It’s odd to see the same narratives popping up on the news cycle every single results day. Highest results ever, most university places ever, grade inflation, will employers value this year’s results, etc. As usual, Btec and other vocational qualifications are sidelined as the news agencies flock to find four almost identical white, blonde, blue-eyed girls to film laughing with delight at their five A* and Oxbridge places.

In FE, it’s a day that does not fit into a headline. We think of individuals and their journeys, and we know that getting lower than expected grades doesn’t mean you don’t go to university - and, indeed, that some students get top grades and then go full-time in their job with no desire to ever come back to education again. In an FE college, there is no point in giving headline stats, you need a “deep dive” into where the student came from and where they are going.

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L* came to college with a few GCSEs at grades D and E. He enrolled on a level 2 sport course and got a pass, along with a 4 at GCSE English resit. By all accounts, on paper, this was a student who was not set for university. He started on music performance and excelled. Distinction on level 2. Distinction star at level 3. He was put off applying to his chosen Russell Group university because he still hadn’t managed to get a grade 4 in maths GCSE. They didn’t care, they wanted him, and he starts in September.

In the same class, C* had been rejected from her school sixth form after getting what they referred to as “poor” GCSEs and had been devastated. She came to college and got 4s in her maths and English GCSE resits. She is also going to a prestigious university with the highest grade possible from level 3 music. For me, the urge to contact that school decision-maker to give my best Jim Bowen “have a look at what you could have won” is overwhelming. So many school sixth forms send their “rejected” students to us, and we welcome them with open arms, knowing what absolute gems get discarded each year.

I have had some exceptional students who have not followed the path they were “supposed to” - a photography student who got a distinction at level 3, but was never going to carry on her education. She wanted to get a flat, earn money, and have her independence. She didn’t “need” a great result,  but she worked for it because that’s her nature, and I’m immensely proud of her. Shout out to the three photography students this year who decided they wanted completely different careers, applying to philosophy, education, and criminology courses.

It’s extremely stressful when students’ carefully planned progression routes are ripped up and they have to cross their fingers that they can get into university with a completely different discipline, but I also find it hugely brave and a testament to the chaotic nature of youth. The gamble paid off for all three of them, and I couldn’t be happier.

One who I will never forget is R*, who had the “I’m dropping out” conversation with me four - yes, four - times in his first year of level 3. He struggled with maths, but would still have to keep resitting and getting 1s and 2s for the foreseeable future because of his age. He scraped a pass on his first year vocational after I convinced him to stay, but he couldn’t face another year of maths. I suggested he take a year out and work, then come back and do second year when he was 19 and therefore not required to resit maths again. I kept in touch with him the whole year he was out working.

He would often worry about not making friends, being left out, people judging him for taking a gap year, not being able to keep up. Eventually, I got him to apply, and he came back for second year and smashed it. He got a merit overall and secured an apprenticeship in music production with two mates he made on the course. They have since formed a band and have gigs lined up. 

Where else but a college would have bet on these students? Where else but a college would you hear those stories of repeated so-called failure followed by massive and unequivocal success? It’s tempting to buy into the “Cinderella sector” negativity that is sometimes the overriding narrative when discussing FE, but we have to keep reminding ourselves of the transformative power of our work. We don’t give up on students, and we should be proud of that fact.

*All names have been redacted to ensure anonymity.