Latest news with #GCSEs
Daily Mirror
4 days ago
- Entertainment
- Daily Mirror
Emotional LadBaby Mum reveals learning difficulty struggle and teacher's harsh words
Roxanne Hoyle, best known as LadBaby Mum, spoke to the Mirror about her experience growing up with a learning difficulty and how she overcomes the impact of it in her life Roxanne Hoyle, better known as LadBaby Mum, has shared that she has a determination to succeed after having felt "embarrassed" over a learning difficulty that led to teachers writing her off at school. Now a best-selling author, she wants to inspire others and raise awareness over dyslexia. The content creator, 41, rose to fame with her husband Mark Hoyle, 38, known as LadBaby, on social media, before taking the charts by storm with five Christmas Number 1 singles. The couple, who have a nine-year-old and a seven-year-old, have also released several children's books together. Over the years, fans have been given insights into their lives, with both Roxanne and Mark having previously spoken about being dyslexic. The NHS suggests that up to 1 in every 10 people in the UK has some degree of dyslexia, described as a "learning difficulty" that primarily affects reading, writing and spelling. It adds that intelligence isn't affected. Ahead of releasing their latest book, Greg the Sausage Roll: Dinosaur Adventure, Roxanne recently spoke to the Mirror about her experience with dyslexia. She opened up about her time at school and life now as a neurodiverse parent. Looking back on the impact in her childhood, she told us that it was "confusing" and "very challenging," but described herself as "lucky" for having supportive parents. She said that they were "very positive" and considered it "a gift". Roxanne recalled: "They didn't kind of listen to what other people said. They challenged me and they didn't ... I never felt like I was different. I just was encouraged in certain areas. Very early on. Like, my sister was very academic, but I was very creative, so my parents kind of both embraced us." She said: "I remember it being very hard at school though - like never fully understanding, never fully reading well, never fully being supported or even people not understanding how to support me. [...] Nobody was kind of educated about it. I don't think anyone was. I didn't even really know I had it until y'know much older when I was working." Roxanne said that growing up she learned through song, visuals and movements. Sharing one example of her efforts, she told us: "My dad would like play on the guitar the solar systems in order so that I could basically pass an exam." "Once I had a way or I knew my type of dyslexia, I knew how to get information into me," she said. Roxanne, who said that understanding ways that you retain information is life-changing, added: "Once I knew song or movement can trigger my memory, then my exams ... I mean I just sung through my GCSEs and I got A*s to Cs, and to this day, like on my paper, my teachers were like 'she's not gonna pass anything because she can't retain anything'." Asked how she feels about being written off at school, given that she's now achieved success, including as an author, she said: "It's very overwhelming because I think back when I was younger you're told ... and through no fault of teachers' own, like teachers are doing what they can with the tools they have, but, you are told 'it's this way and it has to be done a certain way'. I was told I would never be an author." Roxanne added: "I mean, to be quite honest with you, I never even thought I would be one. I never dreamed of being one because ... words on a page make me wanna cry." Roxanne, who's released a number of books with Mark, went on to discuss how she works on the material. She said: "We don't necessarily sit in a room and type. Everything can be voice noted and we draw." She said: "You don't have to do it the way that it's set on paper and been set for years." She also praised publisher Puffin over the process of recording the subsequent audiobooks. She explained: "They print the whole book on yellow paper, acetate, for me, so that I can read it quicker and they actually support it." Roxanne said their books have proved "really inspiring" for many kids, adding: "It's quite something that it inspires them because back when I was younger, I wouldn't have even said that I was dyslexic out loud because people would look at you different, or like talk to you different, or talk to you like you didn't understand anything. And that's not true at all!" When asked if the way those with dyslexia are perceived and treated has given her determination to thrive, she said: "Yeah, I feel like I am driven to achieve or to just ... I want to put things out there for neurodiverse people. I wanna put ... like the creativity and the fire and the joy out there." She added: "You have to have a fire with this because y'know otherwise what's the point? You've got to push forward." She encouraged others to "embrace" the condition like she has. She told us recently: "A lot of successful people are dyslexic and you can identify things in the world that aren't necessarily there for a neurotypical brain." Roxanne said: "It can be a gift but I think when people say that it's very hard when you're living it. I would say anyone who's lived an experience of being neurodiverse, it's hard." She said: "You just have to constantly educate people, challenge people, prove your worth, when realistically like why?" She said that she tries her best to raise raise awareness with her platform. She added: "I try to inspire, to prove that it's okay to laugh, it's okay to joke, it's okay to be creative via video or books, or sound, whatever it is. I do my best." Whilst speaking about parenting, Roxanne said that she finds joy in being part of her sons' education, though admitted to struggling to help with homework at times. She said: "I'm not embarrassed of it anymore. I'll go 'I'm really sorry, mummy doesn't know that one, maybe let's work it out together'. And actually it becomes quite a nice challenge for us." Addressing reading to her own kids and at events for young fans, she stressed the importance of showing that its "alright to go wrong". She said: "If you go wrong, it's gonna be okay because you'll get it right eventually, and I think that's really important to show those mistakes so that other children can see that nothing's going to happen to them. And it's something you can overcome." In the interview earlier this month, Roxanne also spoke about navigating the summer holidays, saying that there's "a lot of pressure" on parents nowadays to keep their kids entertained. She said: "It's okay for them to be bored. It's okay for them to have down days and not do anything." "Six weeks is a very long time, especially for neurodiverse parents who can't always y'know cater to needs and routines," she said, adding: "Don't be so hard on yourself." Further sharing some advice for other parents, she said: "Sometimes kids just really enjoy just simple things like a picnic tea." She said that 'brain breaks,' which are videos on platforms like YouTube that "get kids moving," are "one of the best things" to give her the chance to do housework. And she said that the videos are available with popular characters in. And Roxanne provided advice for parents of children with dyslexia over reading. It included recommending that they consider coloured overlays. She said: "I have yellow acetate over my words and it just stops it ... calms the page down and lets you focus." She also promoted apps like Nessy and DoodleSpell. She also shared her excitement of her upcoming book, Greg the Sausage Roll: Dinosaur Adventure - Greg the Sausage Roll, which is set to be published next month. It follows the titular character, Greg, in a prehistoric world and Roxanne described it as a "very special book" ahead of its release. Greg the Sausage Roll: Dinosaur Adventure - Greg the Sausage Roll by Mark and Roxanne Hoyle publishes 28th August 2025 (Penguin Random House Children's UK, paperback, £7.99).
South Wales Argus
6 days ago
- General
- South Wales Argus
What Caerphilly schools will look like after summer holiday
Pupils and teachers will say goodbye to Rhydri Primary School, which has served the village of Rudry since 1902. The local authority confirmed in April the school would close down, bringing to an end a long campaign to make it viable. The council's argument focused on falling pupil numbers – blamed on declining birth rates – and their impact on the school's ability to produce a balanced budget. Some parents launched a recruitment campaign to try and drive up pupil numbers, but this failed to persuade the council that Rhydri Primary had a sustainable future. Other efforts included slashing the number of classes and federating the school with Bedwas Juniors, but the council said this work was 'not viable or sustainable moving forward'. Critics of the proposed closure argued the council should have done more to make the school survive, but this view was challenged by the local authority. At the April meeting to decide Rhydri Primary's fate, cabinet members described the move as 'difficult' and acknowledged the community's 'hard work' to try and save the school. Its pupils are expected to move to Caerphilly town's St James Primary School in September, although parents are free to send their children elsewhere. Elsewhere, some students currently at two single-sex schools will begin co-ed lessons in the new academic year. The council agreed last December to eventually shut down Lewis Girls School, in Ystrad Mynach, and transfer all pupils to the currently boys-only Lewis School Pengam by September 2027. This autumn, the proposal is for all pupils in Years 7 and 8 at both schools to be taught on the Lewis Girls School site, and for all pupils in Years 9 and 10 to have their lessons at Lewis School Pengam. Year 11 pupils preparing to take their GCSEs will remain at their current school to minimise disruption. There will be further changes in September 2026 before Lewis Girls School shuts a year later, closing the book on single-sex secondary school state education – not just in Caerphilly County Borough, but also in Wales. Meanwhile, demolition work will begin this summer at Plasyfelin Primary School, in Caerphilly town, where a modern replacement will be built in phases. Some students will learn in temporary classrooms when they return to lessons in September, as the council hopes to minimise disruption to learning. The replacement school will be larger and carbon-neutral – but a new report shows costs are already expected to rise by nearly £3 million more than initial estimates, meaning the council will have to contribute an extra £1.76 million to the project, which is jointly-funded with the Welsh Government. Also in Caerphilly town, Hendre Infants School will 'amalgamate' with Hendre Junior School in September to create a new primary. A council meeting heard the 'amicable' merger had been supported by both schools, and could lead to a 'sharing of expertise' for staff and a 'continuity of learning' for pupils. The infant and junior key stages will continue to operate at their current homes, opposite each other on St Cenydd Road, but will now be run as one school.
Western Telegraph
23-07-2025
- General
- Western Telegraph
New learning centre to open in Haverfordwest in September
Cherry Grove Learning Centre is an innovative learning environment for children and young people aged three to 18. Its principal, Saj Madni, said: 'Cherry Grove is a centre of excellence, where young people rediscover a love of learning, rebuild confidence, and develop a strong sense of identity and purpose.' And this coming weekend, families are invited to attend an open day at the centre at 1 Cherry Grove, Haverfordwest SA61 2NZ on Saturday July 26, from 11am to 3pm. The learning centre will open its doors on September 8. (Image: Cherry Grove Learning Centre) Ms Madni, who was the deputy head of an independent secondary school and also a Head of Sixth Form for eight years, added: 'Every child deserves to feel seen, valued, and inspired – and that's what we aim to provide.' Ms Madni outlined the ethos of Cherry Grove. She explained: 'Cherry Grove offers a personalised, child-centred approach to learning. 'With small group teaching, bespoke education plans, and a focus on academic achievement, wellbeing and leadership, the centre supports learners from a wide range of backgrounds – including those who are ambitious, anxious, neurodivergent, previously home-educated, or simply looking for a fresh start. Out-of-classroom experiences will also be important for learners at the centre. (Image: Cherry Grove Learning Centre) 'Learners follow tailored pathways to GCSEs, A-levels, and vocational qualifications, supported by Cherry Grove's in-house examinations centre." Ms Madni emphasised that academic success is just one part of the experience. She said: "The centre also offers outdoor learning, creative subjects, sports partnerships, and a unique programme of community organising, where learners build confidence through real-world projects." The centre is officially launching on September 8, 2025 and more information ahead of that date can be found by going along to the open day; by contacting info@ or visiting Learners from the age of three to 18 are welcome to attend the centre. (Image: Cherry Grove Learning Centre) Families whose children are set to start at Cherry Grove in September have already shared their experiences after visiting the centre: Said one parent: 'My daughter is aiming for a top university, but she needed somewhere that could challenge her and support her as a person. Cherry Grove offers both – and after a few visits, she felt right at home.' Another told how her son had always found mainstream school 'overwhelming. They commented: 'At Cherry Grove, the calm setting and welcoming staff gave us real reassurance. He's actually excited about learning again.' Another parent of a 'very anxious' child praised the 'brilliant' Cherry Grove staff. They explained: 'They let him visit a few times, meet the team, and explore the space slowly. He loved it. Knowing he feels comfortable there has given us real peace of mind.' The open day will give families the chance to tour the site and meet staff; learn about the curriculum and learner support and ask questions about the admissions process and next steps. For more information, contact the centre, linked above.
North Wales Chronicle
17-07-2025
- General
- North Wales Chronicle
Ofqual data ‘significantly overstated' number of pupils given extra exam time
Ofqual has announced it is withdrawing a decade's worth of statistics on pupils being granted special access arrangements in their GCSEs, AS and A-level exams after identifying issues with the data. It comes after data from the exams regulator last year suggested that nearly a third (30.1%) of pupils in England were given 25% extra time to complete their GCSEs, AS and A-level exams in 2023/24. The original figures, published by Ofqual in November, suggested that 41.8% of all candidates in independent centres – of which the majority are private schools – were granted 25% extra time in their exams in 2023/24, compared with 26.5% in non-selective state schools. But with just weeks to go until A-level results day, Ofqual has admitted that its published figures led to a 'significant overstatement' of access arrangements. A new analysis from Ofqual suggests that the proportion of students receiving access arrangements is 'much more closely aligned' with the proportion of students with special educational needs (Sen) in the school population. Department for Education (DfE) figures published last month suggest that nearly a fifth (19.5%) of pupils in England had Sen support or an education, health and care (EHC) plan in 2024/25. Ofqual said the 'problem' has been with the way the data was recorded and reported rather than how the access arrangements system has been used. For example it included arrangements for students who did not sit exams that year, and duplicate applications for the same student were not filtered out. Schools and colleges apply to exam boards for access arrangements to ensure that those students can sit their exams without being unfairly disadvantaged. Education leaders have suggested that more pupils are seeking support due to a rise in young people with special educational needs and disabilities (Send) and mental health issues since the pandemic. Requests for 25% extra time in exams is the most common exam board-approved access arrangement for pupils. Tom Bramley, executive director of research and analysis at Ofqual, said there are no issues with the access arrangements system itself and no student should be affected. In a blog on Thursday, he said: 'The approach to access arrangements remains unchanged.' Ofqual is withdrawing its official statistics on access arrangements for GCSE, AS and A-levels from 2014 to 2024. Revised statistics will be published later this year, covering the academic years from 2020/21 onwards, and they will be 'official statistics in development'. A detailed analysis of the data is expected to include updated figures on exam access arrangements for state and private school pupils. Mr Bramley said: 'In 2023 we started considering trends in access arrangements data and began research into how the arrangements were used and perceived in the education sector. 'As part of this work we requested more detailed data from exam boards, which we received at the end of 2024. 'We have always recognised that there are limitations to these figures. 'Our analysis has now revealed that they have led to a significant overstatement of approved access arrangements in place for the exam cohort in each year.' Earlier this year, Ofqual said it would 'take action' if it found that the higher proportion of private school pupils being given extra time in exams was due to unfairness. In February, Sir Ian Bauckham, chief regulator at Ofqual, told Tes magazine that the regulator was doing 'extra work' as he was 'concerned' by the gap between private school and state school candidates being granted special exam access arrangements. It came after the Education Secretary Bridget Phillipson called on the exams regulator last year to investigate why private school pupils were more likely to receive extra exam time than state school pupils. Julie Robinson, chief executive of the Independent Schools Council (ISC), said: 'Ofqual is supposed to be the trusted source for exam statistics and as a result of these significant errors, independent schools have wrongly seen their results undermined and their integrity questioned. 'We are pleased that the investigation instigated by the DfE will lead to a correction of the record and we hope an apology will be forthcoming.' Tom Middlehurst, deputy director of policy at the Association of School and College Leaders (ASCL), said: 'We're pleased that Ofqual has conducted a thorough review of this data to understand why there have been very significant increases in access arrangements. 'Clearly, having identified issues which indicate that this is in fact overstated in the statistics it is the right thing to do to withdraw and correct the data. 'This will lead to a more accurate understanding of trends around access arrangements. 'It is, however, frustrating that the data was apparently incorrect in the first place.' Paul Whiteman, general secretary at school leaders' union NAHT, said: 'While it is regrettable that problems have been identified with these statistics, Ofqual has done the right thing in withdrawing them and working to correct and republish them. 'Having correct datasets on access arrangements is vital to identify trends and changes across the system. 'School leaders have certainly seen more requests for access arrangements in recent years in the aftermath of Covid, increased reports of anxiety and mental ill-health, and significant rises in numbers of children with additional needs.' A DfE spokeswoman said: 'Ofqual has acted appropriately in firstly reviewing the data and then identifying and addressing the issue as quickly and transparently as possible. 'We welcome Ofqual's commitment to improving data quality and transparency, and we will continue to work closely with them to ensure high standards across the system.' A Joint Council for Qualifications (JCQ) spokeswoman said: 'Ofqual is responsible for quality assuring and publishing official statistics about access arrangements. 'For the majority of cases, data about access arrangements, such as extra time, is uploaded to a centralised JCQ system used by schools, colleges and other exam centres. 'Individual exam boards provide additional data for a proportion of more complicated cases. 'We will continue to work with Ofqual to make sure that its statistics accurately reflect the number of students who benefit from access arrangements, such as extra time in exams.'
Leader Live
17-07-2025
- General
- Leader Live
Ofqual data ‘significantly overstated' number of pupils given extra exam time
Ofqual has announced it is withdrawing a decade's worth of statistics on pupils being granted special access arrangements in their GCSEs, AS and A-level exams after identifying issues with the data. It comes after data from the exams regulator last year suggested that nearly a third (30.1%) of pupils in England were given 25% extra time to complete their GCSEs, AS and A-level exams in 2023/24. The original figures, published by Ofqual in November, suggested that 41.8% of all candidates in independent centres – of which the majority are private schools – were granted 25% extra time in their exams in 2023/24, compared with 26.5% in non-selective state schools. But with just weeks to go until A-level results day, Ofqual has admitted that its published figures led to a 'significant overstatement' of access arrangements. A new analysis from Ofqual suggests that the proportion of students receiving access arrangements is 'much more closely aligned' with the proportion of students with special educational needs (Sen) in the school population. Department for Education (DfE) figures published last month suggest that nearly a fifth (19.5%) of pupils in England had Sen support or an education, health and care (EHC) plan in 2024/25. Ofqual said the 'problem' has been with the way the data was recorded and reported rather than how the access arrangements system has been used. For example it included arrangements for students who did not sit exams that year, and duplicate applications for the same student were not filtered out. Schools and colleges apply to exam boards for access arrangements to ensure that those students can sit their exams without being unfairly disadvantaged. Education leaders have suggested that more pupils are seeking support due to a rise in young people with special educational needs and disabilities (Send) and mental health issues since the pandemic. Requests for 25% extra time in exams is the most common exam board-approved access arrangement for pupils. Tom Bramley, executive director of research and analysis at Ofqual, said there are no issues with the access arrangements system itself and no student should be affected. In a blog on Thursday, he said: 'The approach to access arrangements remains unchanged.' Ofqual is withdrawing its official statistics on access arrangements for GCSE, AS and A-levels from 2014 to 2024. Revised statistics will be published later this year, covering the academic years from 2020/21 onwards, and they will be 'official statistics in development'. A detailed analysis of the data is expected to include updated figures on exam access arrangements for state and private school pupils. Mr Bramley said: 'In 2023 we started considering trends in access arrangements data and began research into how the arrangements were used and perceived in the education sector. 'As part of this work we requested more detailed data from exam boards, which we received at the end of 2024. 'We have always recognised that there are limitations to these figures. 'Our analysis has now revealed that they have led to a significant overstatement of approved access arrangements in place for the exam cohort in each year.' Earlier this year, Ofqual said it would 'take action' if it found that the higher proportion of private school pupils being given extra time in exams was due to unfairness. In February, Sir Ian Bauckham, chief regulator at Ofqual, told Tes magazine that the regulator was doing 'extra work' as he was 'concerned' by the gap between private school and state school candidates being granted special exam access arrangements. It came after the Education Secretary Bridget Phillipson called on the exams regulator last year to investigate why private school pupils were more likely to receive extra exam time than state school pupils. Julie Robinson, chief executive of the Independent Schools Council (ISC), said: 'Ofqual is supposed to be the trusted source for exam statistics and as a result of these significant errors, independent schools have wrongly seen their results undermined and their integrity questioned. 'We are pleased that the investigation instigated by the DfE will lead to a correction of the record and we hope an apology will be forthcoming.' Tom Middlehurst, deputy director of policy at the Association of School and College Leaders (ASCL), said: 'We're pleased that Ofqual has conducted a thorough review of this data to understand why there have been very significant increases in access arrangements. 'Clearly, having identified issues which indicate that this is in fact overstated in the statistics it is the right thing to do to withdraw and correct the data. 'This will lead to a more accurate understanding of trends around access arrangements. 'It is, however, frustrating that the data was apparently incorrect in the first place.' Paul Whiteman, general secretary at school leaders' union NAHT, said: 'While it is regrettable that problems have been identified with these statistics, Ofqual has done the right thing in withdrawing them and working to correct and republish them. 'Having correct datasets on access arrangements is vital to identify trends and changes across the system. 'School leaders have certainly seen more requests for access arrangements in recent years in the aftermath of Covid, increased reports of anxiety and mental ill-health, and significant rises in numbers of children with additional needs.' A DfE spokeswoman said: 'Ofqual has acted appropriately in firstly reviewing the data and then identifying and addressing the issue as quickly and transparently as possible. 'We welcome Ofqual's commitment to improving data quality and transparency, and we will continue to work closely with them to ensure high standards across the system.' A Joint Council for Qualifications (JCQ) spokeswoman said: 'Ofqual is responsible for quality assuring and publishing official statistics about access arrangements. 'For the majority of cases, data about access arrangements, such as extra time, is uploaded to a centralised JCQ system used by schools, colleges and other exam centres. 'Individual exam boards provide additional data for a proportion of more complicated cases. 'We will continue to work with Ofqual to make sure that its statistics accurately reflect the number of students who benefit from access arrangements, such as extra time in exams.'
