GCSE results day on August 21, 2025, unfolded as a celebration of academic progress, resilience, and renewed interest in the arts across England and Wales. Schools, students, and families gathered to mark achievements in core subjects such as English literature and maths, as well as in creative disciplines like music and performing arts, revealing both encouraging gains and ongoing challenges in the educational landscape.
One of the most notable stories this year was the resurgence of music as a GCSE subject. According to Classic FM, more than 38,000 students took GCSE music in 2025, representing a 6.1% increase compared to 2024. This follows an 8.7% growth in entries the previous year, marking two consecutive years of rising participation. Miles McGinley, Director of the OCR exam board, described the trend as a “post covid comeback,” reflecting renewed student engagement with the subject after the disruptions of the pandemic.
Performing arts as a whole also saw a significant boost, with entries rising by 8.3% between 2024 and 2025, as reported by The Times. In contrast, subjects like history, religious studies, and computing experienced a drop in GCSE entrants, highlighting shifting interests and perhaps the impact of curriculum reforms and policy decisions over the past decade.
Despite the recent uptick in music and arts entries, the numbers remain below pre-EBacc levels. Since the introduction of the English Baccalaureate (EBacc) in 2010—a government initiative aimed at promoting core academic subjects—music GCSE entries have fallen by 13,000. The EBacc’s focus on English, maths, science, computer science, history or geography, and a language has often been cited as a reason for the decline in arts subject uptake. The Independent Society of Musicians (ISM) noted that, “without decisive policy change,” growth in arts entries could stall. Deborah Annetts, ISM’s Chief Executive, welcomed the “modest rise” in music entries, stating, “The modest rise in entries is proof that interest in music among young people remains strong when opportunities exist.”
Policy changes have tried to address the decline. In 2022, the government launched a National Plan for Music Education, aiming to provide every student with access to at least one hour of music teaching per week. However, a 2024 report by the Cultural Learning Alliance (CLA) revealed that 42% of schools did not enter any pupils for music GCSE, and music teacher vacancies had increased sixfold between 2022 and 2023. The CLA attributed the low turnout partly to a 34% decrease in vocational course uptake, underscoring the need for broader support and investment.
Prime Minister Sir Keir Starmer weighed in on the issue during a Classic FM interview, announcing plans to invest £88 million into clubs and activities, including music and sports. He expressed his intention to make sure music “counts towards the curriculum,” signaling a potential shift in national priorities. The prospect of increased funding has raised hopes that the recent upward trend in music entries can be sustained, provided that opportunities are made available and adequately resourced.
Beyond the arts, this year’s results reflected academic progress in core subjects. At the Academy of St Francis of Assisi, English literature grades 9–4 rose from 50.6% in 2024 to 55% in 2025, while maths grades 9–4 climbed from 43.9% to 48.5%. The combined rate for English and maths at grades 9–4 jumped significantly from 36.7% to 44.4%. These improvements were mirrored at several Catholic schools across the country, where headteachers highlighted the importance of community, family support, and student resilience.
Student success stories abounded. Youssef Trabelsi, for example, achieved six grade 9s in subjects including biology, chemistry, computer science, English literature, maths, and physics, and is set to continue his studies at the University of Liverpool Maths School. Talal Al-Mashehari, who earned seven grade 9s and two grade 8s, will pursue computer science, maths, and physics at Archbishop Blanch Sixth Form. Talal reflected, “I am very proud to achieve these grades for which I worked so hard for.”
At the Douay Martyrs Catholic School in Hillingdon, a third of all grades were at the highest levels (9–7), with results in religious studies, English, science, sociology, and geography far exceeding national averages. Headteacher Fiona McCloskey paid tribute to the “encouragement and partnership” of parents and carers, emphasizing that student achievement is a collective effort. Student Liana, who achieved two grade 9s and four grade 8s, said, “My time at Douay has been fantastic for building lifelong friendships and developing strong, supportive relationships with my teachers.”
Cardinal Pole Catholic School in Hackney, named 2024 School of the Year, also celebrated exceptional results, particularly in English language, English literature, history, and religious education. The school’s executive headteacher, Adam Hall, explained, “We work with every young person, and we do so through patience, structure, and a belief in their potential. Our results are proof that when you treat children with dignity and compassion, they rise.”
At St John Bosco Arts College in Liverpool, students like Evie Price (six grade 9s, three grade 8s, and a grade 7) and Maria Douba (who plans to study A levels in biology, chemistry, and physics) credited their teachers for unwavering support. Headteacher Darren Gidman described the day as “a fantastic celebration of resilience and achievement for all at St John Bosco Arts College.”
Strong performances were seen as well at St Bonaventure’s School in Forest Gate, where students like Nash and Zachary achieved multiple grade 9s and 8s, and at Notre Dame Catholic Academy, where Anthony Doyle and Shemaiah Oyeyemi both posted outstanding results. Notre Dame’s headteacher, Victoria Taylor, said, “The success stories of students like Anthony, Shemaiah, Harvey and Hannah exemplify the academy’s commitment to nurturing talent and focusing on academic excellence.”
Bishop Challoner Catholic School in Tower Hamlets reported improved progress at both KS5 and KS4, with executive headteacher Adam Hall commending the “amazing” staff and supportive parents. Arts subjects, including dance and art, also performed well above the national average, and music students achieved at least a grade 4 at a rate of 83%.
Not all trends were positive, however. The number of students taking Religious Studies at GCSE in England and Wales fell by 2.6% in 2025, despite a 0.9% rise the previous year. The Religious Education Council expressed concern that, although Religious Studies remains the seventh most popular subject, it is increasingly taught by non-specialists, which could undermine societal cohesion and students’ readiness for modern Britain. Sarah Lane Cawte, chair of the Council, warned, “We have a worrying situation in our schools where one of the most widely taken GCSEs is taught by an ever-declining number of specialists.”
This year’s GCSE results reveal a complex picture: gains in student achievement and renewed enthusiasm for the arts, set against the backdrop of persistent challenges in teacher recruitment, policy direction, and subject balance. As schools look forward to September, the hope is that continued investment, community support, and a commitment to opportunity will help sustain these positive trends and address the remaining gaps.
