THE HEAD of a Bradford school has called out criticism of record high grades and said it is "numbingly predictable and irksome like a drizzly Bank Holiday".

Nearly three in 10 students across England were awarded the top grades - at least a 7 (equivalent to an A) - last Thursday.

The data, from the Joint Council for Qualifications (JCQ), also showed this is just over 26 per cent up from last summer.

Dr Simon Hinchliffe, Headmaster at Bradford Grammar School (BGS) gave a heartfelt message about his experience on Results Day last week.

He said: "Today I remembered why I’m a teacher.

"It’s GCSE results day at Bradford Grammar and a tearful, but delighted, mum hugged me (not an everyday occurrence) as we shared in her son’s achievements.

"After many challenges and much perseverance, things had come good, and the thing that moved me most were her words: 'My son feels at home here'.

"Through a rocky pandemic-hit 18 months it has been the strength of relationships like these that have kept us going."

The headteacher also passionately defended the grades that teachers across the country have decided to award their students.

He said: "The Teacher Assessed Grades (TAGS) that our children have achieved deserve to be celebrated, unfettered by mealy mouthed mutterings about grade inflation.

"Sideswipes at public qualifications are nothing new of course.

"Every year, hardworking young people reach to do their best, wait patiently in hope for meritocratic outcomes, raise a cheer on results days and then get thumped by subsequent talk of ‘falling standards’ - numbingly predictable and irksome like a drizzly Bank Holiday.

"For once let’s give our children a moment in the sunshine, they have earned it.

"Happily, and quite literally today, that’s what they got at Bradford Grammar as the skies cleared above Manningham."

The pandemic has of course had a negative impact on education in many ways, but Dr Hinchcliffe is calling on the public to focus on the resilience of children and school staff.

He said: "I would also urge, as time passes and we reflect on the ways in which the pandemic has and continues to impact on schools, that we try to retain a balanced perspective.

"Talk of lost learning, a blighted generation, teachers and a notional army of tutors plugging deepening gaps, bridging a gulf between the poorest children and their peers, dominates.

"Patterns of disadvantage and potential future detriment are deeply concerning, but do not, I would suggest, provide a wholly comprehensive picture.

"Many young people in all kinds of schools and colleges have successfully completed courses and demonstrated the acquisition and understanding of new knowledge and skills.

"They have problem solved, cooperated and demonstrated initiative, keeping their ambitions alive. For many, learning has remained busy and rich.

"School campuses may have been quiet, but schools and colleges did not shut.

"Much valuable and secure learning has taken place during the pandemic, some of which, for example in the fields of digital capability and confidence, personal organisation and independence has prospered, although we accept the learning curve was steep and everyone, pupils, parents and teachers alike, were somewhat weather beaten at the end of summer term.

"But it would be helpful, I think, to acknowledge that things have been gained, not just lost in the world of education these past months.

"Let us champion our young people, the qualities they have shown and their achievements.

"They ought to be a source of pride. Everybody wants the best schooling and potential outcomes for all children.

"When we come to look beyond the immediate headlines, acknowledge both gains and losses, and seek to understand where improvements can be made, we must be objective and balanced, learn from what’s gone well, not just wrong.

"Inequalities in education have been illustrated and should be addressed.

"Socio-economic, gender, racial, cultural and geographical disparities, for example, are mapped onto our educational landscape."

But what might be done, Dr Hinchcliffe queries?

He said: "Increased per pupil funding, development of leadership and accountability practices, greater collaboration and sharing of effective practice led to marked improvement of perceived ‘failing’ schools in London at the start of the new millennium.

"Bradford Grammar embraces partnership working with local schools and education charities, most recently with Future Transformation and neighbouring primary schools to learn about science, satellites and to launch rockets on our school fields.

"Lots of fun and a driver of collaboration and better understanding between all kinds of schools. Grass roots educators are doing their bit.

"Additionally, I have great respect for fellow school and college leaders in Bradford and I know we all feel deeply responsible, accountable, to our pupils and their families.

"As the sun sets on GCSE results day, we reflect on the possibility of our political masters taking up the baton with us, as they once did in our capital under the auspices of the London Challenge initiative that spearheaded school improvement, the legacy of which still pays dividends today.

"But for now, here in BD9, our hardworking and spirited young people are enjoying a pat on the back.

"Parents and teachers have come together to celebrate and say ‘well done’.

"I am proud of pupils at BGS, and across Bradford, our region and nation.

"Their successes are real and hard won.

"We wish them every happiness and success whatever comes next in life."