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Most pupils who received their GCSE results this week were in the penultimate year of primary school when Covid struck, disrupting their preparation for secondary education. As with other post-pandemic cohorts, their achievements are therefore a testament to their ability, resilience and determination. A strong set of results, particularly in the core subjects of English and maths, should also be seen as a tribute to teachers dealing with ever expanding workloads.

Overall the impression is one of a welcome return to stability, as the legacy of the years of cancelled exams and teacher assessments is left behind. The proportion of top grades awarded in England, Wales and Northern Ireland rose compared with last year, but only by a tenth of a percentage point, while the overall pass rate fell by the same margin to 67.3% – the same as in 2019. Nevertheless, the latest results throw up familiar grounds for concern.

The ongoing decline in language learning appears to be accelerating to an alarming degree, with GCSE take-up in French and other modern languages falling sharply again. A culturally enriching part of the curriculum is in danger of becoming the preserve of affluent state schools and the independent sector.

More broadly, inequalities of outcome suggest a fundamental change in approach is required to address regional disparities that have become entrenched. London schools once again pulled away from those in the north and the Midlands when it came to the awarding of top grades. Recent research has shown that good GCSE grades have a disproportionately beneficial impact on the life chances of pupils from less privileged backgrounds. A levelling up strategy is urgently needed.

While overall results in English and maths were impressive, a significant proportion of teenagers failed to achieve a grade 4 pass. The data also confirmed that the policy in England of imposing compulsory resits in those subjects is blighting lives rather than raising standards. Only 18.8% of those aged 17 and over achieved the requisite pass grade in English, down from last year, with an even smaller proportion achieving a grade 4 in maths. Far too many young people are becoming trapped in a demoralising and humiliating cycle of failure, which is blocking their progress into the world of work.

The government plans to introduce a new “stepping stone” qualification to build confidence ahead of resits, but a more radical overhaul is needed. At a time when an estimated 1 million 16- to 24-year-olds are not in education, employment or training, developing a more nuanced approach, including alternative pathways, should be a priority.

An overhaul is what Andy Burnham and his education secretary, Lucy Powell, are promising. From 2028, the educational landscape in England may change significantly for 14- to 16-year-olds. The prime minister appears committed to rebalancing the curriculum by expanding the number of technical education options available to students, in a reprise of his approach as the mayor of Greater Manchester.

If a true parity of esteem is to be established between academic and vocational routes, as Mr Burnham desires, it will require a significant injection of resources. But the focus is the right one. Though there was much to celebrate as another post-Covid cohort came of age, the inequalities and failures revealed again by this year’s results are long overdue for attention.

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