GCSE results 2025 in England and Wales show rise in top grades, fall in entries, and shifts across subjects
Students across England and Wales received their GCSE results today, marking the end of compulsory schooling and a key step toward further education, training, or work.
GCSEs, or General Certificates of Secondary Education, are public exams taken at age sixteen. In England, results are graded from nine to one, with grade four treated as a standard pass and grade five as a strong pass. In Wales, grades run from A* to G, with A* to C considered a pass.
This year, 62.5 percent of entries in Wales achieved A* to C, a slight increase from 2024. In England, 67.1 percent achieved at least a grade four, while the proportion gaining grade five and above rose to 55.0 percent. Top grades, defined as seven and above, now account for 23.0 percent of entries in England.
Subject entries and performance patterns
Results highlight shifts across subjects. English saw stronger gains in top grades than math, with 19.5 percent of marks at seven or above compared to 21.5 percent in math. However, pass rates at grade five and above fell slightly in both. Entries in the performing arts grew eight percent, while music rose six percent. Engineering fell sharply by 19 percent, with sciences and computing also recording drops.
Ed Fidoe, CEO and founder at the London Interdisciplinary School (LIS), says the moment should be viewed as a gateway, not a conclusion. “GCSEs should be seen as the beginning of choice, not the end of it. GCSEs are a starting point, not a finish line. University remains powerful, but it must adapt to stay relevant. The most resilient futures will be built by students who treat their GCSEs as the beginning of multiple pathways, not the narrowing of options.”
Regional differences and changing routes
Regional and demographic patterns are mixed. The east of England saw the largest increase in top grades at 22.2 percent, while London recorded a small dip. The gender gap narrowed as boys’ performance at the highest levels rose to 20.5 percent, with girls steady at 25.5 percent. Grammar schools reported 63.2 percent of entries at top grades, while independent schools remained at 48.1 percent.
Alternative education and work-based pathways are also drawing more attention. John Somerville, director of financial services at the London Institute of Banking & Finance, part of Walbrook Institute London, comments: “GCSE results day is a major milestone, but it is important for young people to know that there are other paths to success as well as university. In the financial services sector, we are witnessing a change and seeing more young people thrive through alternative routes like apprenticeships and professional qualifications. These options offer real world experience, industry-recognized credentials, and a head start in building a career.”
Somerville highlights how some students progress quickly without following a traditional degree. “For example, one 21-year-old who’s learning with us has already completed her CeMAP and Level 4 Diploma, is working as a trainee financial adviser, and is now studying for her Level 6 Advanced Diploma in Financial Advice to achieve Chartership status. That kind of progress, without the traditional university route, shows how powerful these alternative routes can be.”
Looking ahead: skills and resilience
Heather Smith, vice president UK and Ireland at Okta, urges students to take a long-term view, particularly in relation to technology and skills. “It’s fantastic to see so many students celebrating their hard-earned results, but if they weren’t what you hoped for, don’t panic, grades are just one part of the bigger picture. In my own career journey so far, I can say that I gained the most experience after I entered the business world - from developing sales acumen, understanding a corporate sales environment to navigating the professional world and connecting with people from all walks of life. Focus on discovering what you enjoy and what motivates you. When you find work that excites you, success has a way of following.”
Smith also points to the importance of adaptability as AI changes the job market. “The real opportunity for young people is to focus on the skills that AI can’t easily replicate such as creativity and problem solving. Get comfortable working alongside technology and keep an eye on emerging fields – you could end up leading in a job that doesn’t even exist yet. Instead of worrying about AI replacing you, think about how you can use it to make an impact.”
She concludes: “There’s no shortage of talent among girls – it’s the culture around STEM that needs to evolve. If we want more girls to enter and thrive in these fields, we must make STEM not just accessible, but genuinely welcoming. As an industry, we should be making STEM career paths visible, relatable, and rooted in real-world impact. And let’s not underestimate the power of addressing unconscious bias, both in classrooms and workplaces. When girls see that STEM is a place where they can lead and make a difference, the numbers will follow.”
