Andy Burnham has prioritized regional inequality as a key focus of his government, particularly highlighting the disparities in education across England.
With the release of A-level results on Thursday morning, students nationwide were seen celebrating an impressive set of outcomes, featuring record percentages of As and A*s. However, a closer examination reveals alarming regional imbalances, with the gap between London and the country’s lowest-performing regions reaching unprecedented levels.
In London, almost one-third of A-level candidates (32.7%) achieved A*s and As, marking an increase of six percentage points compared to the previous year. Conversely, in the East Midlands, less than a quarter (23.1%) attained top grades, a slight decline from 23.8% in 2025. This figure mirrors that of the north-east, which managed a modest increase to 22.9% from last year.
The latest results illustrate a concerning 9.6 percentage point difference in A and A* grades between London and the north-east, the widest gap recorded since the onset of the pandemic and significantly greater than the pre-pandemic disparity of 3.9 points in 2019. The differential in A* grades has also escalated from two percentage points in 2019 to 5.1 points in 2026. Experts are optimistic that the prime minister’s devolution strategies, aimed at empowering regional areas with the autonomy to tailor their educational approaches, could benefit students outside London.
Lee Elliot Major, a professor specializing in social mobility at Exeter University, remarked, “London has become an educational outlier, while many young individuals in the north-east, East Midlands, and other regions are raised in vastly different circumstances regarding opportunities. The landscape of England is evolving beyond a simple north-south divide; it now increasingly reflects London’s growing separation from the rest of the nation. While talent is evenly distributed, opportunities are not.”
The factors contributing to London’s exceptional performance are multifaceted. The introduction of the London Challenge by Tony Blair in 2003 initiated significant improvements in the capital’s educational institutions. Since then, competitive salaries and the city’s cultural appeal have attracted a larger pool of teachers, while ambitious immigrant families have also played a role in elevating standards.
The Department for Education has stated that its Rise teams are concentrating on areas and schools that are underperforming, emphasizing a targeted approach to improvement. Additionally, a proposal in the schools white paper to adjust funding based on household income, ensuring more support for children facing deeper disadvantages, has received positive feedback.
Nonetheless, the persistent and significant disparities highlighted in the recent results indicate a pressing need for substantial intervention. Chris Zarraga, director of Schools North East, which represents over 1,150 schools in the region, emphasized that educational institutions in various parts of England are not competing on equal terms.
“Schools in the north-east are operating within communities that are grappling with entrenched disadvantages, strained public services, increasing special educational needs, and limited access to opportunities and infrastructure,” Zarraga noted. “Schools are increasingly expected to address these challenges. This does not imply that we should accept lower outcomes. These divides are not insurmountable, but we cannot bridge them merely by demanding more from schools while leaving surrounding conditions unchanged. The government must treat this as a systemic issue.”
He advocated for a comprehensive long-term strategy that encompasses education, early years, health, special educational needs, transportation, skills development, and economic growth, alongside robust academic and vocational pathways.
Elliot Major called for an “ambitious, region-first approach,” highlighting that numerous rural, coastal, and post-industrial communities are left behind in terms of educational and economic opportunities. “The indicators are concerning: ongoing attainment gaps linked to background and locality, historically high rates of school absenteeism, and widening divides beyond school premises.”
Daniel Kebede, the general secretary of the National Education Union, stressed the necessity of increased funding, stating, “Schools do their utmost to address poverty, but the challenges faced by schools in disadvantaged areas must be addressed by Andy Burnham’s administration, ensuring that all schools and colleges receive adequate funding.”
Zarraga concluded, “Results day should be a reflection of students’ potential and diligence, not merely the structural advantages or disadvantages dictated by their upbringing.”
