What do recent exam results mean for international families?

This year’s exam session results showcased how a quality international education paves the way for future success – and how schools are working in partnership with students to support all their aspirations, writes Ruth Holmes.

Dwight School London

Ruth Holmes

24 September 2024

This article is taken from the Autumn 2024 issue of

Think Global People magazine

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In July and August, millions of students around the world aged 15–18 received their Advanced Placement (AP), International Baccalaureate (IB) Diploma Programme (DP)/Career Programme (CP), GCSE/IGCSE, A/AS level, O level, T level and vocational and technical qualifications (VTQ).Results days are the culmination of hard work in the previous 12–24 months. Congratulations to everybody receiving their results.Outcomes are also the result of all the knowledge, experiences, influences and care received across students’ entire school careers. Success starts in the critical early years, as Sally Robinson explores with renowned early years educationalist, Pam Mundy, who advocates for the importance of child-centred care and education. The approach echoes the current deepening focus on student wellbeing, plus the diversity of subjects and pathways evident in this year’s exam results as awareness grows that a tech-enabled future requires a more human-centric education, different skills, knowledge and resources.All these influences underscore the importance of not just final grades, but also of holistic education that includes sound transitions care and support for international families, being part of a community, and cultural and global awareness. Exam boards and regulators too are keen to highlight how they are supporting learner-led flexibility and choice through their range of pathways while maintaining rigorous standards. Ultimately, the focus is on as much the education journey as the destination and outcomes.

Unpacking this year’s British curriculum pass rates

Irrespective of the final qualification, what unites students sitting final exams this year is how Covid-19 has remained a feature of their preparations. This year saw an almost full return to pre-pandemic norms – this was the final year British curriculum students will have had formulae sheets for maths, combined science and physics for example. However, most students were affected by the intention to continue to ‘glide path’ grade boundaries and pass rates back to pre-pandemic rates.Top GCSE grades (7–9) in England rose marginally from 2023 after the previous years’ highs. In Wales and Northern Ireland, top grades, which tend to account for a higher proportion than in England, fell. In Wales, this fall was to slightly above 2019’s figure. For Northern Ireland, the fall was sharper to match 2019. At IGCSE, exams body Cambridge International Education does not publish its pass rates, recognising the diversity of schools and students taking its exams internationally.In Scotland, National 5s, Highers and Advanced results mirrored the trend seen for top grades in Northern Ireland and Wales to register slight falls. Nevertheless, as in the rest of the UK, record numbers of students in Scotland were able to progress and secure their first-place university.The results are remarkable for the scale of students’ achievements and educators’ focus on student wellbeing and individualised learning. While IB programmes lend themselves to this more easily, at GCSE and A level, schools have been offering extra options in non-core subjects, like electronics, through extra-curricular clubs and enrichment. There is also flexibility in course length to dovetail with international students’ needs, especially if they are looking to study at university overseas.Statistics from Cambridge International Education confirm this. There was double-digit growth in the number of students sitting its IGCSE, O, A and AS level exams this year. This included continued strong take-up of traditional core subjects, like maths, sciences and English, as well as for its newer future-facing subjects, like environmental management (up 36%) and marine science (up 26%). The figures cement both the popularity of an international education and the widening and enduring appeal of British curriculum-based approach.Comparing 2020 to today, 59% more students internationally are entering Cambridge exams says Rod Smith, group managing director for international education at Cambridge. “It’s a really positive message about the value of international education in today’s world and in the face of today’s global challenges choosing an international education to help them thrive in an ever-changing world." In the UK at King’s Ely, 25 international students studied its one-year IGCSE programme, which runs alongside the school’s thriving GCSE and A level pathways this year. More than two-thirds of IGCSE results were grades 9–6. “Our IGCSE students arrive in England in September and just seven months later they are successfully sitting their IGCSEs in an education system they have never experienced before,” said Matthew Norbury, director for international students at King’s Ely. “Every year I remain humbled by their achievements.”Among fantastic results internationally were Singapore’s 186 Tanglin Trust School students, where 91% of grades were A*–B equivalent (9–6). Commenting, Chris Seal, head of senior school, said students “can be very proud…and these results are a testament to their willingness to learn and develop as young people”.On A level results day, across the UK 27.6% of all grades were A* or A this year – slightly up on 2023. UK university admissions body Ucas noted 82% of students secured their first-choice university. Students at Cardiff Sixth Form College, Cambridge, a leading boarding and day sixth form part of Dukes Education family of schools and educators, were among them: 58% of results were A*; 55% of students gained places at Russell Group universities; and almost 40% achieved places at the coveted G5 (‘Golden Triangle’) universities – Oxford, Cambridge, LSE, UCL and Imperial College. At Epsom College Malaysia, half of all grades were A* or A and 71% at grades A*– B, with students now heading to top universities in the UK, including Cambridge, and North America, including Stanford and the University of Toronto.

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IB and AP results

IB results released earlier in the summer received similar applause. The IB DP and IB CP encourage students to take responsibility for their own learning and apply it to a global context. Here the average IB Diploma pass rate was 30.24. Like the British curriculum, IBO data shows more students are opting for its cross-curricula approach and, ultimately, an internationally focused education.Danish IB school Copenhagen International School is celebrating an average DP score of 34.2 among its 74-strong graduating class. Their next steps include universities around the world, including France, Netherlands, the UK, US and Canada. In London, students at Dwight School London, a non-selective, ISI-rated ‘school of excellence’, are also heading off to international universities, including in the US and Japan, with average point scores of 33. Chris Beddows, head of school, credited the Dwight School London’s commitment to small class sizes in providing “unparalleled personalised learning which leads to student success”.Students following the US education pathway, for example at Relocate Think Global People award winners The International School of Kuala Lumpur (ISKL) and TASIS England, also saw excellent outcomes this summer. Both schools combine IB programmes with the US’s Advanced Placement qualification so students can pursue their interests and achieve sought-after qualifications that open the door to universities globally, not just in the US, UK and Malaysia.At TASIS England, AP candidates achieved an 86% exam pass rate and an impressive average mean score of 4 out of a maximum of 5 – significantly higher than the world averages. Almost half of its Class of 2024 were also recognised as AP scholars, AP Scholars with Distinction or AP Scholars with Honour. Seven TASIS England students achieved AP International Diploma status, highlighting the scope and flexibility of the qualifications.At ISKL, students can combine individual IB, AP and High School Diploma courses to create a flexible personalised study programme. This year, 80% of ISKL's 108 AP candidates achieved the highest marks of 4–5. “ISKL is an inclusive school and we celebrate the achievements of all our students,” said ISKL’s Head of School, Rami Madani. “Each one experiences a different learning journey and these results reflect their hard work and tenacity.” Students received offers from top universities in 16 countries.In France, 37% of students at the International School of Nice (ISN), which also offers dual American and IB pathways, achieved the sought-after bilingual IB Diploma and 17% scored over 40 points. ISN Director, Mel Curtis, shared the school’s pride, saying the “results reflect the strength of our academic community and the bright futures ahead for our graduates.”

Universities embrace international students

The range of university destinations reflect the international exposure, cultural awareness and foreign languages that today’s employers seek – as well as the increasingly global outlook of students today. Analysis by Times Higher Education says prospective students planning to study in the most international environments in the world “should apply to universities in Switzerland, Hong Kong, the United Arab Emirates or the UK.”Yet with immigration a political issue worldwide, employers are concerned that changes to student visa regimes could harm economic growth and national competitiveness. Over the summer, new Education Secretary Bridget Phillipson set out the Labour government’s commitment to harness education to “build bridges between our nations”.In a speech in July, she said “be in no doubt: international students are welcome in the UK. And we will do everything we can to help them succeed. That’s why we offer the opportunity to remain in the UK on a graduate visa for two years after their studies end – or three for PhDs – to work, to live and to contribute.” Responding, Dr Tim Bradshaw, chief executive of the Russell Group of UK universities, said: “The clear message from the government today is that talented students from around the world will find a warm welcome here.”In the UK, international student numbers this year remain similar to last year, although fewer students from China are looking to the UK for their higher education. European universities, with their affordable fees and English-language teaching, are also an increasingly popular option. More hotspots could emerge as policymakers in national governments seek to encourage international students, recognising their valuable skills and experience.Illustrating education’s role as bridging cultures and nations, Cambridge International Education plans to introduce its IGCSE Japanese “soon”, having also secured recognition from the Japanese government for its A level qualifications. Schools like Rugby School are also responding to growing demand in Japan for a British international education, opening its new co-ed day and boarding campus in 2023. Japan’s universities too are seeking to receive greater numbers of overseas students, including by offering English-language teaching.

Wellbeing in the spotlight

Reprioritising wellbeing also remains high on the education agenda around the world, with a number of key developments. On the eve of A-level results day, an Association of School and College Leaders survey found one in four teachers were involved this year in supporting students struggling with exam-related stress and anxiety and withdrawing students from exams.As students and teachers went back to school in England, state schools’ standards body, Ofsted, published the results of a consultation that looked at unannounced Ofsted inspections in state schools. These high-stress situations for teachers and education leaders resulted in one of four judgements: outstanding, good, requires improvement or inadequate. The government dropped the approach with immediate effect. State schools in the UK will instead be assessed with a more comprehensive scorecard approach across four areas from 2025. For independent schools in England, British international schools overseas, and private further education and language schools, the Independent Schools Inspectorate’s own regime is unchanged.For staff and students, British International Schools membership body, COBIS, offers its member schools holistic training to ensure schools continue to uphold duty of care in line with the latest best practice to normalise positive and inclusive school environments that support students learning and development.This summer, COBIS also announced its new membership route for Department for Education-accredited online schools, which can offer a more inclusive learning experience. Colin Bell, COBIS CEO, said: “Online schools are a vital part of the sector, making education available to everyone, everywhere, no matter the circumstances. The robust standards ensure that online schools are held to the same mark of excellence as any other.”Online schools offer a quality and flexible alternative for globally mobile families, as well as for local students where traditional school settings aren’t practical or suitable. Kings InterHigh Online School is one of the most highly regarded and longest established. Elaine Teale, head of key stage 4, said of this year’s examination season where 408 students sat GCSE exams that online learning has empowered its students to manage their exam revision with flexibility and focus.“The ability to tailor their learning environment and access resources at their own pace has significantly reduced stress, allowing them to sit exams with more confidence,” she explained. “Their performance in this year’s exams reflects the strength of a supportive and adaptive online learning model.”Headteacher, Catriona Olsen, added that the opportunity this year to sit exams online shows how King’s InterHigh students excel in an online learning environment, making it logical for them to also sit their GCSEs online. ‘Providing the option to take exams from home enhances accessibility to quality education for all students, regardless of their personal situations,” she said. "Flexibility is a core value of our school, empowering students to pursue their interests globally without the constraints of physical attendance at schools or exam centres.”King’s InterHigh GCSE student, Veronika, took 12 exams online this year. “I much enjoyed being able to do the exams at home, in my own safe environment, without needing to travel to an exam centre and without the stress of if the exam centre would do my access accommodations correctly."The growing options, and demand, show there is a school out there for everyone and a world of options for international families.

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