools in the North East are working incredibly hard to overcome those circumstances. But schools cannot independently fix poverty, stretched public services, shortages in Send (special educational needs and disabilities) support, transport barriers, unequal access to enrichment or very different local economic opportunities.
‘These inequalities are neither inevitable nor acceptable. The Government needs to treat them as a system challenge and address the conditions around schools as well as what happens inside them.
‘Results day should reflect young people’s potential and hard work, not the structural advantages or disadvantages of their postcode.’
At a national level, 31.7 per cent of entries in Northern Ireland received grade 7/A or higher, above the equivalent figure for England (21.8 per cent) and Wales (19.6 per cent).
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For entries awarded 4/C or higher, Northern Ireland was ahead at 83.6 per cent, some way above England (67.0 per cent) and Wales (62.3 per cent).
When Zlata Byrsan and Elizabeth Horbatenko fled Kryvyi Rih in Ukraine aged just 12 years old in 2022, neither spoke a word of English. Four years on, both have received their GCSE results at Roedean, with Zlata landing 9s in both her English literature and English language and Elizabeth getting 8 in English lit and 7 in English language.
Zlata Byrsan
The pair, both completely fluent in English now aged 16, landed five grade 9s, three grade 8s, six grade 7s, three grade 6s and a 5 between them and will now go onto study for A levels at the East Sussex independent school. Both arrived on full scholarships along with a handful of older girls who have since left.
Zlata said: ‘I cannot believe I got a 9 in both English language and literature. I don’t know how I did it. I had no English when I arrived. I think the most important thing is I found good friends and pushed myself out of my comfort zone. English just came after that.’
Zlata, 16, from Horsham in Sussex, lives with her mother and brother while her father has stayed in Ukraine to work and support his family.
Elizabeth Horbatenko
She said: ‘I was so frightened when I got here because everything was so different but it has all been worth it. I did not know two words of English and was so confused about what was happening.’ Zlata plans to study politics, psychology and economics at A level.
Elizabeth, who lives in Henfield in Sussex, added: ‘I felt so out of place when I arrived in England and now I am so happy with today’s results. I have gone from knowing no English words to now planning to study for A levels and go to uni here. It’s been hard work but I have had a wonderful time at school here in the UK and I am so happy it has paid off.’
Elizabeth will study drama and english literature for A level and hopes to break into the acting world.
Northern Ireland’s lead is part of a long-running trend which experts have previously linked to the nation retaining the grammar school system.
The rise in top grades overall across the UK may once again spark concerns about artificial grade inflation – although Ofqual, the regulator, insisted this has not played a part.
Grade inflation was rife during the New Labour years, when officials repeatedly insisted that pupils genuinely were getting cleverer every year.
The proportion of top grades rose every single year between 2002 and 2011.
However, after the Tories won the election in 2010 they instructed Ofqual to make sure the proportion getting these top grades remained roughly the same each year.
This is adjusted slightly for the ability of each cohort, which is measured by sample tests earlier in the year.
Roughly one in five have got A/7 grades over the last 15 years, but the pandemic frustrated the regulator’s efforts because exam cancellations meant teachers decided grades – leading to massive inflation.
In 2020, the year Covid struck, 26.2 per cent of entries were A/7 – rising again to 28.9 per cent in 2021.
In 2022, exams were laid on again, with the regulator bringing grading halfway back to normal in a stepped return.
While grades have now been brought back down, they are still higher than before the pandemic.
Meanwhile, the persistent gap between boys and girls will reignite debates over whether the nation is neglecting male pupils.
In a forecast report ahead of GCSEs this year, Professor Alan Smithers, director of the Centre for Education and Employment Research at the University of Buckingham, said he has called for many years ‘without success’ for the gender gap to be investigated.
But the Centre for Policy Research on Men and Boys (CPRMB) said the disparities are not only present at GCSE level.
‘Girls are consistently outperforming boys in education,’ CPRMB research officer Martha Lucas said.
‘The gap emerges in early years education by age five.
‘It then continues into Sats and across GCSEs where a greater percentage of girls’ entries will get a grade four or above, the standard pass level.’
She said it then continues into the final two years of school – with tens of thousands more A-levels taken this year by girls than boys.
‘It’s a continued pattern that really spans the educational journey,’ Ms Lucas said.
She called it very concerning.
‘When around a third of boys’ entries to GCSE are consistently not meeting a grade 4 each year, which is the standard pass level, it is a massive concern,’ she said.
‘For a lot of employment meeting that grade 4 in maths and English is a barrier to finding that employment.
Education Secretary Lucy Powell speaks with students collecting their GCSE results at Harper Green School in Farnworth, Bolton
Education Secretary Lucy Powell meets students studying construction at Harper Green School in Farnworth, Bolton, on GCSE results day
Education Secretary Lucy Powell speaks with students collecting their GCSE results at Harper Green School in Farnworth, Bolton
Wojciech Sobiecki celebrates his GCSE results with his sister Nikola Sobiecka at Hazelwood Integrated College in Newtownabbey, North Belfast
Pupils celebrate their GCSE results at Leeds Grammar School, in Leeds, Yorkshire
Olivia Dragoj (centre) celebrates at the Ark Greenwich Free School, Woolwich, south London
Sandra Young, 49, celebrates at Suffolk New College after passing her first ever GCSE
A student who was raised in Singapore has celebrated picking up 11 grade nines in his GCSEs.
James Auger, 16, came to the UK two years ago and joined Year 10 of Conyers School in Yarm, Teesside.
The gifted pupil, who was born in Luxembourg, took 12 GCSEs and got top marks in 11 of them.
His learning has been boosted by taking part in the Comprehensive Oxford Mathematics and Physics Online School, joining weekly tutorials and completing extra assignments.
James Auger
James, whose family came to Teesside for work, said: ‘I enjoy maths and it opens up a lot of opportunities.
‘After my A-levels, the dream would be to go to Oxford University and then become an A-level teacher or professor.
‘I’m also musical and love to sing, classical and pop, and I’d like to get involved in performing arts.’
Conyers head Chris Coleman said: ‘He has pursued his passion for maths and science to an exceptional level while also making the most of his interests in music and performing arts.
‘We want our students to discover what they are good at, develop their talents and leave us with the confidence and qualifications to pursue whatever comes next.’
‘This year, the number of male Neets (not in education, employment or training) hit more than 500,000.
‘So boys are consistently leaving school without the qualifications nor education necessary for them to thrive in adult life – get a job, be in employment – and quite frankly that desperately needs to change.’
In a report last year, Professor Smithers said the talents of boys are not being developed as ‘fully’ as they could be, but this year he questioned whether girls might have an ‘inherent advantage’.
‘My first thought was that this was against the vibes of the time when the emphasis is on equality for women,’ he continued.
‘Since men generally come out on top in the workplace, why bother.
‘More recently I have been thinking the unthinkable in these days when the cancel culture is in overdrive.
‘The sex differences in education achievement are so regular and persistent that they could be inherent differences. This should be taken on board in any inquiry.’
Professor Elliot Major said: ‘There’s no single reason why boys do less well at school.
‘Some of the gaps start very young, particularly around language and reading. As boys get older, things like reading habits, behaviour, engagement with school, peer pressure and attitudes about what it means to be a boy can all play a part.’
Last week, the opposite trend happened at A-level, with experts saying it is because no subject is compulsory – allowing pupils to play to their strengths.
Overall, 28.9 per cent of boys’ A-level entries scored an A* or A this summer, compared with 28 per cent of their female classmates’ entries – a gap of 0.9 percentage points.
Meanwhile, analysis of GCSE subject choices this morning prompted speculation that the rise of artificial intelligence may have led to a slump in entries for computing.
The subject is still relatively popular, with 85,096 entries this summer. But this is down from 91,619 in 2025 – a fall of 7.1 per cent.
Pupils at Portsmouth Grammar School collect their results
Erik Adae-Boateng (centre) reacts to their GCSE results at the Ark Greenwich Free School, Woolwich, south London
Ethan Rillon celebrates his GCSE results with his sister Angela Rillon (left) and his mother Jan Rillon at Hazelwood Integrated College in Newtownabbey, North Belfast
Erica Coleman (right) reacts to their GCSE results at the Ark Greenwich Free School, Woolwich, south London
Ruby Duff (left) celebrates her GCSE results with her mother Hayley Duff at Hazelwood Integrated College in Newtownabbey, North Belfast
A boy has been awarded his maths GCSE – aged seven.
Jivyan Dhruva has received a grade eight scoring 196 out of 240 in a qualification normally taken by pupils around 16.
The young academic from West London took the exam back in May and is already preparing for his A-levels next year.
His father, Dhruva Katta, 36, an AI engineer, said: ‘Jivyan is very much excited.
Jivyan Dhruva
‘We are very proud – he’s already preparing for his A-levels in maths and further maths next year.
‘We suggested he cool down but he doesn’t want to.’
He said his son attended regular year two primary school until February this year – when he got ‘too bored’ and wanted to be homeschooled instead.
Despite studying mathematics far beyond his age, he said Jivyan is still a funny and energetic seven-year-old who loves chess, football and dance alongside maths.
His father added: ‘Jivyan wins all the local chess tournaments too.
‘He’s got a bright future ahead of him and always has a plan!’
One exam board leader suggested AI means computing skills are still important for students to learn.
Myles McGinley, managing director of Cambridge OCR exam board, said: ‘I think despite a decline from a historic high, computer science remains a very popular GCSE. I think there could be a number of different reasons.
‘This is speculation, but I think the emergence of AI could be leading to students thinking they don’t need to learn how to code.
‘But I would say maybe that’s something that would be up for debate.
‘I think potentially computer science is more important than ever in the age of AI, and while vibe coding might be all the rage, I think AI won’t be able to replace a solid understanding of how software works, how technology can solve real-world problems, and how it can create a good user experience for example.’
Julia Adamson, executive director of education at BCS, The Chartered Institute for IT, said: ‘We need to bust the myth that generative AI can now do everything safely and without oversight. In fact because of trends like vibe-coding, people with computing qualifications are more important than ever.
‘Computing education has never been just about learning a programming language; it’s about developing computational thinking, problem-solving skills, and understanding how digital systems work.
‘AI is powerful but requires skilled people who can design and secure the systems behind it. If anything, the growth of AI increases the need for people with a strong grounding in computing and digital technology.’
Sir Ian Bauckham, the head of England’s exams regulator Ofqual, said many students receiving their results on Thursday made their choices in 2024 when AI tool ChatGPT was ‘a relatively new phenomenon’.
He added: ‘I think young people were just beginning to realise what it was and what it could do.
‘GCSE computing, as it is at the moment, is quite coding-heavy. It might have been the case that young people thought I won’t need to do this coding in quite the same way in the future, so maybe I don’t need to do computing GCSE.
‘But of course, computing GCSE is broader than just coding, and the qualification in any case is being reformed.
‘I think in a hi-tech world such as the one we live in now, it’s difficult to think of subjects that could be more important to young people’s future than GCSE computing.’
The data also shows GCSE business studies continues to prove popular with students.
There were almost 150,000 entries for the qualification (148,747) this summer, up 7.8 per cent on last year.
The subject has seen a 40 per cent increase in entries over the last five years, according to John Croker, the AQA exam board’s responsible officer and director of oversight, risk and compliance.
Mr McGinley said an interest among students in running their own businesses may be driving the rise.
He said: ‘This looks like an increasingly entrepreneurial generation, fascinated by how business works. The founders of some of the next great unicorn businesses may well be among those achieving GCSEs in business studies today.’
Among other subjects, statistics has seen a leap in popularity, with entries up 11.2 per cent on last year to 38,770.
And entries for PE have seen another year-on-year bump – with 92,191 entries compared with 89,584, in 2025 – a 2.9 per cent increase. Last year entries were up 2.0 per cent on 2024.
Meanwhile, it was good news for languages students, who saw top grades rise this year following changes to the exams in England.
Spanish, German and French all saw a rise in the numbers of entries achieving at least a 7/A.
New courses in each of these three languages were first taught in England in 2024, with the first grades awarded this year.
German had the highest proportion of top grades, with more than a third (35.1 per cent) of entries gaining at least a 7/A, up 0.8 percentage points from 34.3 per cent in 2025.
German also saw a bump in entries this year after previous falls, with 33,473 entries – up 0.2 per cent from 33,391 last year.
Nearly three in 10 Spanish entries (29.3 per cent) scored at least 7/A, up from 27.8 per cent in 2025.
The GCSE – which overtook French to become the most popular foreign language for GCSE students last year – continues to prove popular with students.
Entries are up 0.3 per cent to 137,236 from 136,871 in 2025.
In French – which saw a 5.4 per cent fall in entries this summer – some 30.7 per cent of entries scored at least a 7/A, up from 30.1 per cent last year.
GCSEs in the modern foreign languages were reformed in England following a proposal by the then Conservative government to make them ‘more accessible’ to students.
Vicky Gough, British Council schools adviser, said: ‘The decrease in language uptake for French and other modern languages follows a worrying trend.’
She added: ‘Language learning not only broadens horizons but deepens cultural understanding.
‘We must continue to bring all languages to life through exchanges, cultural programmes and real-world connections to allow students to understand why languages matter.’
Nicolas Ehler, director of the Goethe-Institut London, said: ‘The rise in GCSE German entries is welcome news and a positive sign for the future of language learning.
‘These results show what is possible when young people are given access to high-quality language education and meaningful opportunities to engage with other cultures beyond the classroom.’
