HUNDREDS of Callywith College students are celebrating excellent A-Level, Extended Diploma and T-Level results and the outstanding progression opportunities they offer.

Around 400 students received A-Level results that collectively secured a 97.5 per cent pass rate, with more than three quarters being awarded A*-C grades.

Those studying Level 3 Extended Diploma and Diploma courses (equivalent to three A-Levels) achieved equally good results, with 90 per cent of approximately 350 students passing with Merit grades or higher.

Students studying a T-Level achieved a 100 per cent pass rate with 94 per cent achieving a Merit grade or higher.

Callywith College principal Jon Grey said: “We are very proud of the results achieved by our students. It’s a huge endorsement of the dedication shown by students and staff at the college over the last two years of study.

“The vast majority of our university applicants have successfully gained entry to their first-choice institutions. I’d like to congratulate all our students on what they have achieved, and urge them to keep in touch to let us know how their next steps into employment, apprenticeship or university are going.”

A-Level student Agnes Wilkinson achieved A*A*A in Fine Art, photography and film studies. She will now study Fine Art at The Ruskin School of Art at the University of Oxford.

“I’m feeling relieved, excited, terrified,” she said. “I worked so hard to achieve the best results I could, and my efforts have paid off.”

Thomas Barron gained a distinction in his UAL Level 3 Games Art, Animation & Development Extended Diploma at Callywith College
Thomas Barron gained a distinction in his UAL Level 3 Games Art, Animation & Development Extended Diploma at Callywith College (Callywith College)

Thomas Barron achieved a Distinction in his UAL Level 3 Games Art, Animation and Development Extended Diploma. The former Pencalenick School pupil will now study Game Development: Design at Falmouth University.

Thomas paid tribute to Callywith College, saying: “I was supported in many ways, including weekly one-to-one check-ins and ‘helper’ questions for me to answer in my essays, evaluations and other written work.”