GCSE Results 2025: Northern Ireland Leads with Top Grades Amid Calls for Assessment Reform
Published 20 August 2025
Highlights
- Nearly one-third of GCSE entries in Northern Ireland achieved top A* and A grades, with a pass rate increase to 83.5%.
- The gender gap in GCSE results across England, Wales, and Northern Ireland is the smallest since 2016.
- In England, only 17% of students retaking GCSE maths achieved a grade 4 or above, highlighting ongoing challenges.
- The popularity of Spanish has surpassed French among GCSE language studies for the first time.
- Education leaders call for an overhaul of the GCSE assessment system, citing its outdated nature.
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Rewritten Article
GCSE Results 2025: Northern Ireland Leads with Top Grades Amid Calls for Assessment Reform
The release of the 2025 GCSE results has revealed significant achievements and ongoing challenges in the education sector across the UK. In Northern Ireland, nearly one-third of GCSE entries were awarded the top A* and A grades, marking a notable increase in the pass rate to 83.5%. This improvement reflects a return to pre-pandemic levels, with Education Minister Paul Givan expressing delight over the students' hard work and the support from teachers and families.
Meanwhile, the gender gap in GCSE results has narrowed to its smallest since 2016, with girls generally outperforming boys. This trend was observed across England, Wales, and Northern Ireland, indicating a positive shift towards gender parity in education.
Challenges in English Education
Despite these successes, challenges persist, particularly in England, where only 17% of students retaking GCSE maths achieved a grade 4 or above. This statistic underscores the difficulties faced by older students who are required to resit exams under the current education policy.
Additionally, the popularity of Spanish has overtaken French among GCSE language studies, marking a historic shift in student preferences. However, the share of entries in arts subjects has declined to a new low of 7.04%, raising concerns about the breadth of education.
Calls for Reform
The current GCSE assessment system has come under scrutiny, with Daniel Kebede, General Secretary of the National Education Union, describing it as outdated. Kebede advocates for a broader, mixed-methods approach to assessment, arguing that the current system fails to prepare students adequately for future challenges. He calls for an end to the EBacc and Progress 8 measures and emphasizes the need for improved school funding to offer a wider range of subjects.
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Scenario Analysis
Looking ahead, the narrowing gender gap in GCSE results could lead to more balanced opportunities for students of all genders in further education and career paths. However, the persistent challenges in subjects like maths, particularly for older students, may prompt policymakers to reconsider the current resit policies and explore alternative support mechanisms.
The shift in language preferences and the decline in arts subject entries could influence curriculum development, potentially leading to a reevaluation of language and arts education in schools. Meanwhile, the calls for reform in the assessment system may gain traction, especially if supported by further evidence of its limitations in preparing students for the future. As education leaders and policymakers debate these issues, the focus will likely remain on creating a more equitable and effective education system for all students.
The release of the 2025 GCSE results has revealed significant achievements and ongoing challenges in the education sector across the UK. In Northern Ireland, nearly one-third of GCSE entries were awarded the top A* and A grades, marking a notable increase in the pass rate to 83.5%. This improvement reflects a return to pre-pandemic levels, with Education Minister Paul Givan expressing delight over the students' hard work and the support from teachers and families.
Meanwhile, the gender gap in GCSE results has narrowed to its smallest since 2016, with girls generally outperforming boys. This trend was observed across England, Wales, and Northern Ireland, indicating a positive shift towards gender parity in education.
Challenges in English Education
Despite these successes, challenges persist, particularly in England, where only 17% of students retaking GCSE maths achieved a grade 4 or above. This statistic underscores the difficulties faced by older students who are required to resit exams under the current education policy.
Additionally, the popularity of Spanish has overtaken French among GCSE language studies, marking a historic shift in student preferences. However, the share of entries in arts subjects has declined to a new low of 7.04%, raising concerns about the breadth of education.
Calls for Reform
The current GCSE assessment system has come under scrutiny, with Daniel Kebede, General Secretary of the National Education Union, describing it as outdated. Kebede advocates for a broader, mixed-methods approach to assessment, arguing that the current system fails to prepare students adequately for future challenges. He calls for an end to the EBacc and Progress 8 measures and emphasizes the need for improved school funding to offer a wider range of subjects.
What this might mean
Looking ahead, the narrowing gender gap in GCSE results could lead to more balanced opportunities for students of all genders in further education and career paths. However, the persistent challenges in subjects like maths, particularly for older students, may prompt policymakers to reconsider the current resit policies and explore alternative support mechanisms.
The shift in language preferences and the decline in arts subject entries could influence curriculum development, potentially leading to a reevaluation of language and arts education in schools. Meanwhile, the calls for reform in the assessment system may gain traction, especially if supported by further evidence of its limitations in preparing students for the future. As education leaders and policymakers debate these issues, the focus will likely remain on creating a more equitable and effective education system for all students.
