The Pressure 

The media focuses on students when it comes to results days with their celebrations, commiserations and next steps being front and centre. However, for teachers results day can be a stressful and anxiety-inducing interruption to the summer holiday. The responsibility that many teachers feel towards the performance of their students is palpable. We know that teachers are working harder than ever before to ensure the outcomes of students are as positive as possible. As a consequence it is all too common for teachers to experience sleepless nights during August as they fret over the possible permutations and fall out from the results of their students. 

The secondary school system is a results oriented business and it often seems as though your credibility and reputation for the next 12 months is determined by student outcomes. But it is also important to remember that schools should never be entirely about results. Teachers touch the lives of students in many ways. The passion for your subject and the expert guidance you provide to young people as they navigate their adolescence is also vital.  With all this in mind we have pulled together some advice from our collective experience of over 40 years in the secondary system. 

Should I Be Present At School On Results Days?

Some teachers feel that they need to be present at school to support students when they receive their results and for some of you in specific roles your physical presence is required. It can however be an emotionally draining experience and there are many teachers who choose to monitor from a distance or perhaps not engage at all. This distancing can allow you more time to recover and replenish yourself ready for the start of another academic year. With A level results coming at the halfway point of the summer break it can often feel like you have had little time to rest. Staying at arms length from the day itself can be a way of setting or reclaiming your boundaries to ensure that you are prioritising rest and recuperation above all else. 

Try Not To Compare!

Data crunching and analysis are part of life in schools and quite rightly so but, there is a time and a place. With integrated software you are now able to see a breakdown of student grades in granular detail. You can analyse performance against key indicators and dissect value added Progress 8 scores. Although having the ability to scrutinise the results of focus groups; SEND, Gifted / Talented and Pupil Premium is extremely useful you shouldn’t be using such data to compare your results to that of other teachers. Such practice can lead to feelings of deflation or undermine your good work if you feel that colleagues have performed better. Ultimately the school should be thought of as a collective and the contribution of all staff should be recognised. 

Consider The Extenuating Circumstances 

If results do not go your way don’t dwell on them. This will only lead to an erosion of your confidence. It is all about moving forward but if you’re feeling deflated it can be useful to put things into perspective by considering the context of your work. There are always factors beyond your control which have an impact on the outcomes of students. Poor mental and physical health, absence, behavioural issues, relationships and family bereavement can play a part in determining the success of students who study your subject. You have to be realistic and look at achievements pragmatically. Even very experienced teachers can have blips but if you are an early career teacher it could be your first cohort of students that you have taken through a qualification. We would hope that senior leaders recognise the unique pressures facing less experienced teachers with exam classes. It is their responsibility to nurture and mentor such colleagues to ensure they remain positive and develop their pedagogy. Equally you may have taken over a group who were halfway through a qualification. All of these things make a difference and many excellent teachers will tell you that it can take time and practice to continuously deliver value added results. 

For the year 11’s and 13’s of 2024 it is also important to remember the lingering impact of the pandemic. Year 11 were not part of the phased return to school after the first lockdown during year 7. Both year groups then experienced a second and third national lockdown. Year 13’s experienced high absent rates during year 11 due to the Omicron variant and tougher grading was introduced to counter grade inflation. These pressures were also compounded by 7 days of teacher pay strikes and in some cases students faced further disruption due to the RAAC concrete crisis. So these cohorts have not had a normal time of their secondary education all of which would have impacted their results and is beyond your control. 

Move Forward With Purpose

Granular analysis at a later date is very useful for planning professional development for the following year. Many exam boards offer enhanced results analysis allowing you to track trends across your centre. For example, there may be a particular topic that students have underperformed in allowing you to focus resource writing to improve the understanding of students in this area. It may also reveal which ‘Assessment Objectives’ your students are responding most effectively to and those that need work. For example, perhaps students’ recall of knowledge is strong but they need to work on the application of knowledge. Adapting future schemes of learning to take this into account can be very powerful in improving centre performance in the future. 

Recording Of Results 

For students, results are the gateway to university, apprenticeships, training or employment. But they are also important for your career too. Many teachers overlook keeping a record of the results they achieve throughout their career. They are a record of the impact and legacy of your work. They are metrics that can be used as evidence to prove your value to prospective employers whether they be schools or organisations outside of the school system. If one year doesn’t go the way you want, use it as a benchmark against which to measure future success, showing improvements over time. Results data can breathe life into CVs, applications or supporting statements to impress upon employers the value that you offer. They are students’ results but they are also a product of your actions and can be used to demonstrate your worth. 

But whatever your circumstances or the context of your school, be proud of your contribution, celebrate the wins and remember your impact on students goes far beyond the results that they obtain.

Are you aware that some of the franchises we work with support GCSE and A-Level students to achieve their results? Hear from art-K the UK’s leading art education provider, offering art classes for GCSE and A-Level students on their views regarding result days:

Each year, art-K supports hundreds of students, helping them take their first steps toward prestigious art institutes. Results days can be a stressful experience for both students and teachers. However, at art-K, teachers have their approaches:

art-K believes every student has the potential to thrive. With personalised guidance from art-K’s experienced art teachers, art-K supports each student on their journey of self-improvement, not only in art but in their overall growth. art-K aims to create a non-competitive and non-judgmental environment where students of all skill levels can make the most of their potential. 

At art-K, teachers value the learning process over the outcome. For art-K’s teachers, results days are not just a measure of success but an opportunity to further support and guide students toward their next goals.

art-K is seeking art teachers who are passionate about embarking on their career path in art education.If you share the same values with art-K and want to help shape the next generation of artists, you are more than welcome to join the art-K community.

Find out more: art-K