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UK Education Weekly Briefing for STEM Teachers — 13–20 Aug 2025

This week at a glance

Results week dominated the agenda across A levels, T Levels and VTQs, with a renewed focus on regional gaps, subject trends and pathways beyond school. There were also developments on SEND reform, uniform affordability and student wellbeing, plus an FE skills lens and a practical CPD piece from EEF for 16–19.

A levels 2025: small uplift, wider gap

Headline: England saw a small rise in A/A* and the overall pass rate, while the regional divide widened.

• *Top grades (A/A)**: 28.2% (up from 27.6% in 2024)

• A–C*: 77.7% (up from 76% in 2024)

• Regional gap: 9.2ppt between London and the North East

• Gender: boys fractionally ahead on top grades; girls ahead on A*–C

Read more: Schools Week’s concise results write‑up: https://schoolsweek.co.uk/top-a-level-results-rise-slightly-again-this-year/

What this means for STEM: STEM subjects depend heavily on prior attainment and confidence. A widening regional gap risks compounding uneven participation in physics/computing. Departmental plans for transition support from GCSE to post‑16 (especially in maths and science) and targeted enrichment can help narrow local disparities.

A‑level subjects: how STEM fared

Tes’s subject breakdown offers useful talking points for departments on standards and entries.

Read more: Tes – How did each A‑level subject perform this year? https://www.tes.com/magazine/news/secondary/level-results-2025-grades-subject

STEM takeaways:

• Mathematics remained the most popular subject; top‑grade patterns were steady overall.

• Some large‑entry subjects (e.g., maths) and English literature saw a slight fall in top grades year‑on‑year, bucking the overall headline.

• Subject‑level variability matters for internal reviews: look at your entry mix, staffing, and KS5 curriculum sequencing (e.g., mechanics topics in physics, mathematical fluency bridging work in Y11–Y12).

Department actions:

• Use cohort‑level diagnostics to target tricky concepts early (e.g., algebraic manipulation and data handling that underpin physics and chemistry).

• Plan explicit transition teaching for the first half‑term: retrieval and threshold concepts before racing ahead.

University or not? Post‑16 pathways under the microscope

Context: Sky News sets out the changing cost–benefit calculation for higher education, with rising living costs, long repayment horizons and AI reshaping entry‑level roles.

Read more: Sky News analysis – Going to university is not what it once was https://news.sky.com/story/going-to-university-is-not-what-it-once-was-and-students-face-a-very-different-question-13410645

Why it matters for STEM guidance:

• STEM HE remains attractive in lifetime outcomes, but students increasingly compare degrees with higher technical routes and degree apprenticeships.

• Careers education should present balanced pathways (A levels → HE, T Levels/Higher Technicals, apprenticeships), with attention to local labour market needs (engineering, digital, green tech).

Practical next steps:

• Refresh KS4/KS5 guidance materials to include local degree apprenticeship case studies in engineering/IT.

• Partner with regional STEM employers to demystify routes (short talks; mock interviews; portfolio clinics for computing/DT).

T Levels & VTQs: pass‑rate up, retention improving

FE Week provides the clearest picture of vocational results and trends.

• Results snapshot: Overall T Level pass rate above 91%; entries up with the fourth cohort. https://feweek.co.uk/t-level-results-2025-pass-rate-up-and-dropouts-down/

• Seven key trends: Variation by subject, persistent gender gaps in some routes, and industry placement completion remains a pinch‑point. https://feweek.co.uk/vtq-and-t-level-results-2025-7-key-trends/

• Retention: Opinion/insight notes T Level retention c.74%, up from earlier cohorts, but still work to do. https://feweek.co.uk/we-still-need-to-tackle-the-high-t-level-dropout-rate/

For STEM departments and sixth forms:

• Map your local T Level pathways (engineering, digital, science) and where your learners succeed/struggle on placements.

• Co‑design first‑term bridging for students moving to T Levels from GCSE science/computing (technical writing, data logging, core maths refreshers).

Inequality lens: regional divides and disadvantage

• Regional attainment gap: Sky’s Data & Forensics piece visualises widening A‑level inequalities and subject choice differences (STEM skew by gender). Useful for SLT briefings. https://news.sky.com/story/a-level-results-show-deepening-inequality-despite-vows-to-tackle-attainment-gaps-13411676

• Disadvantage gap at A level: Tes highlights that disadvantaged students are much less likely to hit top grades or persist with A levels. https://www.tes.com/magazine/news/secondary/disadvantaged-students-drop-out-of-a-levels-miss-top-grade

Suggested actions:

• Use targeted mentoring (including near‑peer undergrads/apprentices in STEM) and study skills coaching post‑results.

• Ring‑fence time for maths mastery catch‑up for students entering Y12 science/DT with borderline grades.

SEND and inclusion: taskforce named

A new independent inclusion taskforce chaired by Geoff Barton (for IPPR) brings together sector leaders (including former education secretary Nicky Morgan and former children’s commissioner Anne Longfield) to shape a roadmap for SEND reform ahead of an autumn white paper.

Read more: Schools Week – Members of taskforce on ‘broken’ SEND system named https://schoolsweek.co.uk/members-of-taskforce-on-broken-send-system-named/

Why it matters for STEM: Inclusion in practical science, design & technology and computing often hinges on early assessment, assistive tech, and curriculum adaptation. Expect scrutiny of mainstream support and workforce training.

Uniform affordability: policy nudge and a reality check

• Policy steer: DfE urging schools to cap branded uniform items now (ahead of planned statutory cap). https://schoolsweek.co.uk/implement-uniform-branded-item-cap-right-now-phillipson-tells-schools/

• Parent experience: Tes reports many families being challenged over supermarket uniform purchases; affordability pressures persist. https://www.tes.com/magazine/news/general/parents-worried-about-cost-of-school-uniform

STEM angle: Practical subjects that require specialist kit (lab coats, ingredients, goggles, calculators) can compound costs. Consider department‑level lending libraries and bulk‑buy schemes with hardship access.

Student wellbeing: back‑to‑school anxiety

Story: Students say they want more proactive support for return‑to‑school anxiety and are often reluctant to approach staff.

Read more: Tes – Students want more support for back‑to‑school anxiety https://www.tes.com/magazine/news/secondary/mental-health-students-want-support-for-back-to-school-anxiety

Department moves:

• Micro‑interventions in STEM: low‑stakes practicals in the first fortnight; predictable routines; clear success criteria; early wins with data‑logging or micro:bit tasks to rebuild confidence.

Skills & workforce: the FE perspective

• Skills shortages vs funding reality: Commentary argues Skills England has mapped the gaps, but who pays remains unresolved. (Useful context for T Level employer partnerships.) https://feweek.co.uk/skills-englands-right-about-the-shortages-but-who-will-pay/

• Immigration Skills Charge: £100m fall in receipts raises questions about transparency and the training pipeline. https://feweek.co.uk/migrant-skills-tax-take-tumbled-by-100m-last-year/

Why this matters for schools/colleges: Employer confidence and local training capacity shape work experience, apprenticeship and T Level placement opportunities—especially in construction, engineering and digital.

International corner: IGCSE results snapshot

Cambridge International released IGCSE results to 240,000+ students in 139 countries, with notable rises in technology and business entries; maths, physics, chemistry and biology remain the most popular.

Read more: Tes – IGCSEs: Students in 139 countries collect results https://www.tes.com/magazine/news/secondary/igcses-students-collect-results

Professional learning pick: EEF on CPD for the 16–19 sector

EEF and Gatsby share reflections from their evidence‑informed CPD conference for colleges, ahead of forthcoming EEF guidance. Emphasis on sustained, collaborative PD tied to learner outcomes and on leaders becoming critical consumers of research.

Read more: EEF blog – Reflections from our first evidence‑informed CPD conference for the 16–19 sector https://educationendowmentfoundation.org.uk/news/reflections-from-conference-for-the-16-19-sector

Try this:

• Audit your KS5 department PD against EEF Effective Professional Development principles (clarity, active learning, sustained follow‑up). Use lesson study around threshold concepts (e.g., stoichiometry; forces and motion; algorithmic thinking).

What to share with parents/carers (short notes you can lift)

• Results week help: University isn’t the only route—degree apprenticeships and higher technical qualifications are growing, especially in engineering and digital. Encourage students to explore all options.

• Uniform costs: Schools have been asked to limit branded items; contact the school if costs are a barrier—lending schemes are available for essential kit.

• Wellbeing: Returning to school can be anxiety‑provoking. Establishing routines, adequate sleep and early communication with tutors helps.

Reflections & prompts for STEM staffrooms

1. Mind the regional gap
   Where do our KS5 outcomes sit relative to similar schools? Which transition units (maths fluency, scientific writing) could we front‑load in September to lift early momentum for borderline students?

2. Subject‑specific drilling‑down
   Using the subject trends, which topics drove grade boundaries this year (e.g., mechanics, organic synthesis, electricity, recursion)? How will that shape mock design and interleaving this term?

3. Placements with purpose
   For T Levels/Applied STEM, how can we make industry placements more curriculum‑aligned (e.g., data analysis mini‑briefs, CAD challenges) and equitable for disadvantaged learners?

4. Inclusive practicals
   Audit your labs/workshops with SEND checklists (instructions, equipment adaptions, space). Work with your SENCO on assistive tech and rehearsal videos before assessed practicals.

5. Cost‑conscious curriculum
   Are there hidden costs in our schemes (calculator models, consumables)? Can we adjust specs, operate a loaner pool, or bulk‑buy to reduce out‑of‑pocket expenses?

6. Evidence‑informed PD
   Plan one department PD strand this term using EEF principles (clear mechanisms; rehearsal; feedback; coaching), with a single, measurable learner outcome (e.g., improved graphing proficiency in Y12 physics).

Final word

Results season offers rich evidence for improvement. Use the national picture to calibrate, but act on your cohorts: secure the foundations, personalise support, and make pathways visible—from triple science to higher technicals and degree apprenticeships. The opportunities are there; our job is to make them attainable for every young person.