Overall, our examination results are to be celebrated. This cohort of students – especially those at the IB and the A Level – had massive learning disruption due to COVID. This meant that they had entered their most important years in education so far with holistic challenges such as reduced resilience and motivation. However, with the support of our teaching staff, student-support teachers, and school leadership, the students managed to achieve well above the world average in many areas.

As always, Chinese (both as a first language and as an acquired language) is one of our areas of highest achievement. Many students take A Level Chinese a year early, allowing them to concentrate on an additional three A Levels in their final year. Mathematics also continues to be an area of success; it demonstrates the high quality of our teachers and the positive mindsets of our students. Once again, students have achieved high scores even though they have been taking the examinations (IGCSE and AS/A Level) a year or, in some cases, two years early (This is not an option for IB students.) We also continue to be successful in all areas of the Arts.

The engagement of the students, and the dedication of the staff involved in these areas, which require many hours of extra support outside the classroom, are to be commended. We are also seeing increasing success in some of our less conventional subjects such as Digital Media or PE and Health.

In all areas, the commitment, knowledge, and support of the teachers are key to the students' success. I would also highlight that the relationships with the students are key to high achievement; students work best with and for teachers who demonstrate they care.

Each school has a system of close mentorship. We track students both academically and pastorally throughout their academic journeys to ensure that they are reaching their full potential. We collect data at each reporting period and check the progress to ensure alignment with baseline diagnostic tests. When we ascertain that a student is slipping or struggling, we meet with the student and the parents to discuss personal approaches to help the student make more appropriate progress. All schools offer extra revision classes as the exams approach, and all teachers offer extra one-to-one support when students need further subject guidance. Most schools offer learning and homework clubs supervised by teachers and middle leaders. In addition, the Heads of Year, as well as the IB, A Level, and IGCSE coordinators, work with each cohort to help students understand effective approaches to learning. 

However, schools do not rely only on numerical data. One aspect that unifies all schools in the organisation is the level of care given to and about the students. When I visit the secondary schools, I am always enriched to see how happy the students are. They exude a sense of belonging and confidence that I have not always witnessed in other schools during my career.

This year, we will implement the "YCYW High Quality Learning and Teaching Framework". Its key message is that all teaching must be excellent. With the students at the centre of each learning experience, teachers use the ideological and practical resources provided by the organisation to plan, prepare, and deliver outstanding lessons. Our teachers bring excellent educational practices from all over the world. By combining these practices with a clear understanding of the mission, principles, and practices of YCYW, our classrooms and students will continue to thrive.